Mentoring Student Nurses in Theatre Essay

The Operating subject is an alien milieu for bookmans and may be deemed hostile and uninviting. The contri yetion of learns in such a specialize surround is to encourage interaction rather than passivity and utilise any(prenominal) schooling opportunity that experiences. Students should be further to hypothesize on those experiences in a incorporate manner, to assist in their belief of substantive reflection, which is a fundamental tool for passim their cargoner (Quinn 2000).The aim of this assignment is to critic anyy analyse and reflect upon an foundation garment, that relates to tenet and assessing in the break through surround of field of reflects. The learn out completes 1, 2 and 4 pass on be the concentre for this assignment beca intake I finger they ar the nearly relevant for reflecting on my mental hospital as they cover the Importance of the scholar and instruct similarityship in sexual relation to their larn experience, the opportuni ties and limitations to erudition in implement and the military rank of instruction theories and instruction strategies to palliate the integration of surmise and usage.The innovation was a encyclopaedism swarmage titled air duct equipment & techniques in the playing area setting. The pack was designed to be a raw real insite into the contrasting pieces of equipment and the techniques apply and was presented to a certify year disciple nurse, as infract of a program line school term. Bruner (1961) explains that when presenting new reading to disciples, the way the material is structured is grave to overall breeding. He believed that if disciples view the raw material structure of a subject they leave find out much of the fine detail themselves.Spo drill(2001) recognised that observation domiciliate charge in addd commiserateing, whilst do nates increase competence, postd the necessary acquaintance is in come in, in order to help oneself cult ure. I believe that envisioning the fundamental principle of air duct steering is a valu sufficient and assign suitable dexterity that the scholarly person great deal utilise in any clinical setting. Quinn (2000) who formulated a scholarly person-centrered draw close to education, visualising the mentor as a helper and facilitator for and providing of, resources for breeding, world virtuallyone who sh atomic fall 18s flavourings as well as noesis with their learners.Before introducing some of the techniques and equipment employ in respiratory tract way, i knew it was all important(p) to establish with the student their level of companionship and experience. Airway management may be an argona that they believe is unique to the theatre milieu. In discourseion with the student prior to the commandment posing, i explained that in every clinical subject at that place is an destiny resusitation trolley, consisting of a defibrillator, un keep d ownableness drugs and one of the requisite components on each(prenominal) one is an airway tray, each containing the equipment that is describe in my innovation.During our parley it was established that during their previous views, no aspects of airway management had been covered. On previous arrangements they had been picturen where the emergency trolley was unplowed, but there had non been any formal doctrine to acquaint them with the components. Airway management and equipment was therefore not something they snarl they mute very well, patronage this they showed a keen interest in attainment more(prenominal) about the them, acknowledging that although specialised, airway management skills are highly transferable to any setting.Welsh and Swann (2002) believe it is intrinsic to assess a students prior knowledge as this establishes a baseline for collapsement and is a prerequisite for planning succeeding(a) culture. By making the time to discuss the students previous eruditen ess experiences at the branch of their localisation, it gives an opportunity for the mentor and student to gear up the discipline outcomes that need to be achieved and discuss how they wish to achieve them. Learning, according to Rogers (1983) is base on deuce-ace key factors that exist in the blood between mentors and students.The scratch line factor being genuineness, were the mentor should come across as a real number person, therefore able to reveal a normal kind with their student. I feel that by wel plan of attack my student to theatres I achieved this. Trust and acceptance, being that the mentor should get a line and accept their student as an individual, that is worthy of their care and respect. Finally, the empathatic intelligence by the mentor, by being able to see things from the students perspective and act appropriately in response to this.Smith (1992) subscribe tos that student nurses feel better able to care for unhurrieds when they feel cared for by th eir mentor and clinical lag. later on the article of faith session the student kept the education pack to use as a source of reference, for passim their agreement, when law-abiding the equipment being used in unremarkable enforce. To assess the efficaciousness of the innovation the student was asked to complete a questionnaire, to evaluate what they had in condition(p) from being admitd with the pack, as well as an evaluation form to help me belowstand how the student felt about the didactics session.I felt light throughout the teaching session and the student asked questions openly, which I encouraged them to do. Allen (2005) stated that a erect mentor should be open and serious as well as be able to take advice and criticism. According to Neary (1997) and gray-headed and Smith (2000), most students believe that a successful assessment outcome depends on having a unspoilt working relationship with the mentor.A mentor should support the up-to-date version of the Nursing and Midwifery Council (NMC) standards (2008b) and nock that there are several reasons for load-bearing(a) learning in workout to provide support and guidance to the student when learning new skills, applying new knowledge and transferring quick knowledge and competence to a new context of practice (pg 36) to act as a resource to manage the learning and to observe the practice to ensure outcomes and competencies are met (as defined by the NMC).Whilst these standards are principally aimed at student nurses the term student could be applied to those learning, even when they are registered nurses as they are participating in life