Learning Theory Paper

Learning Theory Paper
A methodology of 'Educational Theory' is relevant to educational pursuits, with the purpose of the education knowledge and learning process (Hirst,
2012). Nurses play an important role in patient education, as well as to educate the younger generation of nurses to have a better quality practice in
the clinical settings (Butterworth and Faugier, 2013). 'Mentorship' is an integral role for all the healthcare professions, whereby it provides the
opportunities in generating to those gained from practicing patient care delivery and management (Kinnell and Hughes, 2010). It is also an approach
that brings a change in a person's learning process, whereby an educator who will assist and support the progress of having an effective self–care
management. Thus, learning is one of the most important activities, which the individual's able to understand and influence the nature of learning
through teaching with similar endeavours (Shuell, 2013)....show more content...
It is a framework which assists the learners to absorb, process and retained useful information during the learning process, through psychological and
environmental influences (Kinnell and Hughes, 2010). This theory also helps to increase the learning–centered opportunities for the learners to gain
skills and knowledge (Waldner and Olson, 2007). According to Gopee (2011), there are three main basic approaches to understand the psychology of
learning, which namely (1) Behaviourist learning theory, (2) Cognitive learning theory, and (3) Constructivist learning theory. (1) Behaviourist
Learning Theory It is defined as behaviour changes or new behaviours that develop through associations between stimuli and responses, which results
to either 'classical conditioning' or 'operant conditioning' (Gopee, 2011). This is also known as
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Mentorship in Nursing
Mentoring has been established in a variety of fields for many years. Within nursing, the term 'mentor' denotes "A nurse, midwife or specialist
community public health nurse who facilitates learning and supervises and assesses students in a practice setting", (Nursing and Midwifery Council
(NMC) 2005). The essay will explore the role of the mentor in the field of nursing, with personal reflection on the authors experience as a mentor in my
current role as a community mental health nurse (CMHN). The mentor–mentee learning relationship will be explored and the application of teaching
and learning strategies will be examined.
The essay will also discuss the responsibility of the mentor in relation to self, others and the professional...show more content...
The setting where learning is valued would be one where the mentor has a manageable workload and is supported by their manager in planning time to
teach and assess others as part of their role (Eaton 1999). Unfortunately, personal experience does not mirror theoretical guidelines as in practice; nurses
are frequently expected to manage a caseload at full capacity in addition to carrying out mentorship responsibilities. Research would suggest that this
issue is not unique to the practice area (Allen and Simpson 2000). Arguably this matter is one that should be negotiated between mentors and managers
in order that the mentor and student feel valued and encouraged to engage in the process.
The physical environment where teaching and learning takes place in the placement area can be varied and consequently somewhat difficult to
manipulate in order to achieve the best results. It is frequently in a client's home or in the car in between domiciliary visits, but can also be at the
hospital where outpatient reviews take place or even out in the community, in a local cafeteria or leisure centre. Within this area, learning opportunities
are not always as easily organised due to the constant change in the physical environment.
It is also regarded as important that the placement areas have adequate resources to enhance knowledge attainment. Ely and Lear (2003) advocate that

MENTORSHIP PREPARATION | Assess and critically analysis your workplace as a learning environment and identify any changes you could make | |
|
Appendix 1
SWOT analysis of my work place. A SWOT is an acronym for strength, weaknesses; Opportunities and Threats). A SWOT analysis is a successful way
of examing your own mentorship role and helping you grow and move forwards.
Strengths
a) Good communication skills b) Good timekeeping c) Good team player d) Organisation skills e) Maturation f) Supportive g) Professional skills h)
Well experienced
Weakness
a) No mentor's knowledge b) Poor time management c) Find it hard to fill someone d) Unsure about teaching e)...show more content...
Once mentors have completed this programme, they will be on the local trust register of mentors. Mentors must have an annual mandatory update and
a review of knowledge and skills every three years. Mentors also have to meet additional criteria of having a minimum of two students in three years.
The foundation for been a mentor is in building a good relationship with the student by so doing it will help to reduce the usual anxieties of the student
on a new placement. "The Placements in Focus" document stressed that the environment should provide an area in which students can experience good
quality care and treatment of patients. (DoH, 2001). According to Quinn (2000) the teacher's careful planning can be undone if he/she neglects the
environment within which session takes place. The potential of learning practice settings is essential and is a powerful media for changes, which
affects the quality of patient. (NMC 2008) indicates that mentors should be competent in creating an environment for learning, where practice is valued
and developed, that provides appropriate professional and inter–professional learning opportunity and supports for learning to maximize achievement
for individuals. The unit has mentors who help students to achieve their leaning outcomes for their placement. The key changes I could make to
improve in my work place as a learning environment is establishing effective working relationships and creating an

