The current assignment focuses on the concept of perception versus mentoring and the way a preceptor cam impact the learning of a newly staff nurse. As per the nursing school of ethics and policies mentoring and prececpting are often confused. However, as argued by Logan et al. (2015), preception is task-specific and helps in achievement of short-term goals. The act of precepting can also be referred to as a buddy system where a newly staff nurse is partnered with an experienced nurse. The assignment is mainly done by the supervisor to ensure that the new joiners have sufficient and proper orientation programs (Eller et al. 2014).The preceptors are selected based upon a number of skills sets possessed by them. Thus, the nurses who have demonstrated effective and safe practices along with sufficient understanding of the policy and procedures justifying the broad spectrum role of a school nurse are chosen as the preceptors (Zhang et al. 2016).
From the point of view of a personal reflection, I can state that the role of a preceptor is very crucial in meeting with learning needs and demands of the newly staff nurses. Thus, beings guided by a preceptor or a buddy helped me in understanding my tasks better. I think I had the ‘go-to' person in case I faced any difficulty in the process of care service delivery as a nurse. However, being preceptored in an emergency clinical set up could be stressful inspite of having a buddy system. In my opinion, the preceptor concept could be made more widely accepted within the clinical setup. In order to do that the preceptor needs to gather the important cues from their prot?g? on a weekly basis regarding the areas where they are facing difficulty. The various loopholes identified could be used to devise a standard solution or strategy. I also felt the passive and short-term nature of the relationship between the preceptor and the preceptored can be a limitation. In my personal experiences, I had rather felt stressed out inspite of having a preceptor. One of the problems that I have faced was getting a clear set of instructions from my preceptor which affected my quality of work. Seldom have I faced situations where my thought process had not been on the page with that of my preceptor. This resulted in differences of opinion affecting the quality of care services.
Future response to challenging behaviour
I had encountered a number of different experiences in an emergency clinical set up as a staff nurse. In this respect, coping up with the challenging behaviours depicted by some of the patients could be very difficult. With reference to my personal experience in an emergency clinical set up I had to deal with patients who would often depict violent behaviour owing to possessing little or no knowledge about their present health condition. In this respect, I had to be effective in my negotiations with the patient and their respective families. The information could not be provided in packets and had to be communicated as a whole regarding the provision of surgical interventions to the patients and their families. I had faced this issue in the past where the patient was a admitted in the hospital owing to appendicitis and had to undergo an immediate surgery. Therefore, I had to face confronting questions from the patient and his family regarding the need for sudden surgical intervention and related safety. As a support carer, I had to ensure that I communicate well with the patients in order to understand their requirements well.
In this respect, application of some of the nursing policies and procedures had helped me in dealing with the stressful situations within an emergency care set up. I had often faced difficulty in communicating with my colleagues who come from a different cultural race and speak different languages. This had often contributed towards the development of confusing situation leading to poor quality service being delivered and could be attributed to miscommunication. The therapeutic communication approaches further helped me in developing a bond of trust with the support carers. Also, I think including the family members of the patient within the care and planning processes can help in resolving the disputes within the care processes.
Methods of providing effective feedback as part of nursing practices
I think the timely and regular provision of feedback can help in making the care services more appropriate in terms of meeting the requirements of both the staffs and the patients. Thus, there is a need to provide positive and constructive feedbacks to both the patients and the co-workers (Rooke, 2014). In my role as a mentor, I would need to constantly motivate my co-workers and staffs. I can do that by providing constructive feedbacks to the enrolled nursing staff. As commented by Nyhagen and Strom (2016), provision of regular feedbacks reduces the chances of errors within a hospital set up.
For my current clinical set up I conduct a weekly meeting with my staffs or co-workers. This helps me in comprehending the various areas that the newly recruited staff are facing problem in. My job is to gather the collective information regarding the diverse problem areas and pass on the information to the hospital administration. With due permission from the hospital administration, I can organize training sessions where I can brief the new joiners regarding the various policies and procedures of evidence-based nursing. The changes discussed are cascaded down to the other stakeholders as well such as the patients and their respective families. This satisfies the policies of informed decision making along with providing sufficient autonomy to the support users to participate in the care planning process. Some of the factors I need to take into consideration while providing feedback to the patients and colleagues are using specific neutral language to focus on performance along with concluding the session with an action plan.
Eller, L.S., Lev, E.L. and Feurer, A., (2014). Key components of an effective mentoring relationship: A qualitative study. Nurse education today, 34(5), pp.815-820.
Logan, B.L., Kovacs, K.A. and Barry, T.L., (2015). Precepting nurse practitioner students: One medical center's efforts to improve the precepting process. Journal of the American Association of Nurse Practitioners, 27(12), pp.676-682.
Nyhagen, R. and Strom, A., (2016). Postgraduate students' perceptions of high-quality precepting in critical care nursing. Nurse education in practice, 21, pp.16-22.
Rooke, N., (2014). An evaluation of nursing and midwifery sign off mentors, new mentors and nurse lecturers' understanding of the sign off mentor role. Nurse education in practice, 14(1), pp.43-48.
Zhang, Y., Qian, Y., Wu, J., Wen, F. and Zhang, Y., (2016). The effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review. Nurse education today, 37, pp.136-144.