TABLE OF CONTENTS PAGES

1. INTRODUCTION


2. THE DIFFERENT METHODOLOGIES OF CLINICAL TEACHING


3. THE SIGNIFICANCE OF MENTORING IN CLINICAL TEACHING


4. STRATEGIES IN PROMOTING EFFECTIVE IMPLEMENTATION
OF MENTORING













1. INTRODUCTION

Mentoring is important in the career development of both novice and experienced
nurses in the areas of clinical practice, nursing education, administration, and research,
as it supports the novices need to feel satisfaction and success as a professional nurse
and offers the experienced nurse an opportunity to contribute to the profession. This is
explored the effect of mentoring on career satisfaction and intent to stay in the nursing
profession, two critical elements in the retention of nurses in the profession .
According to Butterworth, Faugier, & Burnard, 1998; Milton, 2004 defining
mentoring has been difficult, and it is further compounded by the use of interchanging
terms such as coach, preceptor, and teacher.The CNA (2004) states, "Mentoring
involves a voluntary, mutually beneficial and usually long-term professional relationship.
In this relationship, one person is an experienced and knowledgeable leader (mentor)
who supports the maturation of a less-experienced person with leadership potential
(mentee)" .In addition, according to Tourigny & Pulich, 2005,mentoring can be viewed
as an informal or formal process. Informal mentoring is characterized by a shared
agreement between the mentor and the mentee to establish a relationship in an
unstructured manner, and is based on the realization of career goals for the mentee.
Formal mentoring, however, involves structure, both in terms of defining purposes and
in the longevity of the relationship.
The term mentorship has appeared with increasing frequency in the literature
relating to the career development of young adults,particularly with reference to the
academic,professional and business spheres.However,the role of the mentor is not
consistently defined and appears to overlap with other similar roles.The role of the
mentor will be analysed and its application to nurse education will be
considered,together with issues relating to gender and mentorship in a predominately
female profession.Mentor is involved with the protg as a whole person in both
cognitive and affective domains and feels a sense of responsibility.