Essay on Reflection on Mentoring a Student
The aim of this assignment is to critically reflect on the experience of mentoring and assessing a student in clinical practice. As the student was on a
four week placement the assessment process will be discussed incorporating the qualities of the mentor and the effect it can have on the mentor/student
relationship. In turn evaluating the learning environment and teaching strategies used including learning styles, reflecting on how they were applied to
help the student. Finally, the evaluation of overall performance as a mentor. For the purpose of this work a pseudonym will be used to maintain
confidentiality hence the student will be known as 'A'. ( NMC Code of Conduct 2007) It has been accepted that assessment of students in...show more
content...
Andragogy recognises that adults demand to learn things that are relevant to them, and relevant to their life experiences rather than assuming they
know nothing (Atherton, 2005). Hence as time progressed 'A' became less dependant on me and was able to self direct his learning , in turn increasing
his confidence and enhancing his community experience by spending time with other disciplines to enable him to achieve the university set
competences. The qualities of the mentor are an important element of the learning environment. This includes professional and personal qualities such
as professionalism, a friendly nature, understanding and patience (Beskine 2009). Added to this the learner must be made to feel welcome through staff
attitudes, this will help the learner to become integrated into the clinical environment (Hutchinson, 2003). Throughout the learning experience I felt
that I had a strong professional relationship and that being 'A' 's mentor being approachable and friendly enabled us to maintain a trusting relationship
conducive to learning. This relationship, according to 'A', reduced stress and anxiety. Locken and Norberg (2005) state that anxiety in students
becomes reduced when mentors are able to build a good working relationship with their student and are able to work with them for almost all of their
placement. One potential barrier in creating an effective

Students With A Unique Learning Experience
As a recently qualified nurse, I am now being given the opportunity to Mentor a fellow student. However both myself and the practice placement
environment have weaknesses and threats, this essay will demonstrate that these can be overcome and therefore provide the student with a unique
learning experience (Lawson, 2011).
The benefits of being able to supervise and broaden the knowledge and skills of a pre–registration student should be taken on board and valued as a
fundamental part of not only the student's learning experience but also my own career and development opportunities (Elcock and Sharples, 2011).
MENTOR
Weaknesses
As a newly qualified nurse I know that I can lack confidence (NMC, 2008). I know that I can do the job that I need to do but sometimes someone
will say something and it knocks me off guard, and I have to take a step back and think; yes I can do this.
As a student and also as a qualified nurse I have been able to supervise students in a variety of nursing roles; however the opportunity to become a
Mentor and have a student learn from my experience will be a great achievement (NMC, 2008).
From my experience as a student I will make sure that I treat my student in a manner in which I want to be treated. Stuart, 2013, advise that some
nurses' thoughts can be negative and that students can be an unnecessary burden, however I have been very fortunate and had very good Mentors and I
therefore want my student to see that I can put them at ease and that

