6.7.1.1
The findings of this study confirm those of other current works cited and the wider literature reviewed. The areas selected for discussion include those where the author feels that the emphasis in this study has a specific contribution to make to the debate on the issues in question. The key points and the recommendations made have been
PRESCRIPTION FOR IDEAL MENTORING communication MENTOR SCHOOL realistic expectations of student and ward staff. Curriculum relevant to service needs STUDENT Genuine able and wiling to learn motivati assertive interested in placement values akin to mentor's ie(j^mmunicatim> Professionally and personally ^ mature ommunicating> q0QcJ interpersonal and teaching skills technically competent sound knowledge base. Adequate recognition of education needs in contracting arrangements PLACEMENT Democratic flexible management practising teamwork with peer support mechanisms views student as learner primary nursing or similar approach
Figure 6.2 Prescription for Ideal Mentoring
6.7.1.2
This model summarises the recommendations from this study for ideal mentoring. Here mentors and students, who both possess the qualities shown to be important for
successful mentoring, communicate with each other within a reciprocal relationship. This is supported by positive attributes in both the clinical situation and the educational establishment. Communication between all concerned is essential both at grass roots level and at the levels of policy making so that education and development needs are realistically reflected in contracting arrangements.
6.7,1,3
This ideal situation is unlikely ever to be fully realised. Acknowledging reality does not, however, equate to an excuse for accepting the status quo. By highlighting problem areas and addressing those issues which can be addressed, the situations may be
significantly improved. The model 5.2 which shows the various factors interacting in the mentor/student relationship was created relatively early in the work. It is useful for assessing a situation to establish which specific factors may need attention. It is
recommended to those responsible for mentoring to help identify issues within their own areas which could profit from attention. It can act as a guide as to how the
recommendations of the study which are summarised in fig 6.2 and below may usefully be applied.
6.7.2 Key Points
6.7.2.1
The following key points emerge from the study:
• The practice of pairing nursing students with qualified staff, termed a mentor in Sheffield, has become established practice. These relationships have the potential to affect both parties in both positive and negative ways.
• Various good practices have been highlighted which can usefully be applied to other areas.
• The quality of the relationship between the parties is affected by complex interaction of a range of personal and organisational factors.
• Students and mentors are both subject to multiple stressors. Where these are not managed adequately they can have adverse effects upon one or both parties within the relationship.
• Supporting students and involvement in various aspects of skills teaching are the two most significant mentor roles identified by the participants.
• Assigning the assessor role to the mentor appears to be accepted by the majority of participants. Because of the way that the mentor-student relationship is defined, this may not pose such a problem as has been suggested in the literature.
• The mentor role applicable to pre-registration nursing students is differently defined from that applicable at later stages of career development.
• The issue of time and resources for mentoring remains a problem. It is necessary to accept that limited resources are a reality that will remain for the foreseeable future, and create a situation where neither party is exploited.
6.7.3 Summary of Recommendations
The major recommendations from this study related to the key points noted are summarised below.
6.7.3,1 Recommendations for Further Research
• Some mentors are clearly better able than others to respond to students’ needs. Further study could explore the various factors which contribute to this.
• A realistic assessment of the workload involved both in mentoring and supporting mentors is needed when workforce planning and skill mix exercises are undertaken.
• Further studies investigating the degree of support that is appropriate for pre registration students within the ethos of adult education are needed.
• Exploration of the interaction patterns that occur when staff perceive students to be failing could provide useful knowledge to guide coaching practices.
6.7,3,2 Recommendations fo r Good Practice
• Formal training and informal support systems should be established for all mentors. These should highlight identified good and poor mentoring practices, and raise awareness of the fragility of students’ self confidence.
• Staff must be allowed time to settle in an area and consolidate their experience before being asked to mentor.
• Mentors need to be adequately supported when first taking on the role, especially when they are relatively newly qualified. This is an issue that managers and link teachers need to address.
• The emotional demands of ‘befriending’ a constant stream of different students for very short placements needs to be acknowledged so that unreal demands on individual mentors can be avoided.
• Initial teaching of some psychomotor skills should be undertaken in a psychologically safe environment, e.g. a nursing skills laboratory. To maintain credibility, the staff involved need to be both up-to-date practitioners and experienced skills teachers. • Adequate time together is needed for mentoring to take place. A meeting between
the two early in the placement is the time when the optimum pattern and frequency of further contact can be established. Organisational issues need to be addressed to facilitate this.
• The method of application of the principles of adult learning to pre-registration nursing students needs to be reviewed. While not implying excessive paternalism, students’ need for assistance and support needs to addressed, especially in situations involving multiple short placements.
• The mentors’ bridge building function is important in helping them negotiate access into the social world of each placement.
• Individual assessment of students is vitally important if mentors are to gauge the amount of support each student requires. There is clearly a need to help those mentors who find this difficult. This aspect could usefully be incorporated into mentor preparation.
• The mentor role is defined very differently when applied to nursing students from its usage elsewhere. This identifies it as a unique concept and it needs to be named as such. The author suggests the term student supervisor may add the specific
dimensions to the broad concept incorporated by clinical supervision. What is most important, whatever term is adopted, is that everyone has a clear understanding of its meaning.
• Students’ attention should be drawn to their responsibilities in the relationship. Further work is indicated to investigate the students’ contribution to the partnership. • Suitable models of assessing students’ competence within clinical placements need to
be established. While the mentor acting as assessor is widely accepted, other models are evident which are worthy of consideration.
6.7.4 Concluding Remarks
6.7.4.1
This study contributes to accumulating evidence that mentorship as defined by Wainwright (1991) can function well and provide a satisfactory and safe learning
environment for students. This is not, however, universally the case. Many of the dangers and problems shown to exist in the literature in other types of mentoring can be found in this situation. It is therefore important that all those who are involved in decision making are aware of potential problems. Action can be taken to spread good practices and limit the harmful effects of negative situations