Mentoring in the Career Development

Hence mentoring is a multi-dimensional process that involves people, environment and events as a mentoring influence. Nevertheless, there is a lack of clarity about its definition and purpose (Aston &amp. Molassiotis, 2002) as well as the facilitation and assessment in practice. The mentor’s responsibility does not start with teaching and ends with assessment (Price, 2004). It involves creating an environment conducive to learning.
Working in the medical assessment unit (MAU) I fully understand the problems that students face when they first arrive. It is the responsibility of the mentor to ensure that the students feel supported in the learning environment. We do offer the students a welcome pack which contains all details of who their mentor is and where they can approach if they need help but the student is likely to feel isolated and the mentor should ensure that when she is on duty the student is not left with unqualified staff (Burns &amp. Paterson, 2004). The unit is at times so busy that we are unable to give sufficient time to the student.
MAU is a good learning environment because of its acute setting and there are plenty of mentors available. Students also get an opportunity to work with the multidisciplinary team. We try to demonstrate leadership, care, patience and loyalty (Hockenberry-Eaton &amp. Kline (1995). Building trust is essential to create a nurturing environment for less experienced nurses. In the learning environment knowledge is acquired by “observing” as well as “doing”. Mentors that do not possess these qualities are labeled as promise breakers, lacking in expertise and knowledge, unapproachable.&nbsp.They need an acknowledgment of their feelings and want support for their actions. They are also aware that their report would be scrutinized by another board and hence they are extra cautious and need support in the completion of the form.&nbsp.