Teaching and learning in the clinical setting is not a new concept and the teaching of clinical skill to nursing student ranks high on the current agenda
of nurse education (Pfeil, 2003). Therefore, has be the duty of teachers to continue to provide ongoing guidance during teaching and learning taking
place. According to While (2004), the mentor is required to feel personally and professionally confident when assessing thestudent's performance. This
allows the development of the students will become better and more effective.
In order to achieve this, I always emphasize the relationship between me and Mr. S during the learning session. This is because, according to Wilkes
(2006), the judgment of a student's competence depend on the...show more content...
If on the days I do not work, I ask my colleagues to help him. I will also tell him who's going to manage him during the period. This is to provide
continuous learning to support him during the practical training sessions.
I also provide articles and other reading material related to his studies. This is intended to provide knowledge about something that will be learned later.
And according to McKenna& Stahl (2003), reading component are very importance part that are frequently assessed as part of reading instruction for
placement, diagnosis, monitoring and outcome evaluation. Therefore, I will always provide reading materials in accordance with the learning session,
is to ensure a more comprehensive understanding of a topic that is being taught. It is also to develop creative thinking among students, assist in the
freedom to communicate ideas. the importance of supporting learners beyond being aware of their own thinking to allowing them to take greater
responsibility for it, through their own target setting to enable them to manage their 'progressive pathway towards procedural autonomy' (Kimbell and
Stables 2008: 224).
Peer influence is also very important in giving support to the students. This is because the peer was the closest to an individual and a lot of the time
they spent together. Jaques (2000), have emphasized the importance of students are given time to develop skills in self and peer. Therefore, I have

NORTHUMBRIA UNIVERSITY in collaboration with
MALAYSIAN ALLIED HEALTH SCIENCES ACADEMY, MALAYSIA
BSc (HONS) NURSING PRACTICE DEVELOPMENT
PP 0127 ASSIGNMENT
Facilitating Learning and Assessment in Practice
I/C NO: 870402–08–6054
N U Student ID: 1404 1918
Cohort: 37
Word count: 2995
Introduction
Mentorship is an integral role played by an experienced nurse to guide and train, less experienced nurse in their clinical area (Ali & Panther, 2008).
Mentors' are required to facilitate learning in order to help nurses in developing essential skills and assess their proficiency in clinical practice (NMC,
2008). Within this portfolio I will show that I have facilitated learning and assessment in my practice area.
I am a registered...show more content...
In the learning contract, I asked her to fill up her own learning goals (Appendix 3). RN.J had the strong desire to learn and want to be a competent
nurse. She emphasized to me that she will take all the initiative to learn and to gain the skill competency. Timmins (2002) describes learning contract
encourages self–directed learning among learner's to focus along their learning for improvement. Besides, Chan and Chien (2000) highlights, by using
learning contract, effectiveness of learning increased among learners'.
An individual effectively learns best through their preferred learning style (Frankel, 2009). Frankel (2009) also suggests consideration on individual
learning styles is important in planning effective training programs for learners'. So, prior drafting lesson plan and teaching strategies for RN.J, I told
her that I wanted to assess her learning style. I downloaded the Honey and Mumford Learning Style Questionnaires (LSQ) online and asked her to
answer it (Appendix 4). According to Honey and Mumford (1992), their LSQ can be a selection tool for both learner and trainer to identify and decide
the best learning experience opportunities for them on the job.

Further, Honey and Mumford LSQ outcome categorize individual according to their learning style as an activist, reflector, theorist and pragmatist
(Appendix 5). The (LSQ) revealed RN.J learning style was a pragmatist. An individual with pragmatist learning style benefits from what is learned

Evidence–informed practice in facilitating learning
Introduction
This paper will seek to explore the literature surrounding the diverse debate and narratives which have defined the body of academic research
surrounding facilitating learning and the centrality of evidence–informed practice. There has been a diverse shift in focus between the domains of
research and practice. Therefore, this paper will endeavour to ascertain key developments in order to nurture a strong awareness of the available
research. The intellectual genesis of this analysis surrounds the work of a British academic, Professor David Hargreaves, who elucidated a new
concept of educational research. Hargreaves believed, ?teaching is not at present a research–based profession? (Hargreaves, 1996). The intellectual
foundations of research principles in the delivery of education are an important dynamic. This paper, therefore, will outline the academic journey of this
progression.
Literature Review ? Evidence–Informed Practice in Facilitating Learning
The purpose of the literature evaluation is to explore the wider academic landscape surrounding the research question in order to develop an
understanding of the evolution of current themes and narratives in the education sector involving facilitating learning outcomes and the
evidence–based process behind this objective.
Learning: The Basics
In order to fully understand our research, we need to understand the basics. What is learning? This is the start point of

