Role of a Mentor within Pre-registration Midwifery Education

Role of a Mentor within Pre-registration Midwifery Education The aim of this assignment is to critically analyse the theoretical principles involved in teaching and learning for personal and professional practice. I will critically evaluate the role of a mentor within pre-registration midwifery education through personal reflection. I have attached details in appendix one which explores the experience and my feelings. To maintain confidentiality and to act in accordance with the Nursing and Midwifery Councils professional standards (NMC, 2015) all names have been changed. The role of a mentor has been enshrined in midwifery practice and pre-registration education for a number of years now with the NMC (2008) defining the role as making judgments about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the NMC register. The role is seen as critical in helping facilitate development of future generations of midwives as well as preparing students for life as a professional and enabling students to register as competent practitioners and become mentors themselves (Lawson Bunyan, 2013). Mckimm, Jollie and Hatter (2007) further identifies benefits to organisations such as increased staff morale and job satisfaction, increased inter-professional working and co-operation while for the mentor this can improve leadership and communication skills while raising profile in the organisation. To undertake the role existing midwives must work within a defined framework meeting outcomes inÂÂ   eight domains (appendix two) and for this assignment I am going to reflect on my experience relating to these (NMC, 2008). Bloom, Engelhart, Furst, Hill and Krathwohl (1956) divide learning into three domains: cognitive (mental skills), affective (feelings and emotions) and psychomotor (physical skills). Within each there is a taxonomy associated with the overarching aim of moving to higher levels through learning (appendix three). Learning can be defined as acquiring knowledge, skills and attitude by study, experience or teaching (Jarvis, 1983). It can be argued that Blooms taxonomy is too simplistic and outdated for adult learners on clinical placement and mentors need to consider many other factors that lead to effective learning such as student perception, sociological influences and personal motivation (Hinchliff, 2009). Kolb (1984) developed a learning theory that works on two levels. First a four stage cycle (appendix four) for a learner to progress through. A learner can enter the cycle at any stage as each is mutually supportive of and feeding into the next, Kolb concludes effective learning only occurs when a learner is able to execute all four stages of the cycle; no one stage is effective as a learning tool on its own. It can be argued that this cycle is simplistic as some learners may flit around the cycle instead of naturally feeding to the next (Dyke, 2006). Secondly, Kolb describes learning styles (appendix five) which are influenced by a variety of factors, for example social environment or previous educational experiences. By mentors knowing a students preferred learning style this enables learning to be orientated to individual needs or circumstances. Learning styles were further developed by Honey and Mumford (1982) who identified four distinct styles which learners naturally prefer. To maximise potential learners need to understand their own learning style and seek out opportunities using that style. As mentor, if you teach according to preferred learning style, you are creating tailored learning experiences and meet outcomes of domain two (NMC, 2008). Mentors and students should also take opportunities to improve learning skills and processes where there are known weaknesses so one should always strive to develop ability to teach and learn in other styles too (Stuart, 2013). Honey and Mumfords (1982) learning styles can be used alongside Kolbs cycle of learning (appendix six). However, some students may get stuck in one part of the cycle so mentors need awareness of this to help move students forward. During placement my mentor and I did not know if I would have the opportunity to perform an episiotomy so Suzanne worked through Kolbs cycle. We simulated this on a model using my existing knowledge. I was able to identify dexterity problems (being left-handed) and weakness in my rational knowledge; from this I knew I needed to practice more and do more research. Suzanne also reflected on her own experiences and we agreed for me to research the evidence base so I could demonstrate improved knowledge and understanding of rationale, outcomes and implications for recovery. A week later we simulated the process again and because I had had time to analyse this I was much more confident, explaining rationale and what I would do in a real life situation. It was interesting to see the change in my own confidence as my knowledge increased. I know in future I will take more opportunities to use similar formats of learning as it works well for me and by repeating quickly I know my confidence wi ll grow. Simulation has roots in behaviourist theory; it allows practice in a safe environment so there is a degree of familiarity (Hinchliff, 2009). Gibbs (1988) believes simulation is invaluable while Quinn Hughes (2013) debate validity of transferrable skills so students need to assess the value of this method for themselves. Suzanne successfully demonstrated meeting outcomes of domain two (NMC, 2008).ÂÂ   When the opportunity presented in real practice, I was confident in infiltration and performance, Suzanne was supportive throughout and despite me being nervous inside I completed it safely and effectively and we were able to reflect again afterwards. I am a dual pragmatist/theorist (appendix seven) but I think I would have been happy to get stuck in and do this with someone talking me through it but I can now see benefits from this method. As a learner if I were to just do things, I could become competent but without feeling, watching and thinking so when matched togethe r, one can see how some types of learners may get stuck in one part of the cycle and a good mentor can recognise this, and help to move the student on. In contrast, if mentors do not move through the cycle then this can be frustrating for the student. I had completed the cycle in a similar way as above for applying a fetal scalp electrode and was ready for the active phase. However, when opportunities arose with Helen she did not offer me the opportunity to demonstrate the clinical skill and failed to meet outcomes in domains five, six and eight (NMC 2008).ÂÂ   Under the pre-registration standard for midwifery education (NMC, 2009) students should have a range of clinical experiences and in practice Stuart (2013) identifies that mentors may be influenced by personal bias for, or against the student. I think this can also be a problem for students having personal bias for, or against a mentor so in future will consider critical thinking in relationship problems. At the time, I was concerned I was unable to build experience but can now see that I should have been more active in discussing concerns and looking at how to overcome t hese together.

