Establishing effective working relationships.

Developing Mentors to Support Students in Practice. Part 2: Establishing effective Relationships.

Summary

This article, the second of an 11 part series, will provide guidance and offer advice to new

and existing mentors and practice teachers to enable them to develop within their role and aid

them in developing a portfolio of evidence. It will particularly look at ‘Establishing Effective

Relationships’ and will stress the importance of the student – mentor / practice teacher

relationship. Furthermore, it will examine the essential qualities, attributes and characteristics

of an effective mentor / practice teacher. The article presents a number of suggested ways in

which mentors and practice teachers can meet and maintain the requirements for these roles

as stipulated by the Nursing and Midwifery Council (NMC). More importantly a number of

learning activities and useful tips will be incorporated to aid prospective and existing mentors

and practice teachers to undertake various self assessments. This will enable them to gather

relevant evidence in order to demonstrate how they have met the requirements to become or

maintain the mentor or practice teacher qualification.

Introduction

Nurses and midwives in the United Kingdom (UK) have a professional duty under the NMC

(2008a) code to support students in practice and potentially become mentors or practice

teachers (NMC 2008b). In 2006 the NMC published the ‘Standards to Support Learning and

Assessment in Practice’ (SSLAP) with a second version in 2008 (NMC 2008b). These

standards consist of a single framework which sets out the domains and outcomes for

information on the NMC (2008b) SSLAP refer to part 1 of the series. This article will address

the first domain and outcomes named ‘Establishing Effective Working Relationships’ see

Box 1. Mentors and practice teachers may wish to develop a portfolio of evidence that

demonstrates they have met the requirements of the relevant domains and outcomes (NMC

2008b) at the appropriate stage, which may be reviewed as part of the triennial review in

order to remain on the local live register.

Importance of Mentorship Relationships

Mentorship is one of the most rewarding components of a qualified healthcare practitioner’s

role (Kinnell and Hughes 2010). It is a big responsibility, clinically and professionally

(Hodges 2009 Pg 34). The terms ‘mentor’ and ‘practice teacher’ are very specific when

applied within nurse education in the UK. A mentor according to the NMC (2008b) is an

experienced nurse or midwife who has successfully achieved a NMC approved mentorship

preparation programme and has met the domains and outcomes at stage 2 of the framework

of the SSLAP (NMC 2008b). They are required to support, teach and assess students that are

on an NMC approved programme, such as, Pre Registration nurse / midwifery education and

Community Specialist Practice Programme. Whereas, a practice teacher is a registrant who

has gained knowledge, skills and competence in specialist practice and in the teaching role

and have met the outcomes and domains at Stage 3 of the framework (NMC 2008b). They are

required to support and assess students enrolled on an NMC approved Specialist Community

Public Health Programme.

Mentoring involves a relationship with a learner and mentors and practice teachers need to be

fully aware of what is required to maintain effective relationships but even more so that they

committed (Wilkes 2006). Effective mentorship enables students to develop the knowledge

and skills to become a competent practitioner and the role of the mentor and practice teacher

is to support student learning and assess student competence (Kinnell and Hughes 2010,

Wilkes 2006). Therefore, it is essential to establish an effective relationship, whereby, the

mentor or practice teacher can be supportive but also objective and analytical due to the dual

role responsibilities of providing guidance and support in addition to acting as an assessor of

clinical competence (Wilkes 2006). Sherwin and Stevenson (2010) stress that this is even

more important for post registration students with their allocated practice teachers, as the

relationship between them is often more intense due to working closely together for the

duration of the year long course. Neary (2000) asserts that an effective mentoring relationship

should help to motivate the student and improve confidence and self esteem. Moreover, good

mentorship can aid critical thinking, reasoning, problem solving and to encourage students to

ask questions about aspects of care (Hodges 2009). Furthermore, Teathersedge’s (2010)

longitudinal survey undertaken in Essex, England, which looked at the changing attitudes of

nurses from being students on the mental health branch to eventually working in professional

practice, found that effective mentoring from a student perspective is about having a mentor

or practice teacher who is able to calm their anxieties, especially in a new placement, this

helps them to settle, focus and enable learning to take place. Thus, the quality of the

mentoring relationship can have an affect on the students’ achievement and progression