Mentoring and enabling learning in the practice setting
A reflective account of my experience of facilitating learning, assessing and teaching a student or co–worker, and how this experience will inform my
future development within the mentor or practice teacher role.
Student Number: 2930211
Word Count: 3150
Part 1: Introducing the Mentorship role
I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in
completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of
a student during their practice based learning, and how this experience may...show more content...
I must frequently act as an advocate for the child (Children Act 1989), requiring a more autocratic approach (Bass and Bass 2008). Both establishing
effective relationships and leadership require skill, knowledge and experience and can be central to providing quality care (Department of Health 2004).
Key professional challenges surrounding learning and assessment in my practice area include difficulty due to the busyness and staffing levels on
my ward, which is known to affect the quality of assessment in practice (Phillips et al, 2000). The pressure of clinical commitments and lack of
available time has an affect on the organisation and supervision of students during clinical placement (Caldwell et al 2008). Other difficulties may
include inconsistency in performance influencing assessment of fitness for practice (Duffy and Hardicre 2007a), or students who are not compliant
with support available and provided should they be failing (Duffy and Hardicre 2007b). Reluctance to fail a failing student due to poor assessment or
finding the failing process too difficult (Duffy 2003) also serves as a professional challenge in my practice area.
The NMC Standards to support learning and assessment in practice (2008b) do provide a framework for mentors, but due to the nature of the document
it is not comprehensive enough to consider all

Comparative Essay Macbeth and Inferno
The Divine Comedy of Dante Alighieri
Inferno
The poem Inferno is about a man who has "lost the path that does not stray" (Inferno, Canto I, line 3) where "the path" represents the path to Heaven.
Dante, having strayed from the path, is in danger of being sent to Hell. When Beatrice, whom Dante loved before her early death, finds out that Dante
has strayed she becomes worried that he will not be able to join her in Heaven. Beatrice wants to help Dante find God again, but because she is an
angel, she cannot walk through Hell or Purgatory and in her stead she asks the Roman poet Virgil to guide Dante on a cautionary trip. Much the way
Dante travels through Hell in the Divine Comedy, Macbeth must endure the consequences of his actions....show more content...
Macbeth by the witches and Dante by Beatrice and Virgil. The witches quote mentioned earlier can be connected to Inferno as well, Dante has "lost
the path that does not stray" (Inferno, Canto I, line 3) or has become sinful, or bad. This becomes reversed after the supernatural forces of the poem
have finished, in Inferno Dante's morality is reversed for the better and in Macbeth the forces of the supernatural manipulate Macbeth and corrupt him
causing him to become evil.
The two poems are almost complete opposites. In Macbeth the protagonist, Macbeth, advances to power through murder, progressively becoming
more evil, or sinful, in nature. Macbeth moves progressively farther from God and moral rightness, the opposite of Dante both in character and
development. Macbeth begins as an honourable man who wants to serve his King and country but eventually becomes a traitor to his benefactor
which, in the terms of Inferno, would place him in the ninth circle of Hell, along with Lucifer, Brutus, Judas and Cassius. Dante begins as a man
who is off the moral path and later becomes closer to God. Macbeth's wife manipulates and pressures Macbeth into becoming the King through
assassination. While in Inferno Dante progressively becomes less evil and closer to God by traveling through Hell and eventually stops pitying the
souls of the damned and actually begins condemning them. His departed love, Beatrice, asks Virgil the Roman poet in the first circle of Hell to

