Mentorship in Nursing: Developing Learning, Assessment and Instructing Approaches

Running head: BACHELOR NURSING ASSIGNMENT 1
Bachelor Nursing Assignment
Student’s Name
Institutional Affiliation

BACHELOR NURSING ASSIGNMENT 2
Introduction
Mentorship is an establishment learning technique which is profitable to the mentee,
mentor along with the recruiting organization as a source of conveying the implicit
comprehension of the establishment. It is typically used and theorized differently in diverse
fields, and by cause of it, starters are unified into current societies of exercise in the organization.
However, mentorship in nursing is a distinct dedication that succeeded in institutional culture
and reinforced mentoring cooperation (Kroll, 2015). It is regarded vital for formulating, holding
along with appealing nursing facility affiliates and to sustain the exceptional education programs
quality (Luna, 2018).
The discussion is about a second year that has gone for a five week placement to a
healthcare facility for mentorship because he has been underachieving in his past placement. The
ambience of discussion will be on mentorship in nursing and the methods in which the mentor
can develop learning, assessment along with instructing approaches which will assist the student
to attain a prosperous result. Furthermore, it reveals the learning expectations along with
resources in the operation area to close the discussion with how the learning acquired can be
used in future practice by the mentor.
Discuss the underachieving student and the role of the mentor, identifying key qualities of
an effective mentor.
The underachieving student

BACHELOR NURSING ASSIGNMENT 3
Student underachievement can be described as the continuous decline to achieve up to
sensible expectations which are built on the intrinsic learner abilities (Hall, 2017). These students
generally do not have the self-confidence to challenge and finish tasks; they work hard towards
an expected objective but lack perseverance, regard themselves as being substandard to their
colleagues and cannot also design and organize activities (Hogan, 2018). Majorly,
underachieving students feel immoderate agitation and are incompetent of managing their
tension. They demonstrate their apprehension to their mentor via going to them regularly and
displaying their concern.
Also, few underachieving students might attempt to point their existence through
becoming the mischief in the group hence fulfilling for the absence of self-reliance. There are
others who may be overlooked in the group by being invisible because they are shy to ask
queries and since they do not create a disturbance the mentor forgets them as they are quietly left
behind their colleagues (James, 2016). Finally, these students get discouraged and entirely give
up. Underachievement students score high in achievement tests together with aptitude but they
ignore class quizzes, and they might be lacking concentration because of several outside interests
other than studies. However, they may have the capability to comprehend concepts orally but
maybe not in a position to execute them overachievement or perfection.
The mentor has to associate his decision making procedure to the professional judgment
by carefully observing the student's character together with speaking to him or her personally
about his or her interests along with problems. Furthermore, there is a need to enhance emotional
intelligence and self-awareness among nursing students since they are essential applied and
speculative concepts which enable learners to persevere and perceive little tension hence
improving education. Emotional intelligence is accountable for problem-focused coping,

BACHELOR NURSING ASSIGNMENT 4
pragmatic effect on well-being together with evident nursing proficiency but has an adverse
impact on the perceived stress. To embrace operational and dynamic approaches for controlling
stress augmented feelings of restraint together with emotional ability are crucial for nursing
students which elevates their comfort.
The role of the mentor and the key qualities of an effective mentor
A mentor is responsible for encouraging, supporting, teaching and explaining together
with supervision (MacLaren, 2018). For a mentor to help students to achieve he or she needs to
believe in their potentials and therefore mentorship is an effective, learner-centered and seriously
indicated operation. The mentors along with mentee share a reciprocal association for the
contentment and career achievements of both (Yun, Baldi & Sorcinelli, 2016). However, for the
mentoring association to be active, the mentee and mentor must share a relation of mutuality,
exact expectations from each other, individual network, shared values and mutual respect
(Ssemata, Gladding, John & Kiguli, 2017). However, the connection amidst the mentor and
mentee fails in an instance where there is no dedication, real competition or mentor’s experience,
communication and difference in interests and values (Barrett, Mazerolle & Nottingham, 2017).
Moreover, the mentor accesses the mentees’ analytical practice for registering.
Consequently, several mentors are inconsistent and reluctant in doing so more so when
evaluating unacceptable performance and time they find the assessments stressful, emotionally
challenging and intimidating in some instances. Mentors may also lack enough evaluation tools
or appropriate training for the same. The evaluation tools are sometimes imperfect in difficult
proofs to discover talents or are unrealistic. Although particular devices could be generated for