(Foster-Turner 2006) especially if the student has increased anxiety which has not been

noticed and addressed by the mentor or practice teacher (Moscaritolo 2009). Consequently,

Pearcey and Elliot (2004) found that bad experiences with mentors or practice teachers whilst

on practice placements were one of the causes of student attrition. Therefore, making a

student feel welcome and establishing a good working relationship as soon as possible is a

mentor or practice teacher qualities and attributes are essential. It is helpful for mentors and

practice teachers to be aware of what students perceive as good qualities and attributes.

Establishing Effective and Interprofessional Working Relationships to Support Learning

Qualities, Attributes and Characteristics of Mentors and Practice Teachers

There is a plethora of research literature regarding the qualities, attributes and characteristics

of mentors, however the research undertaken is predominantly the views of pre registration

students. Much of the findings though can also be applied to post registration students. Gopee

(2010) agrees and concurs that the relationships are similar in that it has to be established

initially, objectives identified but the difference being is that post registration students come

with substantial professional knowledge and competence and are now working to achieve the

competencies of a specialist practitioner. In support of this, Jones and Ewens (2010) found

that post registration students stressed the importance of practice placements acknowledging

that they are students with experience and fully qualified nurses. They go on to say that

therefore it is crucial for these students to be introduced as a post registration student not only

as a qualified nurse but with years of experience. Nevertheless, both pre and post registration

students have described the perceived qualities of a good mentor / practice teacher as being

enthusiastic (Webb and Shakespeare 2008), friendly, approachable, patient, understanding

and having a good sense of humour (Gray and Smith 2000). In addition, Gray and Smith

(2000) in their longitudinal qualitative study undertaken in Scotland to discover the effects of

mentorship with preregistration student nurses following the introduction of the

pre-registration education which led to a diploma of higher education, found that a good mentor

is a good role model, organised, caring, self confident, good communicator, knowledgeable

registration students as Carr (2012) asserts that these students demand considerable time due

to their need to develop leadership and higher cognitive skills in practice. Furthermore,

students have expressed that mentors and practice teachers should show genuine concern for

them, involve them in activities and most importantly that they should want to be a mentor

(Webb and Shakespeare 2008). Moreover mentors and practice teachers need to be

consistent, have genuineness and respect (Andrews and Wallis 1999).

In contrast, Gray and Smith (2000) describe poor mentors as those that break promises, lack

knowledge and expertise, have no structure, chop and change their minds, are over protective,

throw students in at the deep end, delegate unwanted jobs and are often distant and intimidate

students. This mirrors some of the earlier work by Darling (1985) which she called a ‘Gallery

of Toxic Mentors’ the characteristics of which can be found in Box 2. Although this work is

dated it is still very much pertinent today. However, time is universally regarded as the

biggest constraint on effective mentoring due to workload demands (Gray and Smith 2000,

Phillips et al 2000, Pulsford et al 2002, Carr 2012). Later studies undertaken in England

between 2003- 2008 by Kinnell and Hughes (2010) with a number of third year students

asked students ‘what qualities and skills make an effective mentor? Their comments can be

found in Box 3. These findings are not dissimilar to the above but are a reminder to mentors

and practice teachers of what students appreciate when they first enter a new practice

placement. Gray and Smith (2000 Pg 1547) identified other ways in could help constitute a

good and effective mentor / practice teacher relationship:

 Support the students rather than breathe down their neck

 Encourage and allow involvement in patient care rather than just observation

 Show confidence in the students abilities and trust them to do things

 Take time every day to let the student do or observe and not assume prior

knowledge and experience

 Regardless of the stage of training that the student is at have a initial

discussion to determine the students present abilities and intended learning

outcomes

 Ascertain what the student requires as an individual to meet the learning

outcomes

 Remembering that the student is there

 Allowing students some independence by giving more guidance at the

beginning of the placement, then standing back and allowing the student to use

their initiative and self motivation.

 Allocating another mentor in the named mentors and practice teachers’

absence.