Method of Teaching and Learning
Facilitating learning: Teaching and learning methods
Authors: Judy McKimm MBA, MA (Ed), BA (Hons), Cert Ed, FHEA Visiting Professor of Healthcare Education and Leadership, Bedfordshire &
Hertfordshire Postgraduate Medical School, University of Bedfordshire Carol Jollie MBA, BA (Hons) Project Manager, Tanaka Business School,
Imperial College London This paper was first written in 2003 as part of a project led by the London Deanery to provide a web–based learning resource
to support the educational development of clinical teachers. It was revised by Judy McKimm in 2007 with the introduction of the Deanery's new
web–based learning package for clinical teachers. Each of the papers provides a summary and background reading on a core topic in...show more
content...
The changing NHS: what does this mean for teachers and learners? In the Theory and Practice paper you looked at some of key learning theories and
how these might be used in clinical teaching. There have been some huge shifts in recent years in the NHS and Higher Education which have changed
the cultures of both. Without going into long sociological explanations, it is useful just to think of some of the key changes and look at how these have
impacted on the role of and expectations from clinical teachers. Since the late 1990s, when national initiatives to reform undergraduate and
postgraduate medical education were introduced, medical education (which includes clinical training) has gradually placed greater expectations and
more responsibilities on clinical teachers. The Department of Health initiative UMCISS (Undergraduate Medical Curriculum Implementation Support
Scheme) which supported the reform of all undergraduate curricula in response to Tomorrow's Doctors (GMC, 1993) had a huge impact on
undergraduate medical education. New teaching and learning methods were introduced into courses such as problem based learning, video teaching
and web based learning and the courses themselves became less informal and more structured in terms of design, delivery and evaluation. Courses
were expected to clearly define aims and learning outcomes, modes of delivery and assessment and the national agencies responsible for

Facilitating Learning and Assessment in Practice
Introduction to English Studies (Eng 281) [pic] Sample Self–Reflective Essay #1 When I think of books, I can't help but smile in anticipation of the
journey I will embark upon from cover to cover, the secrets that will be revealed within their pages, the additions to my vocabulary I will collect as
souvenirs, and the new avenues that will be excavated in the realm of my mind. Beginning as early as I can remember, books were read to me by
my mother, my father and my sisters. The thrill of an outing to the public library while growing up in rural Wisconsin was every bit as exciting as a
trip to the carnival or the circus because, as my earliest discoveries conveyed, books could take me any place. I believe I must have been born with a
...show more content...
These teachers possessed attitudes that found them among the favorites of students at the top of the academic ladder all the way to the bottom;
students who cared more for science or sports and students who seemed to care for nothing at all found they could read works by Poe, Twain or
Steinbeck and become better for having read them and gleaned an understanding of their contents. Teachers who are able to foster appreciation of
a literary work where there was none before are invaluable to the field of education. Reading literature, writing poetry, prose and essays and
participating in theatre and forensics have been the major contributors to a better perception of the many facets of "English" for me, and that
perception, I believe, was the catalyst for my ongoing romance with the components of the English language. I simply adore the use of words and
the medley of ways in which words can be ordered to create new and distinct works of art. Just as an architect must thrill at the preparation of
blueprints for the design of a building, I tingle at locating the right words to construct the perfect sentence. Reading diverse literature by a variety of
authors has enabled me to take apart sentences and phrases and ponder why the author chose specific words as the blueprint for the design of a theme,
message or character. I think that

Assessment for Learning Essay
It is widely recognized that the form and content of student assessment strongly influence students' attitudes to study and quality of learning (Ramsden,
1997; Shepard, 2000). For most students, assessment requirements literally define the curriculum. Current research suggests it is assessment used in the
right way, as part of teaching to support and enhance learning that has the most significant impact on learning (Elwood and Klenowski, 2002). James
and his colleagues (2002) argue that carefully designed assessment is therefore a powerful tool for educators and caution that equally, "poorly designed
assessment has the potential to hinder learning or stifle curriculum development". New forms of assessment The realization of the...show more content...
Taras outlines three conditions that must be met for effective formative feedback to take place: 1.a knowledge of standards– students must have access
to the tutors' knowledge and assumptions 2.the necessity to compare these standards to one's own work – met through practice on the part of the
student and guidance from the tutor 3.taking action to close the gap – requires learners to use this new information at the same time as producing.
Black and William (1998) reviewed 250 research articles on teachers' assessment practices, from pre–schools to colleges, and found that there is strong
evidence to show that improving formative assessment produces significant and often substantial learning gains. However, they suggest that the current
practice of formative assessment could be improved and identified five key ways to enhance formative assessment: 1.feedback to any student should
relate to the qualities of the work with advice on what the student can do to improve and should avoid comparisons with other students 2.students
should be trained in self–assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve
3.opportunities for students to express their understanding should be designed into any piece of teaching, for this will initiate the interaction whereby
formative assessment aids learning 4.the dialogue between students and a teacher should be thoughtful, reflective

