Teaching may benefit, as it states that students would

is the conscious effort to bridge the gap between the state of mind of the learner
and the subject matter (Pring 2000).

I do mentor I subconsciously utilise the Andragogy approach, I assume that
students understand their role in the placement. I would encourage the students
to get involved, which would incorporate Knowles Andragogy concepts of
readiness to learn and motivation, without me intervening. I always mention how
to conduct themselves in theatre and behaviour around sterile instruments in theatre,
this encircles around the orientation to learning in the Andragogy theory.
(Knowles 1990). I have found some mentors will determine a starting point for
students depending on their Bondy level which the students are assessed by, I tend
to combine my knowledge of observation and reading their current Bondy level (Bondy

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is important to understand that not all students will fit into the andragogy
learning as not all can self-direct effectively. This is where the Pedagogical
learners may benefit, as it states that students would be dependent upon the
mentor and students would need specific instructions form mentors. The Pedogeological
theory fits a first-year nursing student in oppose to a second or third year student
who may be more Andragogical. As currently I have a first-year student who I needed
to be more Pedagogical, by providing specific instructions and supporting a lot.
Importantly giving as much as information, but as time went on I had advanced
her to have an Andragogical approach. The student no longer needed instructions
and moved forwards in linking observation to practice and found evidence-based
practice, and furthermore seeking independently for information and controlling
their learning (MacDonald 2016).

have good interpersonal and inter-professional skills which allows a positive
experience for students as per Witness statements. I encourage students to keep
hydrated during placement, in correlation to Maslow’s hierarchy of basic physical
needs (Maslow 1971) and I would ensure that the drinks are not brought into
theatre as per infection control policy (NUH infection
prevention and control policy 2017). I would ensure that students had a comfortable
environment to learn as this can hinder their learning.

I plan lessons I would ensure I consider certain aspects of the student and as
display in appendix 5 and appendix 6, I ensure the lesson is focused. I take
into consideration of their levels which correlates with Knowles characteristics
of knowing the learners level, but also covering areas in a pedagogical
approach to ensure the subject is covered fully.

I set objectives with students
in Blooms taxonomy method on the principle of my own experiences and how I have
succeeded in my career, I would follow their On-going Achievement Records books
to ensure what is expected. I give a student information pack with information
of anatomy and physiology to give them an understanding of the area I work
within. Therefore, following Bloom’s, understand and remembering part of the
Taxonomy as well as applying and analysis (Bloom 1956). I would set objectives
with the student to ensure they get the best out of the placement and ensure I
seek opportunities that they can undertake.

feel that depending where the student suited in terms of stages with in Blooms
taxonomy, would then determine the learning style or model I would use.
Although on many occasions the Honey and Mumford model identifies four types of
learners namely activists, reflectors, theorists and pragmatists (Honey and
Mumford 1982). With that in mind a lot of students would prefer trial and
error, thus becoming an activist learner (Temple 2012). From my experience
activists succeed in theatres as the proximity to patients is more in
comparison to ward settings, where there is more documentation required removing
the healthcare staff away from the patient.

is a good place for activist learner, as I always start with theatre etiquette
and behaviour standards encompassed by the patient safety leads, then to
opening instruments and safety protocols we follow, which interlinks with Banduras
imitation and repeat approach (Bandura 1977). Depending on where they fall in
Blooms Taxonomy category would determine if I would allow the student to be
involved directly in the surgery or not. I would assess the student and ensure
they understand the elements of the surgery consequently following Kolb’s
learning cycle (Kolb 2009), the reflective observation would identify gaps
earlier than Temples trial and error. This is important feature to adhere to as
trial and error in a theatre setting could change the patient outcome, thus
safer approach in this situation is to follow Blooms Taxonomy or Kolb’s
Learning cycle.

As I found time to time each student
would have various learning styles for variant scenarios, which is supported by
Kolb, as he describes learning styles as interchangeable depending on the situation
(Coffield et al., 2004). This is significant as students are educated on, what learning
method they are in the nursing course, but they find out that they overlap certain
areas of a different learning style. With all this in mind it helps mentors to
support students effectively by knowing how the students learn the best way.

I ensured when I was with my students that students knew how
to be leaders as well as working in a team effectively. As Leaders are defined as
visionaries, prepared with tactics, plans and desire to orientate their teams
and services to a goal (Mahoney, 2001).

There is term known as toxic mentoring where students are in
situations where mentors become avoiders, blockers, destroyers and dumpers
(Darling 1986), thus effectively diminishing student’s learning. I ensure that I
do not fall into Toxic mentoring as I have personally experienced this,
therefore I always do the best for my students and this is display with
Appendix 1 and Appendix 2. It is important that abide to the Royal college of
nursing’s guide, which states a mentor’s responsibility comprises of being supportive,
approachable and being conscious of a student’s optimum learning method (Royal
College of Nursing 2006).


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