 Think carefully about the off duty in terms of arranging shifts to allow the

mentor and student to work together.

As can be seen the foundation of being a good mentor / practice teacher is to build an

effective working relationship with the student. In support of this, Beskine (2009) asserts that

establishing effective working relationships is one of the first responsibilities of a mentor or

practice teacher. It is imperative that this relationship is achieved as quickly as possible.

Below presents a number of suggested ways in which this can be achieved and how mentors

and practice teachers can utilise these methods in order demonstrate and gather evidence to

show they have meet NMC (2008b) SSLAP, domain and outcomes for ‘Establishing

Learning Activity 1

Reflect on what you have just read. Now complete a SWOT analysis of your self. Look at your strengths and abilities as a mentor and how you establish effective relationships.

Make a note of the strengths, weaknesses, opportunities and threats. You may want to ask a colleague or a student to also complete a SWOT analysis on your personal strengths and weaknesses.

If you do compare this feedback to your own SWOT and identify / list any areas for improvement.

What areas can be improved upon and how do you intend to do this? You can now place your SWOT and other notes in your portfolio and map these against the relevant domains and outcomes

An ideal starting point for any mentor or practice teacher is to undertake a SWOT analysis of

themselves. A SWOT analysis is a self assessment that can be used to examine Strengths,

Weaknesses, Opportunities and Threats (Lawson 2011). It is a simple tool that allows the

individual or teams to explore what can be developed (Pearce 2007). Conversely, Walsh

(2010) asserts that merely identifying is not enough, its value lies in rectifying weaknesses

and threats by establishing goals and developing an action plan. Mentors and practice

teachers can use this tool at any point of their career, especially so when they are approaching

their annual appraisal and triennial review with their manager. Now complete Learning

Activity 1

Factors Enabling Students to Integrate into Practice or Move into Specific Areas of Practice

Being Prepared.

Establishing effective relationships and enabling students to integrate into practice should

start before the student arrives. Students often report that they do not fit in to practice

(2000) assert that this feeling is worsened by unknown environments. Jones and Ewan (2010)

also found that post registration students expressed being accepted and included within the

practice placement as most important. The mentor or practice teacher needs to be prepared

for the arrival of a student and that they portray to the student that they are expected and

welcome (Price 2005a). Therefore, the key to success is advanced planning. Delegation of a

named mentor or practice teacher and substitute mentor or practice teacher before the student

begins the placement is essential. It will allow the mentor or practice teacher to ensure they

are available on the student first allocated day to the placement area, thus enabling the

relationship to commence immediately (Anderson 2011). Normally a student will contact the

placement area in advance. It is at this pertinent time that mentors or practice teachers should

offer a pre placement visit, but the most important aspect is to provide the student with the

start and finish times and allocated named mentor or practice teacher for that particular

practice placement. This can reduce some of the anxieties on the first day if the student

already knows the name of their mentor or practice teacher and can put a face to a name

(Walsh 2010). During a pre placement visit a student should meet with the mentor or

practice teacher, be provided with a welcome letter and placement induction pack, as

recommended by the Royal College of Nursing (RCN 2007). This pack should outline the

practice placement speciality, names of staff, uniform policy, shift hours, placement

expectations, ground rules and potential learning opportunities. However, it will need to be

reviewed and updated on a regular basis due to the rapid change in service provision of health

care (Beskine 2009). Alternatively, if the student is unable to attend a pre placement visit this

information should be sent to the student at a preferred address (which can be ascertained

when they ring the placement area) so that they can read through the information prior to

Learning Activity 2

Consider the discussion above.

Now ascertain if your practice placement has a welcome letter and induction pack. If not - can you devise them?

Are these up to date? Do they contain the relevant information? How can they be improved? How do you intend to do this? By when?