Developmental Psychology and Good Quality Activities Essay

1.1 It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five†¦a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning. Personal, Social and Emotional Development †¢ Dispositions and attitudes †¢ Self confidence and attitudes †¢ Making relationships †¢ Behaviour and self control †¢ Self care †¢ Sense of community Communication, Language and Literacy †¢ Language for communication †¢ Language for thinking †¢ Linking sounds and letters †¢ Reading †¢ Writing †¢ Handwriting Problem Solving, Reasoning and Numeracy †¢ Numbers as labels and for counting †¢ Calculating †¢ Shapes, space and measures Knowledge and Understanding of the World †¢ Exploration and investigation †¢ Designing and making †¢ ICT †¢ Time †¢ Place †¢ Communities Physical Development †¢ Movement and space †¢ Health and bodily awareness †¢ Using equipment and materials Creative Development †¢ Being creative/responding to experiences, expressing and communicating ideas †¢ Exploring media and materials †¢ Creating music and dance †¢ Developing imagination and imaginative play 1.2 We assess and record all the children’s observations and document them in their learning journeys. These get used by the staff to 9show how well the child has developed in their learning, the staff try and put at least 3 observations a month into the journeys. Once the child leaves the setting they can take them onto where ever they are going next. We also use daily diaries what the key workers fill out to show the parents how their day has gone and what they have eating. More important documents e.g. accident forms get filled out and stored away in the office where the manager will assess them and then lock them away for confidentiality. 4.2 Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our children this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think.