2.THE DIFFERENT METHODOLOGIES OF CLINICAL TEACHING

Methodologies of clinical teaching divided into 8 which is bedside clinic, nursing
care conference, nursing rounds, demonstration, nursing care study, clinical simulation,
virtual learning and mastery learning.
As a mentee.firstly we have to about bedside clinic.Bedside clinic always help to
study the problems typically associated with a particular disease or disorder. Always
ensure the presence of the patient.Either the group visits the patient or the patient is
brought to the conference room.Patients with Typical cases rather with unusual
conditions are selected. During the clinic the patient may be asked to speak something
about the course of illness, symptoms and involves the family members and plan for
discharge.Brief history and therapy, nursing problems are presented along with the
nursing care including physical, mental and social components.Nursing clinic can be
conducted by the head nurse or the clinical instructor.Before the client entry the head
nurse points out the group the observations which should made while he/she is present.
When the patient no longer needed should send back.This is usually followed by a
discussion and question and answer round. The Material is summarized and the most
important points are emphasized. The clinic lasts for about 30 min finally it is evaluated
by the head nurse and the group member.There are some advantages of bedside
clinic.The student nurse is getting an opportunity to observe, analyze & make decision
in nursing care.Remembers the nursing measures for longer time since directly they
involve.
Secondly, the nursing care conference.It is same like a bedside clinic but the
patient is not usually present for the class. This may be a method of choice when the
entire group is acquainted with the patient. Bedside clinic and nursing care conference
can be used to evaluate the students. Both should be planned earlier if it is to be made
more effective. But the nurse instructor conduct it on the spot if she wishes to evaluate
the students.
Nursing rounds is an excursion into patients area involving the students learning
experiences.In nursing rounds the patient history and the medical aspects of his/her
care are included only as a background for understanding the nursing care. The
registered nurse responsible for the patient should answer questions aroused in the
group. Suggestions are made by the members of the group.Suggestions discussed in
the rounds will be recorded. Rounds may extend only up to one hour. There are three
types of nursing rounds.
I. Information giving rounds
II. Instructional rounds
III. Problem solving rounds
The advantages of nursing rounds is Increases the learning ability.Secondly,Increases
interest to share ideas & Knowledge with others for the benefit of the client .In
addition,response of the client is more natural and students can select client with
specific problem & plan for proper nursing care.
Thirdly demonstation.Demonstration teaches by Exhibition & explanation . It
trains the students in the art of careful observation a quality which is so essential to a
good nurse.To define "it is a physical display of the form, outline or a substance of
object or events for the purpose of increasing knowledge of such objects or events.The
advantages of demonstation are activates several senses.Then,provide opportunity for
observation & learning.In addition,clarify underlying principles,commands interest by
use of concrete illustration and it correlates theory & practice.The types of demonstation
is Planned demonstration.It Involves preliminary preparation, introductory conference,
performing the procedure and follow up.Then Unplanned demonstration when
uncommon treatment occurs in the ward, this can be demonstrated to the students if it
is not emergency. Patients feeling is given due consideration. It can be explained in the
follow up conferences.Ther are three types of case study:-
I. Case Study
II. Case Analysis
III. Case incident Technique
Next is nursing care study. The student with the help of the clinical instructor selects
one of her patients for intensive study which she finds interesting. The student tries to
solve the problems through the study, consultation and experimentation and decides the
nursing measures which will meet the patients individual needs and solve nursing
problems. The student must be given opportunity to take care of the patient over a long
duration of time, to understand his/her behavior, to gain his/her confidence, to learn the
real nature of his/her problems, and to note the effect of nursing measures and the
results of the care.The advantages of nursing care study are concentrated effort on the
part of the student to define and solve the problems in the patient care arouses interests
in him and results in better nursing care. The students learn to recognize the effect of
personal and social factors on illness and recovery, to organize the information and
identify the problems.The student also learns about the problem solving approach to
nursing. The report may act as a reference material for the student. The student can
present the report in front of the group and it should be evaluated in terms of content,
organization, clarity of thought and interest. The oral presentation helps the student to
speak in front of the group.
In addition,clinical simulation.Simulations are activities that mimic reality of
clinical environment and are designed to demonstrate procedures, decision- making
and critical thinking through techniques such as role play and the use of devices such
as interactive videos or mannequins .The types of clinical simulations is:-
I. Low fidelity (Less precise reproduction)
II. Moderate fidelity (Provide some feedback)
III. High fidelity (Pharmacological / physical manipulation)
Next virtual learing.A book can hardly be described as a learning environment.
But, reading a book in a seminar, discussing with other students, writing a summary for
the tutor, ... do constitute a learning environment. Similarly, a set of Web pages does
not constitute a virtual learning environment unless there is social interaction about or
around the information. This includes synchronous (e.g. chat, MUDs...) versus
asynchronous (e.g. electronic mail, forums,) communication, one-to-one versus one-to-
many or many-to-many, text-based versus audio and video, ... (see section 2.3). This
includes also indirect communication such as sharing objects.
In Mastery learning, "the students are helped to master each learning unit before
proceeding to a more advanced learning task (Bloom 1985) in contrast to "conventional
instruction". The concept of mastery learning can be attributed to the behaviorism
principles of operant conditioning. According to operant conditioning theory, learning
occurs when an association is formed between a stimulus and response (Skinner, 1984).
In line with the behavior theory, mastery learning focuses on overt behaviors that can be
observed and measured (Baum, 2005).The advantages of mastery learning is Higher
achievement in all students as compared to more traditional forms of teaching.
As a conclusion,learning by doing is the most effective method of teaching. The
laboratory of the nursing students is the clinical field. The nursing students get the
practical experience and skill doing procedures by taking care of the patients. The nurse
manager manages and controls the practical field of nursing students. The clinical
teaching should well organized to provide the needed experience to the students. The
nurse manager plays a dual role, she is aware of the practical problems, and she should
use each and every opportunity to teach the nursing students.









3.THE SIGNIFICANCE OF MENTORING IN CLINICAL TEACHING

Clinical mentoring Mentoring is important in the career development of novice
and experienced nurses. With the anticipated shortage in nursing, it is important to
explore factors such as mentoring that may contribute to career satisfaction and intent
to stay in the profession. This study explored the effects of mentoring on career
satisfaction and intent to stay in nursing, and the relationship between career
satisfaction and intent to stay in nursing.
As a mentor, importance of mentoring in clinical teaching demonstrates
them to do the right thing during clinical teaching. Before clinical teaching, as a mentor
should discuss the purpose and the structure of the session. At first must identify
appropriate patients, so that patients will be capable of interacting with mentor and
mentee, or will have family members present that can interact with them.
Secondly is must set the goals for the session. As a mentor should think
what does the mentee wish to learn or practice? Mentor has to guide and lead them to
do so. Thirdly is about agreeing on roles and expectations. Mentor has to think who will
make instructions and who will take the lead on each aspect of the visit. Finally about
discuss expected time frame which is important if there is a tight schedule or mentor
and mentee are seeing multiple patients.
Other than that, as a mentor should be focusing on development of
mentee. Clinical teaching divided into two sections which is TALK and WALK. Mentors
should not only be teachers, but should talk the talk and walk the walk that is, they
should lead by example when interacting with and teaching mentees. Firstly is thinking
aloud, a mentor should make his/her own clinical reasoning transparent. This might
involve explaining the thought process that leads to a diagnosis, verbalizing the
treatment options for a challenging case and explaining why a particular course of
action is chosen.
Secondly is activate the mentee which is mentors must encourage
mentees to be motivated to connect their needs with patients needs. Therefore, an
adaptable, collaborative approach to clinical teaching is most effective mentor must
know when to stand back or jump in, while still giving enough freedom to the mentee to
grow without hurting themselves or patients. Next is listen smart which is important for
the mentor to efficiently assess the mentees acquisition, synthesis, and presentation of
clinical data, even if the mentor does not have previous knowledge about the patient.
Other than that work as a hands-on role model will show the clinical utility
of physical examination, the therapeutic value of touching, and the diverse benefits of
bedside care. Secondly is adapt to uncertainty with enthusiasm which is uncertainty is
always going to be a part of clinical practice. A mentor must be able to change his/her
mind, admit mistakes. Finally is link learning to caring which is important to practice
patient-centered teaching.