On completion of this review you can now place the revised pack and letter and other notes in the portfolio and map these against the relevant

domains and outcomes

Welcoming and Orientation

Students who do not feel a sense of belonging to a placement may not be motivated to learn

and achieve excellence (Worrell 2007). The important element of the first week is to build a

rapport with the student (Walsh 2010). The Royal College of Nursing (RCN) (2007) Mentor

Tool Kit guidelines recommend that the student meets their mentor or practice teacher during

the first week. This is essential as placement lengths may be as short as 4 weeks (NMC

2004). This should start with a planned orientation to the placement area, introduction to

staff, along with setting goals (RCN 2007). Orientation is an essential but lengthy process,

however, it is a gateway to a successful placement (Beskine 2009). Ensuring that the students

first day of placement is one that is not normally too busy and to allow then to start at a

mutually convenient time of the day will enable the mentor or practice teacher and student to

spend time with each other to facilitate a proper orientation. (Walsh 2010, Gray and Smith

2000). It is important that the health and safety issues must be covered on day 1 of the

students placement and if the mentor / practice teacher is not available then another named

Orientation covers the formal, professional, legal, national and local requirements (Beskine

2009). The student should be given a tour of the placement area, including; layout, fire exits,

important equipment and where stored, location of toilets, a discussion of health and safety

issues and procedures (must be on day 1), contact numbers, start and finish times and breaks.

All these aspects need to be discussed at some point either during orientation or during the

initial interview. Worrall (2007) found that a tour of the placement led to feelings of fitting in

and familiarity with the surroundings. In addition, Anderson (2011) believes it provides an

opportunity for students to express any concerns. However, no matter how organised the

mentor or practice teacher is and how much pre planning there are a number of potential

threats, such as, lack of staff on the first day / week, lack of support from managers and busy

workloads. (Wilkes 2006). Another important element of the orientation process should

include an introduction to the rest of the staff / team and other key personnel within the

placement setting (Hutchings and Saunders 2001). Conversely, this may not always be

feasible on the first day of induction, but most take place at a relevant opportunity.

It is well known that within practice placements mentors and practice teachers co-ordinate the

orientation and inductions in many differing ways (Worrell 2007). Jones and Ewan (2010)

stress that a professionally laid out induction into the practice placement sets the tone for

what is expected. Some practice placements have planned formal inductions days for all new

starters at the same time which is facilitated by placement educational lead (the named person

in the practice placement that takes responsibility for student learning). However, in other

areas each individual mentor or practice teacher may welcome, orientate and induct their own

allocated student. This could lead to inequitable inductions as the process will depend on the

individual mentor or practice teacher. Consequently, for some students little is being done to

the importance of the orientation day ideally each practice placement area should consider,

decide and agree a standardised format for the welcome and orientation process. The

standardised format should take into account the examples of good practice already

discussed, thus, ensuring equity of provision. A standardised orientation placement check list

could then be devised and worked through for each new student entering the practice

placement, thus, ensuring all important aspects are covered (RCN 2007). This in turn would

prevent differences, enable standardisation and provide a comprehensive welcoming and

orientation process for all allocated students in the practice placement.

Providing Ongoing and Constructive Support to Facilitate Transition From One Learning Environment to Another.

Initial Interview

The next stage of the orientation process involves the initial interview. Again it is essential

that this takes place within the first week of the students’ placement. Walsh (2010) stresses

that the initial interview is a crucial stage in helping the student set off on the right foot, make

the most of their practice placement and assist them feeling at ease. Similarly, Jones and

Ewan (2010) concurs that the initial introduction, paperwork and administration are crucial at

the beginning of the placement. Allocating adequate time and private place for the initial

interview is essential (Price 2005a). The initial interview should provide an ideal opportunity

to set grounds rules. Some suggested ground rules are listed in Box 4. In addition, the mentor

or practice teacher should go through the induction pack (which should have been given to

the students at either the pre-placement visit or prior to arrival), to identify and check clarity

of understanding of the information in order to prevent disparity in expectations (Hodges

2009). Role, responsibilities and expectations including contact numbers, start and finish

already done so during the orientation process along with ensuring clarity on supernumerary

status (Beskine 2009) which is essential for pre-registration students. During the initial

meeting the mentor or practice teacher should enquire about the students well being and

interests, as it is seen as good practice before moving onto discussing and agreeing learning

outcomes and assessment strategies (Price 2005b). Having a common interest can be a

catalyst for achieving a rapport and trust between the mentor or practice teacher and student

(Beskine 2009).

