Using a Board game to enhance mentor engagement within nurse education in practice settings A team interactive board game which challenges traditional ways of updating mentors Relevant to any professional that teaches, assesses and mentors students Informed by the NMC (2008) Standards to Support Learning and Assessing but applicable and transferable to any practice setting
With an ever increasing number of students in practice (Andrews et al 2010) our role as University Practice Learning Advisers at Bournemouth University lends itself to identifying new and innovative ways of engaging mentors. Effective mentors are critical in developing nurses ability to deliver high quality care. The NMC has recognised this through the requirement to participate in annual updates (NMC 2008). One of several strategies adopted is the use of a board game. This demonstrates how educational theory and gaming can be used to support healthcare professionals in effective teaching, assessing and mentoring of students in practice (Blakely 2008). It is designed to encourage team participation, networking and reflective practice. This is achieved through open discussion, engagement and problem solving the common challenges of mentoring in practice. According to Teatheridge (2010) and Gurling (2011) this is an area often lacking in traditional mentor updating.
An interesting way to facilitate discussion (Mentor 2012) A very effective way to learn (Mentor 2012) Educational benefits include: Enhancing leadership skills (Bowers 2011) Ability to reflect on practice (Blakely et al 2010) Fun, enjoyment and motivational (McLafferty et al 2009) A good way to reflect on practice (Mentor 2013)
Mentorship matters The masterful mentoring board game challenges traditional ways of updating, offering a stimulating, interactive alternative (Blakely 2008).It provides opportunities to network,interact and openly discuss issues relating to the role allowing person centred practice as the focus (DOH 2010).Mentors will openly appreciate the importance of role modelling and leadership in supporting the graduate nurses in contemporary healthcare. To find out more about the board game contact Mary- Ann Robertson, Business Development Manager, On:01202 962797 or email mrobertson@bournemouth.ac.uk
Academic biographies Jo Hirdle, RMN, D.P.S.N., MA Nursing, PG Cert in Education. Jo is a Registered Mental Health Nurse who worked for many years in specialist addition services. Her clinical expertise lies in facilitating therapeutic treatment interventions such as group work and one to one therapies for clients with alcohol problems. Her role in education commenced in 2002 as lecturer practitioner at Bournemouth University delivering the BSc (Hons) Therapeutic Interventions for addiction programme and latterly developing the Motivational Interviewing in Clinical Practice unit. In 2007 Jo expanded her work in education and became part of the University s Practice Learning Adviser team. This role involves linking with a variety of clinical areas for health and social care, providing education and support for mentors in practice. Jo enjoys the diversity of her role which involves much liaison, collaboration and working with practice partners. She is always keen to research and implement new ideas and innovations that can assist the delivery of practice education. Belinda Humphries RN, Bsc (Hons) in Nursing, PG Cert in Education. Belinda is a University Practice Learning Adviser at Bournemouth University. Upon qualification in 1987 she worked within the acute medical field specializing in respiratory medicine. After 15 years she then experienced the role of registration and inspection officer for the independent sector before commencing at Bournemouth University. Since 2000 she has been a lecturer and practice education link for both pre and post registration education in health and social care. Her interests include providing innovative ways to educate, provide guidance and disseminate information to mentors who are supporting pre-registration students. More specifically her work focuses on working in partnership with clinical colleagues, in an atmosphere of trust and mutual respect in order to provide quality practice placements.