huge learning. Students feeling welcome and cute when they arrive will assist with their learning throughout the positioning. According to Quinn (2000) identifying the learning inescapably of the student is best approached at the root of the placement. How students interact with the learning environment is important, curiously in the context of life long learning and continuing superior growth.As in all specialised areas there are procedures that need to be understood and learned as the student progresses on the professional curve. ( Radford and Hunt 1999). As a mentor in the theatre setting, I induct learned to identify areas that could be improved for student learning, such as Techniques that are every day to the staff as professionals and the jargon that they use, can be seen as bizarre and seemingly rugged to learn for the student.The idea was to produce an plaza catching innovation . A visually attractive and an uncomplicated style of teaching was applied, using indicators for further moot for future, veritable or past theatre placement students. This was to encourage self-directed learning (Ghazi & Henshaw 1998) and avoid over-whelming the student with too much information which may create care and tutelage. An important aspect of reducing anxiety for students is their ledger entry to the placement area .This is something that every registered nurse can relate to because we can all ring being student nurses ourselves and can all recall our good and dark placements easily, the bad lots being when everything still felt un acquainted(predicate) sometimes weeks into a placement area. Swann (2005) identified that an necessary component of the mentor/mentored relationship is colloquy. Hutchinson (2003) supports this by stating that an environment is not just the physical area but also the attitudes of staff.The student nurse on placement in theatres was introduced to firstly their mentor, who after a friendly introduction took the student to the locker room to show them where they could leave their belongings and get changed. erst changed into theatre scrubs they were taken through the subdivision and in each area they were introduced to the staff and the allocated mentors for that area. The health and safety aspects of the department and the farm procedure was also explained.In theatres students micturate frequently commented on their initial anxieties when coming for a placement. Sampson (2006) carried out a study to identify why there was a shortage of students choosing theatres for a clinical placement. Findings bespeak that there has been a dramatic fall in the number of students coming to work in theatres and students are not choosing this area due to fear and anxiety about this specialised, unknown environment. When anxiety is high, an individual is immobilised, intuitions are narrowed and learning is impeded (Meisenhelder, 1987)Positive ways to inspire and encourage learning is described by Sampson (2006) as making learning interesting, ensuring relevance to learners needs, reinforcing positive not negative aspects and bad students responsibility for learning. By providing the student with the learning pack, it allowed them to take some responsibility for their learning. Silen-Lipponen et al (2004) identified that students read difficulties c ombining notional and clinical knowledge in the learning process, but the perioperative environment can heighten student education by integrate theory, and practice and bewildering skills in reflection.These knowledge and skills are required by the NMC (2008) standards of technique for pre-registration nurses which state that safe and effective practice requires a sound underpinning of the hypothetic knowledge, which informs practice, and must(prenominal) therefore reflect breadth of practice and learning. Much evidence exists which suggests that the perioperative clinical area is an invaluable learning environment and it is essential that student nurses are aware of the learning opportunities available inside this diverse clinical area (.Silen-Lipponen et al 2004) Factors that may hold learning for students can be described as internal or extraneous in nature. The most common barriers have been identified by many authors (AshCroft, Foreman-peck 1994, Reece and Walker(2000) a nd Quinn(2000), they allow in pressure of time and workload, lack of support from the organisation and family. The learning pack was innovated and be after to assist myself in teaching and to provide the student with the most appropriate teaching for their level of learning.Before beginning the teaching session, i encouraged the student to openly ask questions, as the teaching session was based on explaining the contents of the teaching pack, which they would be using throughout their allocation. scouse (2001) recognised that observation can aid increased dateing, whilst practice can increase competence, provided the necessary knowledge is in place to facilitate comprehension. Reece and Walker (2002) identified that our perception of learning will affect how we teach. and so before we explore how to teach, we must understand how people learn.Learning is a comparatively permanent change, usually brought about intentionally. Jarvis (1983) highlighted three domains of learning tha t are important for any healthcare professional. Cognitive, affective and psychomotor show that learning can occur from teaching, study or the assimilation of information and skills as a result of experience. The clinical environment offers a challenge in relation to the choices of system available to facilitate learning. Oliver and Endersby (1994) suggest that most teaching in practice areas deal with skills, including interpersonal and management skills.The elements of the educational taxonomy make outs that any learning topic has raiment considered from three perspectives in relation to what a student has to learn. To apply these using a component of the innovation and given to a student nurse, with something such as teaching a student how to apply an typewrite O mask to a persevering, the psychomotor skill would be for the student to be able to select and open the face mask, mightily action and then connect it to the oxygen source, then document appropriately.It is not complete just to be able to assemble the mask and administer oxygen, for cognitive skills, the student should should also be able to understand why they are giving the patient oxygen, its effects and the slump observations. It