In addition, sharing some of the mentors or practice teachers own experiences and

insecurities can also assist with building a good relationship and can go a long way to enable

the students to feel at ease (Walsh 2010). However, the mentor or practice teacher must

remain on a professional level and caution is aired during such social orientation (Wilkes

2006). It is important that the mentor or practice teacher deals with any anxieties at this point

which may include any aspects of the new placement, child care issues, or any unmet

objectives. In support of this, Walsh (2010) asserts that a mentor who displays a degree of

empathic understanding or insight into the student needs will assist them in feeling at ease.

Potential learning opportunities, outcomes and realistic objectives should now be discussed

by both student and mentor or practice teacher, along with an agreement of when, how these

will be met and how they will be assessed. It is during this discussion that the students’ prior

knowledge and experience should be ascertained. Planned learning opportunities should be

agreed through a learning contract or action plan. Learning strategies, including week by

week learning should be discussed and agreed, along with agreeing any planned visits to

other placement areas or working with other members of the multi-disciplinary team. Most

Learning Activity 3

Consider the discussion above. Now complete a SWOT analysis by reviewing your practice placement and compare this to the above identified good practice.

What welcome and orientation process is used in your area? Do you have a set format? Do all mentors and practice teachers practice have the same welcome and orientation process with new students? What areas can be improved upon and how do you intend to do this?

Now ask a student to complete a SWOT analysis following their experience of the welcoming and orientation process

Compare this to you own SWOT and identify and list any areas for improvement. How do you intend to meet any short comings?

You can now place your SWOT and notes in the portfolio of evidence and map these against this NMC standard / outcome

set and agree the dates and times for future contacts for the forthcoming meetings (Price

2005a). Now complete Learning Activity 3.

Ongoing Relationships

As discussed earlier the relationship between the mentor or practice teacher and the student

starts prior to arrival and starts to build at the welcome, orientation and initial meeting,

however it is imperative for this relationship to be strengthened. Regular contact both

informally and formally with the student is essential. For pre-registration this should include

working informally with the student directly or indirectly for at least 40% of the students time

(NMC 2008b). The relationship will continue to build through the mentor or practice teacher

aspects of the roles of the mentor and practice teacher will be addressed in-depth separately

later in the series. The relationship should also be maintained through formal meetings which

need to be planned in advanced (Duffy and Hardicre 2007). The importance of these

meetings can not be stressed enough, as it is through these meetings when any concerns or

anxieties should be addressed immediately. In addition, a review of the student’s progress,

further discussions and action plans agreed by both parties should be included in these formal

meetings so that the student can work towards their objectives.

As can be seen working relationships are constructed over time and need to be maintained

(Gopee 2010). However, relationships can break down if there are substantial differences

between both the student and mentor or practice teacher. According to Gopee (2010) some

areas of conflict may include, personality clashes, differences in perceptions of their roles and

responsibilities, differences in values and beliefs, technical reason regarding the student, such

as, not being punctual due to child care issues, or transport issues due to the distance of

practice placement. From the mentor or practice teacher perspective this may include, role

conflict with other roles and work demands, differing working days to the student or

differences in start and finish times to that of the student (Gopee 2010). Nevertheless, Gopee

(2010) goes onto assert that despite these negative issues in the relationship it can lead to

positive outcomes as new learning can be take place depending on how these negatives are

managed. Establishing effective relationships needs to be maintained throughout the students

practice placement and thus any breakdown or conflict needs to be addressed as early as

Evidence Towards Domain 1 - Portfolio Building

As previously discussed mentors and practice teachers are required to demonstrate they have

met the NMC (2008b) SSLAP of stage 2 or stage 3 of the framework through the

development of a portfolio of evidence. By working through the above ‘Learning Activities’

included in this article the worked produced will now provide appropriate and excellent

evidence towards the first domain and stated outcomes. In addition, following a mentors or

practice teachers experience of facilitating a students learning in practice further evidence

would be generated once the welcoming and orientation process for the allocated students has

taken place. Providing the student gives consent, a copy of the students University orientation

checklist and initial interview documentation, ensuring anonymity to maintain confidentiality

(NMC 2008a), along with any other placements orientation checklist (if one has been devised

and completed) is valuable and appropriate evidence. Moreover, the mentor or practice

teacher should reflect on the welcome, orientation process and formal meetings that have

taken place as this too would also provide some excellent evidence towards this domain,

along with demonstrating reflection on experience and consolidation of learning.

