Nursing education is a professional education which is systematically planned through disciplines and aims the harmonious development of physical, social and intellectual abilities of student in order to render holistic nursing care to people of all ages, health and illness (Sankaranarayanan and Sindhu, 2012). Singapore Nursing Board standards of practice (2011) stated that a registered nurse has the responsibility to educate or mentor nursing students to maintain and develop the knowledge, skills and professional practice of nurses in clinical setting. The author is a 2 years experienced registered nurse working in general hospital. She was assigned to mentor a second year nursing student from Polytechnics for clinical attachment to explore clinical knowledge and practices. The administration of subcutaneous insulin injection was chosen to teach the student because it is a common procedure in clinical area and one of the learning objectives of her attachment. The purpose of this paper is to develop nursing education and ensure students to function effectively in clinical area by engaging theories and clinical practice. Standards of Nursing and Midwifery Council (2008) also supports that mentors are responsible for co-coordinating student’s experiences and clinical concepts to apply new knowledge, skills and competencies in practice.
Creating Learning Environment
As a mentor or educator, it is essential to provide safe and effective clinical learning environment to enhance effective learning. Establishing good rapport and effective communication will support the student to minimize her stress or anxiety and will motivate the learning and self-confidence (Bastable, 2008). Rimm-Kaufmam (2014) believed that positive teacher-student relationship draws students into the process of learning and promote their desire to learn. The mentor also understands that learning objectives are key elements in creating effective teaching plan. Surgenor (2010) explained that creating learning objectives is to clarify the plan of teaching, to ensure that lesson is successful and objectives are attained. Clearly identified learning objectives can improve the relationship between mentor and student. Based on SMART goals, the student established realistic expectations in which the objectives have to be specific, measurable, attainable, and realistic with a relevant time frame (O’Neill and Conzemius, 2006). When the teaching objectives have been accurately identified and presented in an orderly progression, the desired learning outcomes will be accomplished. In discussion part, the mentor will explore how the subcutaneous insulin injection will be taught to the student by applying integrated skill teaching model of Study et al. (1994) which includes four stages; exposure, exploration and elaboration, experimentation and evaluation (Refer appendix I)
Learning is a lifelong process that brings together, social, emotional and environmental aspects to acquire new knowledge or skills (Illeris, 2004). Knowles (1970) and Quinn (2007) claimed that cognitive learning is a great method that provides transfer of knowledge, and synthesizes from simple limitation of others. Each learner is unique, with a particular hereditary and social background, understanding, skills, values and attitudes. The mentor believes that understanding students’ preferred learning styles also can help to make deliberated decisions in teaching (Coffield et al. 2004). It is obvious that individuals have their own leaning styles that work best for them. To identify students’ learning style is the vital approach as a mentor to create teaching plan. It is also useful for students to be aware of their preferred leaning style. Eittah and Ahmed (2013) proposed that various learning styles should be appointed to students to consider their preferred styles in order to complete their studies. Fleming and Mills (1992) introduced the VARK...
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