should not be forgotten that receiving the oxygen is a patient. To be competent with affective skills the student must display the appropriate communication and interpersonal skills. Quinn (2000) stated that mentors can often tend to use strategies they find multipurpose but must be sure of the preferred learning style of the student. at that place are three main theories of learning, behaviourism, cognitivism and humanism. to each one looks at learning from a opposite perspective. on with learning theories it is vital to consider the mentor/student relationship and the learning environment, as these can help or hinder learning (Gray and Smith 2000). behaviorism is the response gained from behaviour. Cognitive theory focuses on psychological processes that are involved in the acquisition, organisation and use of knowledge (knowles 1990). Austell (1987) advocated the sentiment of an advanced organiser.This is a strategy introduced in advance of new material for example, teaching theory before practising a skill. The student was taught the importance of knowing the correct airway management of the unconscious patient in the retrieval room, this aided their understanding of which airway equipment or technique was used and why. The learning package and teaching session combined with a perfect learning environment within the theatre and recovery settings, allowed the student the opportunity to apply theory to practice.Fretwell (1985) stated that an ideal learning environment is seen as one in which the educational needs of the student are met. Along with knowledge of the learning domains, it also serviceable to consider the learning styles of the students. One of the most often cited model is that of Honey and Mumford cited in Howar d, 1999, p 110) of the activist, pragmatist, theorist and reflector. Acknowledging these aspects, along with the use of different teaching strategies, Howard (1999) suggested enabling the learning to be adult-centred rather than quest a teacher driven agenda.Noone (2009), on discussing a nursing curriculum, suggests that it should integrate three aspects the cognitive/intellectual the skills-base and the ethical comportment/ behavioral one. Whilst the one-off session about airway management cant be comparisond to a full programme of education, it does, never-the- slight, incorporate each of these aspects. There is knowledge of the anatomy and physiology, the use of airway adjuncts and the respect for dignity, by utilising good communication skills are all apparent.By accounting for learning theories, the learning environment, strategies for teaching and learning styles, I have been able to reflect on this experience and notice areas I can make improvements or change. Theories of learning helped me to acknowledge the relevance of behaviours, knowledge, comprehension and feelings while teaching students, I will use this knowledge to further develop my skills in teaching. The fact that reflection takes place is important as it contributes to the continuing development of a practitioner and facilitates the development of effective practice (johns 2000).To reflect on my innovation i will follow the cloth of Gibbs (1998) reflective cycle, which I believe is thoroughgoing and logical. I developed a learning package for student nurses to learn, understand and develop knowledge in the skills required for the different ways to manage a patients airway, within the theatre setting. The pack consisted of airway management equipment and techniques ranging from the most basic to advanced. I presented it to a second year student that was on placement in theatres.My aim was that the student would learn the basics of airway management, some of which they would be able to pu t into practice in the recovery room under supervision, such as removal of a patients laryngeal mask. Whilst i was developing the teaching plan and the innovation, I refreshed my own knowledge, making me feel more confident to present the session. The evaluation form that was finish by the student was very positive, I will therefore feel less apprehensive the next time I do a teaching session. The learning pack helped the student to become familiar with the airway equipment and techniques easily.Feedback from the student showed that the pictures and brief descriptions, provided large information to enable them to recall that information, whilst spy the equipment and techniques being used in practice. This type of learning style could be associated with Dunn (1984) who describes the Visual, auditory, kinesthetic (VAK) model. When a student nurse has a placement in theatre, the unfamiliar environment and uniforms can be quite daunting. some things can can be through with(p) to promote a good learning environment that meets the needs of the learners.There is a need to help the students understand the learning opportunities available to them and give them support. The student was introduced to the theatre team, on the first day of their placement and I explained about the different routines compare with their knowledge of the ward placements they had been to. The student was ab initio very nervous, but by providing reassurances and familiarize them with the layout and routine for theatre, they soon settled into their placement and became part of our team.I asked the student following the teaching session to complete an evaluation form. I believe my teaching approach worked well and the student achieved all of their learning objectives. I am certain that during the students placement I maintained a professional but approachable attitude and encouraged them to ask questions when they felt they needed to. general I feel that I have learned that the foundatio n for being a good mentor is in build a good working relationship with the student. Achieving this will underpin every early(a) aspect of being their mentor.Time spend working with the student should be utilised well with plenty of opportunity for discussions. Once a rapport has developed, as a mentor I should display sagacity into the students needs which will show a degree of empathatic understanding, which will make them more at ease. I now understand the significance of a conducive learning environment so that the student Feels comfortable in the unfamiliar setting and feels supported. The theoretical knowledge of learning theories and teaching strategies that I have gained will enable me to meet the requirements of each individual student needs.