Furthermore, through the students own evaluation either via a SWOT, if completed as part of

learning activity 3 or completion of a placement evaluation form may also provide feedback

on the orientation process and would prove valuable evidence in meeting this particular

domain. Finally, copies of the staff rota will demonstrate when the mentor or practice teacher

and student have been able to meet on the first day or within the first week of placement,

along with demonstrating that the student has worked at least 40% of their time with their

allocated mentor or practice teacher and it can be used to identify the scheduled formal

meetings that have taken place. Once these elements have been completed and evidence

evidence gathered against the relevant NMC (2008b) SSLAP and place the generated

evidence in a logical well structured portfolio.

Summary

Effective mentor - student relationships are crucial to student learning. Building a rapport and

successful relationships takes time and effort. Being prepared before hand will demonstrate to

the student that they are expected and welcome. Regular contact with the mentor is essential

and this should begin at the start of a students practice placement. A thorough orientation will

provide a good first impression and help to relieve any initial anxieties. Orientation

programmes should be comprehensive and jointly agreed as this can play a large part in

maximising the students learning. It will provide the foundation of the mentor-student

relationship and will enable a smooth, enjoyable practice placement. For the relationship to

build the initial meeting must take place as soon as possible. Furthermore, in order to

maintain a successful relationship regular contact with the student through formal and

informally meetings must also take place. Mentors and practice teachers should review and

reflect on all aspects of facilitating a students learning within the placement area, such as, the

orientation, welcome process as well as the initial, midpoint and final meeting to aid in

developing and improving their mentoring skills. If mentors and practice teachers complete

the above learning activities, along with gaining experience in practice they should have a

number of fruitful, good quality evidence to place in the portfolio of evidence in order to

demonstrate that they have met a number of the NMC (2008b) SSLAP.

References

Anderson L (2011) A learning resource for developing effective mentorship in practice. Nursing Standard, 25, 51, 48-56.

Andrews M, Wallis M (1999) Mentorship in nursing: a literature review. Journal of Advanced Nursing, 29, 1, 201-207.

Beskine D (2009) Mentoring Students: establishing effective working relationships. Nursing Standard 23, 30, 35-40.

Carr H (2012) Juggling the dual role of practitioner and educator: practice teachers’ perceptions. The Journal of the Health Visitors’ Association, 85, 2, 23-26

Darling L.A (1985) What to do about toxic mentors. Journal of Nursing Administration, 15, 5 43-44.

Duffy K (2007) Supporting Failing Students in Practice 1: Assessment. Nursing Times, 103, 47, 28-29

Foster-Turner J (2006) Coaching and Mentoring in Health and Social Care, Radcliffe Publishing Oxford.

Gray M, Smith L (2000) The qualities of an effective mentor from the student nurses’ perspective: findings from a longitudinal qualitative study. Journal of Advanced Nursing, 32, 6, 1542-1549.

Gopee N (2010) Practice Teaching in Healthcare. Sage London.

Gopee N (2011) Mentoring and Supervision in Healthcare, 2nd _{Edition, Sage London.}

Hutchings A, Sanders L (2001) developing a learning pathway for student nurses, Nursing Standard, 15, 40, 38-41.

Jones K, Ewens A (2010) Achieving excellence in postgraduate community nurse practice placements. British Journal of Community Nursing, 15, 12, 604 – 610.

Kinnell D, Hughes P (2010) Mentoring Nursing and Healthcare Students, Sage London.

Lawson L (2011) CPD for mentors: creating a portfolio, Nursing Times, 107, 21, 15-18.

Lofmark A, Wikbald K (2001) Facilitating and obstructing factors for development of learning in clinical practice: a student perspective. Journal of Advanced Nursing, 34, 1, 43-50.

