Teaching and Learning Staff Mentoring PDF

Teaching and Learning Staff and Mentoring PAGE 1  Client ecducation  Client education is a major aspect of the Nursing practice and an important independent skill.  The Joint Commission (TJC) emphasizes the importance of ensuring the client understands wha...

Teaching and Learning Staff and Mentoring PAGE 1  Client ecducation  Client education is a major aspect of the Nursing practice and an important independent skill.  The Joint Commission (TJC) emphasizes the importance of ensuring the client understands what is being taught.  The state nurse practice act includes teaching as a required skill and their legal and professional responsibility.  Education should involve the client as an active roll in their health, which will decrease risk factors, increase level of wellness and encourage them to take protective measures.  Education can to provided in: Hospitals, primary care clinics, urgent care centers, homes, assisted living and long term care facilities. PAGE 2 Common topics  How to perform self-care  How to take medications and recognize side effects  How to perform prescribed treatments Taught to patient and family members/caregivers PAGE 3 Teaching  Goal-directed activity designed to improve learning, cultivate skills and the desire to make adequate change  Patient specific  Requires knowledge, understanding of the learning process, good judgement and a good sense of intuition.  Encourages learners to be actively involved and accountable  Mutual trust and respect  Goals should be agreed upon, changed if necessary and evaluated PAGE 4 Factors that facilitate learning  Motivation  Readiness  Active involvement  Relevance  Feedback  Non-judgmental support  Simple-complex  Repetition  Timing  Environment PAGE 5 Factors that inhibit learning Emotions Physiologic events Cultural aspects Psychomotor ability- muscle strength, motor coordination, energy PAGE 6 Mentoring  The act or process of helping and guiding another person to support their personal development.  Experienced nurses who coaches, advise, and support  Instructs, introduce to those that will help to enhance skills, evaluate new ideas and challenge  A good mentor may affect job satisfaction, retention, stress levels, and safety  Work and time is required by both mentor and mentee  Negative outcomes: power struggles, intimidation, and loyalty issues PAGE 7 Mentoring PAGE 8 Techniques/ Models  One-on-One Mentoring: This type of mentoring is the most traditional of all the types of mentoring. Only the mentor and mentee are involved in this type of mentoring, and it is usually a more- experienced individual paired with a less-experienced or much younger mentee.  Group Mentoring: In this model, one or several mentors work with a group of mentees. Schools and youth programs often apply this model because there may not be enough time or resources to have one mentor for each participant.  Peer Mentoring: Participants in this model are from the same role or department or have shared or similar experiences, whether in their professional or personal lives. These peers pair up to offer support for each other. This can be a group or a one-on-one mentoring relationship. PAGE 9 Techniques/ Models  Distance or E-Mentoring: With such advanced technology, the mentorship relationship no longer has to be face-to-face. Using online software or even email, participants in this type of mentoring can connect virtually without losing the personal touch.  Reverse Mentoring: This mentoring relationship is flipped from the traditional model. Instead of a senior professional mentoring a more junior employee, the junior employee mentors a more senior professional. This relationship is usually for the younger or more junior professional to teach the skills or a new application or technology to the more senior one.  Speed Mentoring: This type of mentoring is a play on speed dating and usually occurs as part of a corporate event or conference. The mentee has a series of one-on-one conversations with a set of different mentors and usually moves from one mentor to the next after a brief meeting. The mentee should come prepared with questions for advice from the senior level professionals. PAGE 10 Qualities of a Mentor  Relevant expertise  Enthusiasm  Respectful attitude  Eagerness to invest  Honest/Direct feedback  Reflective listening/Empathy  Willingness to be a sponsor PAGE 11 PAGE 12 PAGE 13 Mentoring PAGE 14 NCBI article  Key components that were mentioned  Open/communication/accessibility  Goals and challenges  Passion/inspiration  Caring personal relationship  Mutual respect/trust  Exchange of knowledge  Independence and collaboration  Role modeling PAGE 15 Activities PAGE 16