Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 61

Mentees can benefit from gaining knowledge, insight
and practical tips from mentors who have direct
experience of the environment and circumstances
year 1 students are now navigating, although
mentors are not and should not be considered
subject experts. This can lead to improvements
in confidence, self-esteem and personal growth
(Burnard et al., 2001, Glass and Walter, 2000).
As the mentor-mentee relationship is informal,
and non-hierarchical, it is possible that mentees
experience less stress during these discussions and
can be open and honest about the areas in which
they need support, their limitations and worries
(Christiansen and Bell, 2010)
There is a growing emphasis in higher education
on the development of generic graduate attributes
that promote employability and enhance academic
competencies, citizenship and career competencies
beyond the discipline studied (Hill and Walkington,
2016, Barnett, 2000). Involvement in the mentoring
process can lead to the development of important
employability traits such as an ability to self-manage,
leadership and communication skills (Turban and
Dougherty, 1994). These professional skills can
be a challenge to embed in healthcare curriculums
with simulated scenarios, role play and clinical
practice being preferred over didactic approaches
(Denniston et al., 2019, Carvalho et al., 2014). As
such an effective mentoring program could therefore
be considered as a valid approach to enhance the
professional skills of undergraduate students.
Reassurance
Both mentors and year 1 students reported that they
found the meeting a useful form to give and receive
assurance related to assessment preparation and
performance. Mentors reported:
“It was nice to see that I could help the first
years with their exams and reassure them not to
stress too much”
“The first year students left feeling more relaxed
and able for January exams I feel.”
Year 1s reported:
“The SHAR mentors put my worries at ease...”
“Made me feel calmer as they gave good advice.”
Examination periods are widely perceived by
students to be times of great stress (Dyrbye
and Shanafelt, 2016); this can be related to time
pressures, volume of learning materials, competing
demands, expectations, perceptions of being behind
peers, feeling inadequate and lack of appropriate
knowledge and skills (Yusoff et al., 2010, Khoshhal
et al., 2017, Calkins et al., 1994). Some examination
anxiety can be a positive and lead to enhanced
performance, however excessive anxiety is thought
to play a major role in poor performance (McDonald,
2001). Mentees have reported that mentoring has
played a valuable role in helping to allay examination
anxiety, reducing worries and providing a sense
of calm. Mentors may provide a valued source of
emotional support and reduce social isolation that
can be experienced during assessment preparation
(Turban and Dougherty, 1994, Andrews and Clark,
2009).
Reflection
A mentor found the meeting a useful forum to
reflect back on their own year 1 examination
performance. They reported:
“it was great reflecting back on to first year and
sharing what I could have done better”
All healthcare professionals registered with the
Health and Care Professions Council (HCPC)
and students on HCPC validated courses are
expected to engage in continuous professional
development (Health and Care Professions Council,
2016 ). Reflective practice is an important tool for
professional development and can lead to enhanced
learning (Jayatilleke and Mackie, 2012). It is thought
to improve self-awareness, develop clinical skills and
knowledge, link concepts and encourage ownership
of the learning process (Jayatilleke and Mackie,
Article #4
61