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The mentor / coach needs excellent active listening skills |
The formal , NMC-accredited practice assessor and practice supervisor training replaces mentorship courses and are offered by universities and higher education institutes in the UK . The standards require all nurses to keep their skills up to date and to attend regular updates about the roles . |
Safe learning spaces and transition to practice A survey this year of 989 pre- and post-registration student nurses by Health Education England highlighted that up to 59 % of the students have considered leaving their course due to feeling overwhelmed , stressed and unsupported . 8 The pandemic has had a similar devastating effect on staff morale and attrition .
Mentors can promote a healthy team environment by offering an induction period , regular ‘ buddy ’ meetings or interviews for students and should try to set aside time for periodic review and feedback .
The pivotal nature of the role ensures that both mentor and mentee benefi t from a bi-directional and meaningful relationship , that develops a sense of belonging within a safe learning environment . 9
Successful transition to the practice environment is essential for students and novice nurses , and for those staff changing scope of practice from secondary to primary care . Anxiety , and fear of failure and of new practice environments are commonplace for nurses at every level , and these essential psychological safety needs must be met before higher-order skills , such as knowledge and success in assessments can be achieved . Professor Michael West , a senior fellow at the King ’ s Fund think tank , asserts that health care professionals must feel safe in their team for effective , quality , and innovative care to take place . 10 The skills of a good mentor can address these anxieties and smooth the path from learning to practice .
Bringing coaching skills to supervision Effective mentoring and compassionate leadership can reduce stress levels and promote wellbeing for staff and students , newly qualifi ed nurses and allied health professionals . Adopting a coaching approach to clinical supervision and assessment can foster more self-directed learning , goal setting and a culture of mutual respect and
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civility . Coaching is the art of facilitating the performance , learning and development of another . 11 Deeper learning is fostered by the nurse in this role standing back and facilitating learning , rather than directing or showing .
Coaching is a non-directional approach to facilitating the learning , problem-solving and growth of a student or staff member . It enables the individual to set specifi c , realistic and achievable goals , discuss options and take active steps to improving aspects of their clinical knowledge , professional development and revalidation . Feedback should be regular and positive 6 , and given in a way that is non-judgmental , constructive and sensitive .
Communication is the key element in these relationship . The mentor / coach needs excellent active listening skills and to be comfortable with body language and verbal and non-verbal skills .
What if the relationship goes wrong ? A breakdown in a mentoring relationship can create a toxic atmosphere , harming learning environments and teamwork . A good relationship should be positive , supportive and compassionate but where this is no longer possible , the relationship should be ended by mutual agreement and a new mentor / assessor or supervisor found .
Ongoing value of the mentor role Although the term ‘ mentor ’ may be outdated , the diverse activities and attributes of the nurse in the mentor role retain their value . Effective supervision and assessment , coaching and guiding , are pivotal in ensuring staff and student development and retention , and the promotion of safe , effective care . At their best , the relationship is a shared positive experience with a reciprocal exchange of knowledge and skills , and clear benefi ts for teams , the profession and the NHS as an organisation .
Positivity , empathy , compassionate teamwork and leadership remain as important as ever in today ’ s challenging workplace environments .
Sarah Weaver is a lecturer in nursing and a facilitator for general practice and the independent sector , University of Worcester
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References 1 Fee E and Garofalo M . Florence Nightingale and the Crimean War . American Journal of Public Health 2010 ; 100 ( 9 ): 1591 2 Walsh D . The Nurse Mentor ’ s Handbook : Supporting Students in Clinical Practice ( 2nd edition ) 2014 . Maidenhead : Open University Press / McGraw-Hill Education 3 Johnson W et al . Ethics and Relational Dialectics in Mentoring Relationships . Training and Education in Professional Psychology 2018 ; 12 ( 1 ): 14-21 4 Fedele , R . Mentoring matters . Australian Nursing and Midwifery Journal 2019 ; 26 ( 6 ): 10-12 5 Pramila-Savukoski S et al . Mentors ’ self-assessed competence in mentoring nursing students in clinical practice : A systematic review of quantitative studies , Journal of Clinical Nursing 2020 ; 29 ( 5-6 ): 684-705 6 Huybrecht S et al . Mentoring in nursing education : Perceived characteristics of mentors and the consequences of mentorship . Nurse Education Today 2011 ; 31 ( 3 ): 274-278 7 Nursing and Midwifery Council . Standards for Student Supervision and Assessment . 2018 . bit . ly / 3HQgpRC 8 Health Education England . The impact of Covid-19 on Students survey . 2021 . bit . ly / 3l3KgfF 9 McDiarmid , R . and Burkett , D . Clinical coaching : enhancing learning . Nursing New Zealand 1995 ; 26 ( 1 ): 15-17 10 West , M . Compassionate Leadership : Sustaining Wisdom , Humanity and Presence in Health and Social Care . 2021 . London : Swirling Leaf Press 11 Downey , M . ( 2003 ) Effective Coaching : Lessons From the Coaches ’ Coach . ( 2nd edition ) 2003 . London and New York : Texere |
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nursinginpractice . com Winter 2021 |