4.SUGGESTION ON STRATEGIES IN PROMOTING EFFECTIVE IMPLEMENTATION
OF MENTORING

A mentoring relationship is characterized by an experienced faculty member
(mentor) taking an active role in the development of the academic career of a less
experienced faculty member (mentee) by offering guidance, support and advice. A
mentors guidance is rendered with an inside knowledge of the norms, values and
procedures of the institution and from a depth of professional experience. There have
some strategies in promoting effective implementation of mentoring.
Firstly,mentee preparation. Before entering a mentoring relationship, potential
mentees should clearly articulate their career development needs, since meeting these
needs will form the structure of the mentoring relationship.Secondly,Forming mentor-
mentee pairs. Although traditional mentoring relationships involve mentees voluntarily
seeking out a mentor within their own department, other options have also proven
effective.For examples,pairs formed by the arbitrary assignment of mentees to mentors
by department heads or deans havefared as well as pairs that picked each other.In
addition,pairs formed across departments have worked as well as pairs from within
departments.Cross-department pairings have the advantages of fostering more open
relationships and more neutral analyses of departmental politics. Furthermore, external
mentors are perceived as objective advocates for the mentee.The disadvantage of
cross-departmental pairings is that mentees may have to solicit department specific
information (e.g. policies, politics) from a source in their own department. The general
pattern reflected in the research literature suggests that while some degree of
professional or personal overlap enhances the mentoring relationship, pairs that are too
close (in the same research area) or to distant (from different faculties) are not as
successful. Mentoring relationships founded on previous friendships have been least
successful.The strategies in promoting effective implementation of mentoring is the
mentoring agreement. To avoid misunderstandings of what is required of mentors and
expected by mentees, it is useful to draw up a brief written agreement which defines the
broad parameters of the mentoring relationship. Such an agreement varies, but can
specify the general areas to be addressed, the time commitment and the expected
duration of the mentoring relationship. Perhaps most importantly, the agreement should
provide for the termination of the agreement by either party.15 In addition to clarifying
expectations, an agreement provides documentation which department heads can use
in determining the service contribution of mentors.Morever, Structuring the mentoring
relationship. The structure of mentoring relationships is determined by the goals of
mentees. Mentoring pairs who establish clear objectives and meet regularly report the
most successful and satisfying experiences.16 Clear objectives allow the mentee, in
consultation with the mentor, to organize the mentoring plan around specific activities
which will be part of the mentees academic responsibilities (e.g. course design, grant
proposals). The focus on specific activities provides opportunities for mentees to solicit
advice and mentors to offer support on well defined career development goals. Linking
objectives to specific events also provides target dates for meeting specific goals.
Regularly scheduled meetings are also important to maintaining the mentoring
relationship.Without a minimum schedule of meetings, such as once a month,
mentoring relationships tend to wane over timeThe role of a coordinator is on of the
strategies in promoting effective implementation of mentoring. It is essential that
mentoring programs do not become institutionalized or bureaucratic. If a coordinator is
involved, his/her role should be determined by the needs of faculties or departments
and individual mentoring pairs. The involvement of an coordinator allows confidential
third party brokering of mentor-mentee pairing and encourages the maintenance of
mentoring relationships.coordinators can also provide additional resources of
support,including,setting up seminars on areas of common.
In applying these suggestions, it is important to remember that the goal in
promoting effective implementation if mentoring is to strike a balance between the
strength of naturally occurring mentoring relationships and provide constructive
feedback.It is also develop mutual trust and respect to maintain good relationship
between mentor and mentee.


5.CONCLUSION
As a conclusion,mentoring is a protected relationship in which learning and
experimentation occur through analysis, examination, re-examination and reflection
on practice, situations, problems, mistakes and successes (of both the mentors
and the mentees) to identify learning opportunities and gaps in clinical teaching.
Mentoring is about helping the learner or mentee to grow in self confidence and develop
independence, autonomy and maturity.According to Clutterbuck, 1991, a good
relationship recognises the need for personal development and the partners have some
idea of where they want to go. The mentoring relationship is a special relationship
where two people make a real connection with each other. In other words they form
a bond. It is built on mutual trust and respect, openess and honesty where each
party can be themselves. It is a powerful and emotional relationship. The
mentoring relationship enables the mentee to learn and grow in a safe and protected
environment. The quality of the relationship is crucial to a successful outcome; if
bonding does not occur and one or both of the two parties are not comfortable
within the relationship then neither learning nor mentoring will be
sustained.Through these strategies in promoting effective mentoring in clinical
teaching,can bring out more valuable mentees.








REFERENCES