THE ROLE OF MENTORSHIP IN NURSING SPECIALISTS TRAINING. Director, Kokshetau Medical College, MD Svetlana Muratbekova

Transcription

1 THE ROLE OF MENTORSHIP IN NURSING SPECIALISTS TRAINING Director, Kokshetau Medical College, MD Svetlana Muratbekova

2 New requirements to the nursing profession: Be flexible to the changing clinical situation; To consider the specifics of existing health technologies; To adapt as quickly as possible to the new conditions of professional activity.

3 Competencies of the future expert: Readiness for independent practice Analysis Clinical thinking Creativity Science and research activity

4 Applied Bachelor degree program in Nursing Not less than 50 Professional practice-oriented training Not more than 50 Professional theoretical learning

5 Theoretical knowledge + profound practical skills = PROFESSIONAL Student College Medical organization

6 Mentorship The most effective form of training in workplace Provides transfer of gained experience Is used to develop professional skills and to achieve the required level of competence

7 Mentorship dynamic partnership STUDENT MENTOR

8 MENTOR Nurse: Organizes student professional clinical orientation Conducts student individual training Provides social and psychological support to the student

9 Mentor-student relation 1 : 3 1 : 1

10 It requires: Organizational issues decision Appropriate development of laws and regulations Program support Additional funding

11 Mentor should: Know and apply appropriate training method Simulate nonstandard professional situations Know possible risks when providing nursing care Find solutions by choosing from several options

12 Mentorship program Mentors from 6 regions were trained Who using the cascade method train their colleagues Who teach students in clinical practice

13 Mentor s pedagogical objectives Answer to student questions Helps to eliminate noticed shortcoming Helps to organize work rationally

14 Clinical practice guidelines At the beginning of the working day During the working day At the end of the working day Organization of working time Usefulness of work techniques and methods, control and self-control methods Correctness of the work completion, nursing care quality and performance of all requirements

15 Mentor - Student constructive contact Keeping records of acquired skills, reflecting the achievement of objectives set

16 Mentor s methods: Multiple practice of the manipulation techniques under supervision

17 Individual discussion sessions

18 Discussions, role-plays, participants interaction during joint activities, studying personnel behavior in emergency situations, group training

19 Workplace-based training methods Motivate students to qualitative analysis of their work by asking questions related to the profession; Students independent work and their certain duties with the appropriate supervision;

20 Use any working situation for students training and professional development; Encourage the student observation and selfeducation;

21 Discuss the ways to improve nursing care quality; Conduct training in collecting and analyzing information of patient needs

22 Feedback Benefits for mentor Benefits for student Benefits for Nursing as a whole Analysis of the Mentor work

23 Surveys and self-reports Mentor reviews Student reviews Recommendatio ns to improve training program

24 Mutual work results: Future specialist social and psychological adaptation to the staff is achieved more quickly; Student feels psychological comfort and safety, confidence in their abilities in the future; Practical skills improvement.

25 Mentor s work assessment Goals and objectives Experience gained Problems

26 The best form to improve the quality of nursing skills is mentorship

27 THANK YOU FOR ATTENTION!