This document outlines guidelines for mentoring students, including developing a structured framework with clear roles and opportunities for practice, observation, reflection, and feedback. It stresses the importance of understanding each student's abilities, learning style, and motivation to help build their confidence and provide purpose, understanding, and evidence of their learning through a supportive professional relationship.

1. Tracy Culkin

4.  No clear guidelines in place to aid student
development
 Out of date information in student box file
 No clear learning opportunities in sight
 No structured framework to follow

5. • The role of the student and mentor
• Practice shift patterns
• Develop the students understanding on basic
eye conditions
• Pre & Post-Op Care
• OSCE opportunities
• Reflection
• Teaching aids

6. • Time with student
• Students ability
• Students learning style
• Motivation to complete the pack
• Language barriers
• The needs of the student
• Enthusiasm
• Rational

7. • Set target of achievements
• To give them a purposes to learn
• For student to understand more about the
working area
• To understand why the learning boundaries
have been set
•To give feedback

8.  Developing trust
 Highlighting the learning opportunities within
the pack
 Observing the students learning style
 Motivating them
 Building their confidence
 Providing them information to make
informed choices
 Reducing fear

9. A sense of
purpose
Reflection
FeedbackLearning aids
Understanding

10.  To build up a professional learning relationship
 To provide the student with learning
opportunities
 To monitor the students progress
 To teach new skills
 To enable feedback
 To give them evidence that supports their
learning

11. Any Questions?