Learning and Assessment in Practice
Learning and Assessment in Practice
The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in
practice.
The 3 learning outcomes which I have focused on, as outlined in the module descriptor are (ii) critically reflect on the opportunities and limitations of
practice as a dynamic learning environment in relation to the facilitation and evaluation of learning in practice, (iii) demonstrate the enabling of
learners to integrate theory and practice, and (iv) critically evaluate a range of learning theories and teaching strategies to facilitate the integration of
theory and practice.
I will utilise Gibbs (1988) model of reflection, (as cited in Quinn...show more content...
Prior to attending my mentorship course I had had a great deal of contact with students, involving both one–to–one teaching, supervising and
supporting. However, on no occasion had I undertaken this as a formal process, nor as a co–mentor. I had also had no direct experience of learning
outcomes and as a result felt some trepidation prior to the student arriving. I understood from the literature the importance of ensuring that the student
was relaxed and made to feel welcome with the team, and that I needed to have a pre–existing knowledge of the learning outcomes that were to be
achieved during the placement. In order to plan and facilitate the students learning it is important to have knowledge of their programme and the
required learning outcomes in order to ensure effective learning (Quinn & Hughes, 2007). Additionally, mentors must have an understanding of a
student's preferred method of learning. Before working with a student my main consideration would be to use a teaching method that is suitable to
them and their contribution to the learning experience, whilst at the same time addressing their specific needs. The quality of learning that takes place
within a placement will be dictated by the teaching and learning support mechanisms available to the student (Welsh & Swann, 2002). The more
comfortable and safe a student feels within the environment, the more likely it is that effective learning will take place and the student will become

The historical views of woman have set a common pattern that influences the expression of thought regarding gender. This is evident in the book
"Of Mice and Men", within the character of Curley's Wife. She is the only woman on the ranch, it is described to us that she has a flirtatious
attitude. They see her as someone who is a source of temptation and evil and give her no voice in the matter. It is shown that they see her as a
source of desire and sin by trying their best to avoid her and evade conversations. George even goes to the extent of telling Lennie to stay away from
her since she has the potential to create trouble. She has no voice in this and becomes extremely lonely. This is proven when she opens up her past to
the new and mentally

Importance Of Mentoring In Nursing
No one enjoys going to the ER when they are ill or having to spend the night in the hospital for observation, but we never consider what type of
mentoring was given to the nurse assisting us. We arrive at the hospital assured that the people giving service has been given the opportunity to have
the support and training they need. Yet we know healthcare, healthcare leadership, and healthcare training is constantly evolving. Nursing education is
a field where protocols and procedures are taught pretty much the same yet there are no true protocols for mentors that help encourage and support new
nurses in developing the confidence they will need to control and conquer challenges.
Research shows nurses need to be developed in two key areas "facilitating students and strengthening students in clinical placement". (Jokelainen, p.
2860) Facilitating students create a community where nurses are nurtured and supported. Clinical placement ensures nurses are educated and groomed
into professionals in their clinical environment. Each area deals with creating an environment where a new nurse is given structure and support
throughout their new career. The review of "A Systematic Review of Mentoring Nursing Students in Clinical Placement" aims to focus attention on the
relevance of mentorship for veteran nurses to train and assist new nurses during their clinical studies. These studies were performed in European Union
countries during the years of 2009–2011. (Jokelainen, p. 2855)

