Barriers and facilitators to the implementation of person‐centred care in different healthcare contexts
My strengths generally involve my ability to teach and active listening, as well as being patient. These three measures empower me to be lots more competent and helpful in my ways when measured up to some of my colleagues as well as others in my multidisciplinary team in my ward. Effective listening skills influence not only the skilled area but also the emotional and personal health and generally the well-being of an individual. Gopee (2011) supported some of the empowering qualities of a mentor as a devotee; they devote time to assist learners’ learning, inspires as well as wanting to listen to learners and making themselves available when is needed. Teaching involves a lot of skills: for instance, communication and helpful skills. Right from a young age, I have always wanted to become a teacher, coaching my juniors’ ones and also always wanting to help by sharing my knowledge with colleagues and friends. Hence during my initial meeting with my student, I considered how it might be difficult, if I have not got a passion for facilitating learning, then I would not be able to build an effective helpful relationship with my student.
My weakness is about my disposition to involve student nurses in activities with every given opportunity in my ward when working alongside with student nurses. Also based on feedback from various student nurses since qualifies as a registered nurse, that I would be good a mentor as being very patient, considering the demands of the ward. Although it is expected of a good mentor to plan and give structure and meaningful learning experience to their students in practice in order for them to make the best of it (Davies et al 1994).
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I simply need to adapt my strengths idea and make use of them in line with standard guidelines and evidence-based practice, when mentoring student nurse after qualifying as a mentor.
Demands of the ward and staff shortage contribute to working less time and assessing the student nurse in practice. Sometimes working with different agency staffs and as the only registered nurse on the ward and I had to give an induction to the other agency registered nurse, my time as a mentor to meet with my student to reflect or feedback will be rescheduled due to the demand on the ward. In addition, Petrini (2014) reports that such demanding settings need resilient health workers able to assign skill and different ways of working. No questioning regarding the mentor role as multidimensional. But Student nurse can detect the learning experience to be impacted negatively when mentors feel they are not backed up (Hutchings et al, 2005).