Moscaritolo L.M (2009) Interventional Strategies to decrease nursing student anxiety in the clinical learning environment. Journal of Nursing Education, 48, 1, 17-23

Neary M (2000) Supporting students’ learning and professional development through the process of continuous assessment and mentorship. Nurse Education Today, 20, 463-474.

Nursing and Midwifery Council (2004) Standards of Proficiency for Pre-Registration Nursing Education. NMC, London.

Nursing and Midwifery Council (2008a) The Code- standards of conduct. Performance and Ethics for Nurses and Midwives. NMC, London

Nursing and Midwifery Council (2008b) Standards to Support Learning and Assessment in Practice. Second edition, NMC, London.

Pearce (2007) The Steps to carrying out a SWOT analysis. Nursing Management, 14, 2, 25

Phillips T.P, Schostack J.F, Tyler J (2000) Practice and Assessment in Nursing and Midwifery: Doing it for Real, Researching Professional Education Series Report. English National Board for Nursing, Midwifery and Health Visiting, London.

Price B (2005a) Mentoring Learners in Practice Number 6: Building a rapport with the learner, Nursing Standard, 19, 22, 58-59

Price B (2005b) Mentoring learners in Practice Number 14: Listening to learners’ concerns and complaints. Nursing Standard 20, 5, 72a

Price B (2007) Practice Based Assessment: Strategies for Mentors. Nursing Standard, 21, 36, 49-56

Pulsford D, Boit, K Owen S (2002) Are mentors ready to make a difference? A survey of mentors’ attitudes towards nurse education. Nurse Education Today, 22, 439-446

Royal College of Nursing (2007) Guidance for Mentors of Student Nurses and Midwives. An RCN Toolkit. RCN, London

Sherwin S, Stevenson L (2010) Development of the role of the practice teacher. British Journal of School Nursing, 5, 7, 350-352.

Teatheredge J (2010) Interviewing student and qualified nurses to find out what makes an effective mentor. Nursing Times, 106, 48, 19-21.

Walsh D (2010) The Nurse Mentor’s Handbook. Supporting Students in Clinical Practice, Open University Press, Berkshire.

Wilkes Z (2006) The student-mentor relationship: a review of the literature, Nursing Standard, 20, 37, 42-47.

Box 1

Domain 1 – Stage 2 - Mentor

1. Establishing effective working relationships.

 Demonstrate an understanding of factors that influence how students integrate into

practice

 Provide ongoing and constructive support to facilitate transition from one learning to

another.

 Have effective professional and inter-professional working relationships to support

learning for entry to the register

Domain 1 – Stage 3 – Practice Teacher

 Have effective professional and interprofesional working relationships to support

learning for entry to the register and education at a level beyond initial registration

 Be able to support students moving into specific areas of practice or a level of practice

beyond initial registration identifying their individual needs in moving to a different

level of practice

 Support, mentors and other professionals in their roles to support learning across

practice and academic learning environments.

Box 2

Toxic Mentors (Darling 1984)

 Avoiders – simply are never available for a variety of reasons

 Dumpers – these are mentors that put students in difficult situations and give them

task that are well out of their depth and offer no assistance (sink or swim)

 Blockers – these mentors refuse students’ requests for help or withhold information so

limiting the students development

 Destroyers / Criticisers – mentors who damage the students’ self esteem by being

negative and belittling students.

Box 3

Qualities and skills on an effective mentor (Kinnell and Hughes 2010)

 Accommodating

 Appreciates students knowledge  Approachable

 Assists students in problem solving  Awareness of students’ limitations

 Being aware of the student’s learning objectives  Confident

 Does not refer to the student as the ‘student’  Encouraging and supportive

 Facilitates student’s learning

 Flexible – having time to spend with students  Gives positive feedback

 Good communication skills

 Good knowledge of branch of nursing

Box 4

Ground Rules – Beskine (2009)

 To agree on the student’s responsibility for his or her actions  Patient confidentiality

 Informing patients of the students’ status

 Consent – giving patients a choice about accepting care from a student and

understanding that patients’ wishes and rights supersede students’ rights to knowledge and experience at all times

 The student working under the supervision of a mentor at all times