The Operating Department Practitioner Nursing Essay

The Operating Department Practitioner Nursing Essay

Recently I have started to support student nurses and ODPs in their practice placements and this has made me look at my own practice to ensure I provide a good learning experience and evidence based practice. This in turn has prompted me to commence the Mentorship Preparation course in order to facilitate learning for future students.

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The aim of this assignment is to provide evidence and analysis of my developing skills as a mentor by exploring the role dimensions of the mentor within the Standards, recommendations and guidance for mentors and practice placements (College of Operating Department Practitioners (CODP) 2009)) and Standards of Proficiency (Healthcare Professions Council (HCPC) 2008)).

The concept of mentoring and mentors (Neary, 2000) are not new, however, Hagerty (1986) informs us of the confusion over a precise definition caused by the lack of agreement concerning the role and function of mentors.

Literally the term mentor means a wise and trusted friend (Barlow, 1991), Lane (2004) agrees as he reflects on the relationship that develops between master and apprentice. These literal terms prove too broad and complex to be used in the traditional professions that mentors are associated with such as business, finance and healthcare (Clutterbuck, 2004).

The Department of Health (DOH) and the English National Board (ENB), 2001)) refer to the term mentor as someone who holds the correct professional qualifications to enable them to facilitate learning and to supervise and assess students in the clinical environment. It is therefore essential I am fully aware and understand what the current expectations are of me as a mentor as outlined in COD…………………..

Students should maintain a record of ongoing achievement (NMC, 2008) which should be readily available for mentors at the beginning of new placements to assess strengths and areas for improvement.

I have found in practice it is useful to complete a SMART (Specific, Measurable, Achievable, Realistic, Timely), (Doran, 1981) learning objective for each student to maximise their time in placement. This SMART document should be constantly reviewed by mentor and student offering them both the opportunity to reflect on practice (Johns, 2000).

A peer review through critical analysis will identify any learning needs for the mentor (Grant, 2002).

Honey (2006) informs us of four learning styles, activists who tend to enjoy the experience and are open minded and try anything, reflectors are cautious and consider the situation, theorists will think things through in a logical manner and pragmatists will tend to be impatient problem solvers. Honey (2006) continues to emphasise the importance of determining a preferred style to support and encourage a student orientated approach to mentoring.

The VARK questionnaire is a helpful analysis tool to help determine how individuals learn best and allows mentors to work with a students’ dominant style while allowing the option to encourage learning outside their comfort zone (VARK, 2012)…………..