Relationships for Professional Learning and Development

As a Mentee

Choosing the Mentor

As a mentee, the mentor chosen is from a research field.

The course is about Professional learning and development under the department of nursing and midwifery.

Goals

The goals for undertaking this course are to understand and explore the diversified necessities of professional learning and to compare the differences and similarities of professional learning relationships and their respective roles. As a nurse, nursing research is a basic and important aspect of professional nursing (Moulton et al., 2018). As a mentee, research in nursing can be very helpful for the goals: to have improved nursing care, to promote evidence-based nursing, nursing research can be conducted to provide improved the quality of life to the patients and this can also help in empowering the nurses to change and adopt improved practices. There are few more goals to achieve like to enhance nursing services, adapt improved plans for pediatric patients, and enhance the effectiveness of nursing care. All these goals will in turn help a mentee nurse for her professional learning as well as her development towards a professional nursing goal.

The Discussion of Goals with Mentor

The goals can be achieved by developing strategies based on SMART – specific, measurable, attainable, and time-bound. As a mentee, I am interested in research in nursing by completing this nursing and midwifery course within time, attending several webinars related to my goals, after the completion of a project or training under the mentor I will apply for a job to get experience and develop a work-life balance. Moreover, performing critical thinking and brainstorming can also help me achieve my goals.

Mentee-Mentor Agreement

As per the discussion with the mentor selected ……….. and the mentee…….. for collaborative course training of professional learning and development. Both the mentor and the mentee agreed for the same.

As a Mentor

Choosing the Mentor

The mentee to be selected is a new professional to the workplace who wants to undergo the training course for nursing research and develop professional abilities.

 Mentor Abilities to Support Mentee Goals

As the mentee wants to develop a professional discipline by undergoing nursing research, the mentee is also a keen observer, highly proactive, and to achieve the goals like to promote evidence-based nursing, enhance nursing services, and enhance the effectiveness of nursing care. I have already served as a mentor for undergraduate nurses therefore, I have knowledge and skills as well to train more mentees. As a mentor, the duty is to be available and responsive towards my mentee, being a researcher in the nursing field will help the mentee more to achieve the goals. The mentee also aims to provide good feedback and as a mentor, the role of being more receptive to feedbacks also helps the mentee. Being a mentor with relevant knowledge increase the chances of the mentee to get success.

High quality and conduction of timely interventions support the mentee to achieve the goals (Slattery et al., 2016). My abilities as a mentor that can help my mentee to achieve the goals are: assigning a project work to the mentee with 5 hours per day on academic and clinical collaboration between a pediatric hospital and the nursing schools that highly support the objectives of the mentee to achieve the goals, providing challenging tasks, feedbacks, transferring the skills and knowledge to the mentee. Thereby, increased communication and framing the trajectory of success of the mentee support the mentee in various aspects to conquer the goals.

Mentee-Mentor Agreement

As per the discussion with the mentee selected ……….. and the mentor …….. for collaborative course training of professional learning and development, both the mentor and the mentee agreed for the same.

Reflexion on Clinical Context and Mentor-Mentee Relationship

Being a mentee under the mentor who is from the nursing research field will support a lot for such a mentee who is new to the workplace and have the aim to acquire skills and knowledge to become a professional nurse to provide better care to the patients in future. A nurse who is just started the career needs training under professionals to develop the skills, sharpen the strong points, and remove the weaknesses to grow more professionally. Therefore, the mentee is required to consider these mentioned points seriously to grow as a professional under the directions of the mentor so that in future the nursing practices help the patients by providing improved care plans. Moreover, a mentor from a nursing research background can elevate the success graph of the mentee (Moulton et al., 2018). Mentoring a mentee not only helps the mentee but also provides benefits to the mentor as well. This attitude enriches the mentor’s professional and personal life with leadership skills, develops more skills, and become a better manager, mentor, or researcher. A strong communication level between mentee-mentor through cross-questioning and timely interventions result in high positive outcomes. All these mentioned elements are undertaken by the mentor to support the mentee.

For strong and positive outcomes of mentor-mentee relationships, the prime components are role modeling, collaboration, and independence, sharing of knowledge, inspiration, and passion, and achievement of challenges and goals. Moreover, a successful mentor-mentee relationship results from planning, motivation, social skills, career paths, and academic success. According to Hudson (2016), mentoring is established by setting up a relationship between a skilled and knowledgeable mentor and a new and fresh mentee who is aiming to learn the profession. A trustworthy and respectful relationship will always result in positive outcomes. The other positive elements of this relationship are: if the chosen topics for research in nursing is same by both the mentee-mentor then the success rate trajectory will elevate with great ease, timely assessments will give better results, and a good constructive criticism helps the mentee to grow more (Hudson, 2016).

References for Relationships for Professional Learning and Development

Hudson, P. (2016). Forming the mentor-mentee relationship. Mentoring & Tutoring: Partnership in Learning, 24(1), 30–43. DOI:10.1080/13611267.2016.1163637 

Moulton, E., Wilson, R., Camargo Plazas, P., & Halverson, K. (2018). The central question and the scope of nursing research. Nursing Philosophy. DOI:10.1111/nup.12228 

Slattery, M. J., Logan, B. L., Mudge, B., Secore, K., von Reyn, L. J., & Maue, R. A. (2016). An undergraduate research fellowship program to prepare nursing students for future workforce roles. Journal Of Professional Nursing: Official Journal Of The American Association Of Colleges Of Nursing32(6), 412–420. https://doi.org/10.1016/j.profnurs.2016.03.008

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