University of DundeeUniversity of DundeeSchool of Nursing & MidwiferySchool of Nursing & Midwifery

Mentor Update Day Mentor Update Day

(adapted from the introductory session given by (adapted from the introductory session given by Iain Burns, Director of the CPPSU)Iain Burns, Director of the CPPSU)

Thanks! You are doing a great job!Thanks! You are doing a great job!

Today is partly about thanking you, as a Today is partly about thanking you, as a mentor, for your continued hard work mentor, for your continued hard work

The next slide should be familiar to many The next slide should be familiar to many of you – it shows the kind of report we of you – it shows the kind of report we compile from student evaluationscompile from student evaluations

Red and blue are the colours to look for - Red and blue are the colours to look for - these indicate satisfaction within each these indicate satisfaction within each categorycategory

A Global View

• The next slide demonstrates that, overall, satisfaction with mentors remains high amongst our students

• To compile it, we add up and average out all the scores from the bar charts like the one on the previous slide

• Scores can range from 0 to 5, so you will see that even the lowest score on the graph is still only just below 3.0

BN/BMid/Dip HE in Nursing & MidwiferyCombined Practice Placement Feedback

September 2004 - August 2006

2.4

2.6

2.8

3

3.2

3.4

3.6

3.8

4

Introduction:During the firstthree days ofplacement

LearningOpportunities

Supervision ofPractice

Clinical Skills Integration ofTheory and

Practice

Quality of PracticePlacement

Report Section

Mea

n

Hospitals, 04_05

Hospitals, 05_06

Care/Nursing Homes, 04_05

Care/Nursing Homes, 05_06

Health Centres, 04_05

Health Centres, 05_06

05_06, Hospitals: 2683 Qu'res05_06, Care/Nursing Homes: 268 Qu'res05_06, Health Centres: 423 Qu'res

04_05, Hospitals: 2611 Qu'res04_05, Care/Nursing Homes: 294 Qu'res04_05, Health Centres: 399 Qu'res

Some of the things students saySome of the things students say

My mentor was excellent My mentor was excellent

Every member of staff was willing to help Every member of staff was willing to help me learnme learn

Mentors taking time to explain things to Mentors taking time to explain things to meme

Supportive staff/being valued by the teamSupportive staff/being valued by the team

Being made to feel really welcome to the Being made to feel really welcome to the wardward

Looking at the literatureLooking at the literature

The Ideal Learning Environment : The Ideal Learning Environment :

Is based on learning through action in the Is based on learning through action in the real worldreal world

Challenges the learnerChallenges the learner

Takes place in the presence of expertsTakes place in the presence of experts

Links theory to practiceLinks theory to practice

The Ideal Learning Environment (cont):The Ideal Learning Environment (cont):

Views learning as intrinsically rewardingViews learning as intrinsically rewardingMakes learners conscious of their Makes learners conscious of their strategies for learning strategies for learningUtilises collaborative teamwork for Utilises collaborative teamwork for modelling, giving feedback and modelling, giving feedback and encouragement to reflectencouragement to reflect  Encourages facilitators of learning to Encourages facilitators of learning to continue to learn and reflect on learningcontinue to learn and reflect on learning

(Partnerships in Learning 2003)(Partnerships in Learning 2003)

More from the LiteratureMore from the Literature

Staff nurses/midwives are the key Staff nurses/midwives are the key personnel to promote ward-based learningpersonnel to promote ward-based learning

This is especially so for student This is especially so for student nurses/midwivesnurses/midwives

(Williamson G.R. & Webb C2001)(Williamson G.R. & Webb C2001)

……..And more..And more

Qualified nurses/midwives were most Qualified nurses/midwives were most influential re student self-esteeminfluential re student self-esteemPotential for mentors to actively develop Potential for mentors to actively develop self-esteem of students through mentoring self-esteem of students through mentoring activities activities Qualified nurses/midwives could impose Qualified nurses/midwives could impose negative experiences, e.g. ridicule, negative experiences, e.g. ridicule, harshnessharshness

(Randle J. 2001) (Randle J. 2001)

The Students View – not always The Students View – not always happy!happy!

““Mentor: What mentor?”Mentor: What mentor?”The most likely reason for The most likely reason for

dissatisfaction is not having a single dissatisfaction is not having a single assigned mentor to relate toassigned mentor to relate to

Celebrating Good PracticeCelebrating Good Practice

““All we ask of you is that you continue to All we ask of you is that you continue to meet the students’ needs for learning and meet the students’ needs for learning and support, and we in turn will do our best to support, and we in turn will do our best to support you ---support you ---

Thank you”Thank you”

Celebrating Good Practice: Celebrating Good Practice: ReferencesReferences

PATERSON, I and BURNS, I (2007) Making Practice PATERSON, I and BURNS, I (2007) Making Practice Perfect. Perfect. Nursing ManagementNursing Management. 14(3) pp12-16.. 14(3) pp12-16.

RANDLE, J (2001) The Effect of a 3-year Pre-RANDLE, J (2001) The Effect of a 3-year Pre-registration Training Course on Students’ Self-esteem. registration Training Course on Students’ Self-esteem. Journal of Clinical NursingJournal of Clinical Nursing, 10 (2), pp293-300., 10 (2), pp293-300.

University of Dundee School of Nursing & Midwifery University of Dundee School of Nursing & Midwifery (2003): Partnerships in Learning workbook. (2003): Partnerships in Learning workbook.

WILLIAMSON, G R and WEBB, C (2001) Supporting WILLIAMSON, G R and WEBB, C (2001) Supporting Students in Practice. Students in Practice. Journal of Clinical Nursing.Journal of Clinical Nursing. 10 (2), 10 (2), pp284-292.pp284-292.