Nursing Mentorship Critical Reflection
The Nursing and Midwifery council (NMC) standards of proficiency for pre–registration nursing education (2010) sets out exactly what student nurses
must achieve to enable registration onto the first part of the register. Another NMC publication; Standards to support learning and assessment in
practice (2006) lays out what a post registration nurse requires to fulfil in order to formally assess student nurses. These two sets of standards make it
clear what is expected of both students and mentors when learning in the clinical environment. This makes the process of mentoring sound simple,
however, the reality of working on a busy ward coupled with staffing shortages and low morale makes this a complex and challenging task (Ref). As a
...show more content...
Another tool that I will utilise next time is the use of learning contracts, evidence shows that self–directed learning in adults can be beneficial (Bailey &
Tuohy 2009). This would also provide me with a structure to follow for the interview keeping me focussed. Continuing with the relationship theme,
such is the importance that they have on the learning process it is, therefore, not presumptuous to assume that working time between the student and
their mentors is essential in allowing a relationship to grow. To back this up, Castledine (2006) infers that the mentorship programme is failing student
nurses on a variety of levels, pointing out working time or lack of with mentors as a major factor. My first priority therefore, was to ensure that the
students' shifts coincided with the majority of mine. I had a one week holiday planned during the students' placement, however, I felt this could be
beneficial as to break up the constant working pattern which may stifle the student and my own experience. This would still fulfil the NMC's minimum
of 40% to be spent with myself as the mentor. I also felt that the continuity would allow the relationship to grow between myself and the student.
Relationships transition through three phases, the initiation phase, the working phase and the termination phase according to Cahill (1996). The
initiation phase is when both parties figure one another out and help each other out. The working phase is the

The Determinants Of Learning For Nurses Educators
Determinants of Learning
In a variety of settings, nurses are responsible for the education of patients, families, staff, and students. Lengths of stay and staffing pattern, and
cultural differences are challenges that influence learning that nurse educators must be aware. The role of educator includes assessment of learner, their
progress, providing information, feedback, reinforcement, and evaluation. Before learning can occur the learner's needs, their readiness to learn, and
learning style must be assessed. Readiness to learn involves physical readiness, emotional readiness, experimental readiness, and knowledge readiness.
Based on the assessment the education "principles of learning" are put in place focusing on what is important to learner and what educator knows is
important. Learning style models and instruments such as, Brain Preference Indicator, Embedded Figures Test, Environmental Preference survey,
Myers–Briggs Type Indicator, Kolb Learning Style Inventory, 4MAT System, Gardner's eight types of intelligence, and VARK Learning Styles will
help to develop a more personalized form of instruction.
In assessing style don not ignore other equally important learning factors. Style instruments do not describe how well or how much information is
learned; for proper assessment more than one instrument should be used. Select style instruments based on reliability, validity, and population. Nurse
educators should select teaching intervention and learning activities that

Strengths And Weaknesses Of Teaching Plan
The aim of this assignment is to discuss the effectiveness of a teaching plan and subsequent teaching session with a first–year Adult Nursing student.
The assignment will also consider the strength and weaknesses of the teaching plan as well as making relevant recommendations for the future. It is
generally considered that a mentor provides their student with structure in the clinical environment as well as an appropriate knowledge base
(Kilgallon, 2012) this eliminates the need for the student to try and establish what they are meant to be doing, on their own, to achieve their placement
outcomes. The Nursing & Midwifery Council (NMC) also requires registered practitioners to support staff they may be responsible for and to ensure
they have appropriate knowledge, skills and competence for clinical practice. It is also stated that students on pre–registration nursing education
programmes must be supported and assessed by mentors (NMC, 2008). This identifies the regulatory requirement for supporting students during
clinical placements. It is considered that building an appropriate professional relationship through good communication and rapport is key to ensuring
the student feels respected (Walsh, 2014) This is also based on the work of Carl Rogers (1994) who believed that building an appropriate culture and
environment for the student to work in would facilitate and nurture learning. Although creating an appropriate environment is important, it is not the
only element

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