Learning, Teaching and Assessment in Practice

RUNNING HEAD: Learning, Teaching and Assessment in Practice
Learning, Teaching and Assessment in Practice

Learning, Teaching and Assessment in Practice 1
Contents
Introduction......................................................................................................................................3
Underachieving Student and Role and Key Qualities of an Effective Mentor................................3
Underachieving Students and Consequences of Failing to Fail...................................................3
Common Behaviors of Underachieving Students........................................................................4
Role of a Mentor in Clinical Practice and their Relationship with Mentee.................................4
Key Qualities of an Effective Mentor..........................................................................................5
Identification of Learning Styles and their Application to Learning, Teaching and Assessment of
the Underachieving Student.............................................................................................................6
Range of learning styles and Ways of Identifying the Learning Styles.......................................6
Learning Style of the Mentee.......................................................................................................6
Application of Learning Theories....................................................................................................7
Application of Learning Theories in the Role as a Mentor..........................................................7
Importance of Clinical Learning Environment................................................................................8
Impact of Clinical Environment on the Learning Experience of Students..................................8
SWOT Analysis of Clinical Learning Environment....................................................................8
SMART Approach.....................................................................................................................10
Accurate Record Keeping with Action Plan..............................................................................10
Assessment for Promoting Learning in Practice...........................................................................10
Role of Self-Awareness and Emotional Intelligence.................................................................10
Importance of Orientation/Induction to the Team and Clinical Area........................................11
Development of Relationships with Wider Team......................................................................11
Importance of Two-Way Feedback............................................................................................11
Process of Timely Assessment and Focusing on Significance of the Mid and Final Assessment
....................................................................................................................................................12

Learning, Teaching and Assessment in Practice 2
Conclusion and Recommendations................................................................................................12
References......................................................................................................................................14

Learning, Teaching and Assessment in Practice 3
Introduction
A significant role is played by the mentors in supporting and guiding the students in clinical
practice. Best professional growth and clinical practices are facilitated by mentoring for both
mentee and mentor. Mentorship can be defined as the role of health visitor, midwife or nurse
who facilitates supervision and learning along with the assessment of students in practice setting.
Mentors are considered to be in a best position to appropriately judge the capabilities of the
students as they spend much of their time with the students. Learning in an inter-professional
environment is supported by the mentors along with the assessment and judgment of the
proficiency of the students. A mentor plays a number of roles such as that of a coach, adviser,
role model, problem solver, supporter, teacher, counsellor, guide, organizer and planner. The
performance of such roles by the mentors enhances the learning of the students (Nowell, White,
Benzies & Rosenau, 2017).
When the nursing students interact with the patients and their respective families during their
clinical experience, they develop a psychomotor, technical, communication and interpersonal
skills. For the purpose of enhancing the clinical experience of the students, it is essential to
provide appropriate guidance, support and supervision in clinical area. The misconceptions of the
students can be effectively clarified by an effective mentor along with the overall enhancement
of the competencies, attitude, knowledge and communication skills. This essay highlights a
situation in which a second year student comes for a five week placement to a mentor’s work
area. In the previous placement, the student has proved to be underperforming. This essay
focuses on the manner in which learning, teaching and assessment strategies will be developed
by the mentor for the purpose of supporting the underachieving student for the achievement of a
successful outcome.
Underachieving Student and Role and Key Qualities of an Effective Mentor
Underachieving Students and Consequences of Failing to Fail
Some students are capable of achieving the leaning outcome successfully on placement while
some are not capable of performing at the expected level. Such students constitute a major
challenge in the performance of the mentoring role.