Mentorship in Clinical Practice free essay sample

It is important to ensure learning experiences are not reduced to the carrying out of basic tasks, just an extra pair of hands to assist in the busy clinical environment. This ‘routinization’ of work could contribute to an automatic job performance (Fretwell1982), losing any learning relating theory to practice. Learners unaware of or unable to take full advantage of opportunities that arise may become less motivated. Thus effective planning, preparation and communication is essential. Due to the nature of the work in DSU, the workload and staffing levels, it is impossible to guarantee arrangements will go ahead at the time planned. Negotiating a degree of flexibility with the learner is therefore essential to maintain motivation when work priorities are changed to meet service needs. Frustrations arising from pressures of work and feeling unable to give enough time meant that on occasion, personal commitment may have been lacking. Bond Holland(1998) suggest this results in poor time management, the mentor may be less likely to assert their need for cover of their duties from colleagues, and may make excuses for being too busy to spend much, if any time participating in facilitation, thus denying students possibilities. We will write a custom essay sample on Mentorship in Clinical Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, teaching can take place both formally and informally within the practice setting. It does not always require taking planned time away from the normal workload, but have found from experience can be incorporated into every day normal duties. This could arise from casual conversation, through discussion of rationales, whilst giving advice or suggestions, and by observing practice. Informal teaching can still be integrated into an overall teaching plan, in a climate conducive to learning. Ideally, protected time and space is required for the learner and mentor to be released from clinical responsibilities, with no interruptions (except for emergencies). Freedom from constant interruptions would allow more time for facilitation, supervision and feedback, which in turn would allow for easier assessment and evaluation of the learners progress. Factors such as time constraints and other commitments can have a detrimental effect on the supporting aspects of relationships (Morton-CooperPalmer 2000).