Sleeping Disorder

Sleep disorders/disturbances can cause your sleep to be disturbed. Disturbed sleep includes the inability to fall asleep, the inability to go back to sleep, and frequent waking up during the night. Sleep disorders can make you feel tired, fatigued, and irritable, making it difficult for you to concentrate during the day. Sleep is a behavioral state that is a natural part of every individual’s life. We spend about one-third of our lives asleep. Nonetheless, people generally know little about the importance of this essential activity. Sleep is not just something to fill time when a person is inactive.Sleep is a required activity, not an option. Even though the precise functions of sleep remain a mystery, sleep is important for normal motor and cognitive function. We all recognize and feel the need to sleep. After sleeping, we recognize changes that have occurred, as we feel rested and more alert. Sleep actually appears to be required for survival. Rats deprived of sleep will die within two to three weeks, a time frame similar to death due to starvation. Most people have experienced sleep disturbances at some point in their lives.Anyone at any age can develop a sleep disorder/disturbance. Depending on the cause and the treatment, sleep disturbances can be short-term or long-term. According to HelpGuide. org â€Å"Sleeping disorder are problem with sleeping including trouble falling or staying asleep at the wrong times, too much sleep, or abnormal behaviours during sleep. There are more than 100 different sleeping and waking disorder. They can be grouped into four main categories. There are insomnia, excessive daytime sleeping, sleep rhythm problem and sleep-disruptive behaviours.Sleep can often be a barometer of our overall health. In many causes, people in good health distution to sleep well, whereas those suffering from repeated sleeping problems might have an underlying medical or mental health problem, be it minor or serious. Sleeping well is essential to our physical health and emotional well-being. Unfortunately, even minimal sleep loss can take a toll on your mood, energy, efficiency and ability to handle stress. Ignoring sleep problems and disorders can lead to poor health, accidents, impaired job performance and relationship stress.If you want to feel your best, stay healthy, and perform up to our potential, sleep is a necessity, not a luxury. † Sleep problems can be caused by various factors. Although causes may differ, the end result of all sleep disorders is that the body’s natural cycle of slumber and daytime wakefulness is disrupted or exaggerated. Factors that can cause sleep problems are; physical, medical, psychiatric, or environmental. Lack of sleep can cause accidents, serious health problems like heart disease , high blood pressure and including bad performance among students.Sleep disorders also can cause depression, hypertension and gain weight among students. Usually, students facing sleeping disor der when they are stress and tension due to the extra assignment that they have to finish within a short period. This will give them more pressure and may causes them to do something that will affect their own health. Another meaning of sleeping disorder is when someone did not have enough time to sleep, overslept, or they slept in wrong time . People that facing sleeping disorder is primary and secondary school students, college students, university student and employee.This is because they did not manage their time properly and continuously especially for their studies, outing, gathering, or with their family. The effect of sleeping disorder is this will make them feel tired and loses of energy during the next day especially during classes and lecture. Hence, they cannot give their focus for 100% and cannot understand and catch up the lesson what the teachers had teaches. In addition to the primary sleep disorders, there are three categories of sleep disorders that are caused by o r related to substance use or other physical or mental disorders.Sleep disorders related to mental disorders. Many mental disorders, especially depression or one of the anxiety disorders, can cause sleep disturbances. Psychiatric disorders are the most common cause of chronic insomnia. Sleep disorders due to medical conditions. Some patients with chronic neurological conditions like Parkinson's disease or Huntington's disease may develop sleep disorders. Sleep disorders have also been associated with viral encephalitis, brain disease, and hypo- or hyperthyroidism. Substance-induced sleep disorder.The use of drugs, alcohol, and caffein frequently produces disturbances in sleep patterns. Alcohol abuse is associated with insomnia. The person may initially feel sleepy after drinking, but wakes up or sleeps fitfully during the second half of the night. Alcohol can also increase the severity of breathing-related sleep disorders. With amphetamines or cocaine, the patient typically suffers from insomnia during drug use and hypersomnia during drug withdrawal. Opioids usually make short-term users sleepy. However, long-term users develop tolerance and may suffer from insomnia.In addition to alcohol and drugs that are abused, a variety of prescription medications can affect sleep patterns. These medications include antihistamines, corticosteroids, asthma medicines, and drugs that affect the central nervous system. As a matriculation student, we would like to know either this habits infectious KMNS students or not. So, we need to do research to find out the causes and effect of sleeping disorder towards KMNS student as they are having the most difficult time to study and stay here.

Gender Roles In The Great Gatsby - 1736 Words

The Great Gatsby Gender Norms Societal ‘norms’ surrounding gender have continuously remained prominent internationally. Although these standards and expectations continue to shift, women still face oppression today. The novel, The Great Gatsby by F. Scott Fitzgerald, demonstrates the expectations of women and their relationships to men in 1920’s New York City through one of the main characters, Daisy Buchanan. A vast majority of Daisy’s actions are to entice and cater to the superior men of the novel. Through this, I was able to reflect upon the evolution of society’s stereotypes surrounding women from the 1920’s. Initially, from reading the novel, I learned about the period of the roaring twenties and how the aspect of class affects the†¦show more content†¦The narrator, Nick is grouping together the women of the party and describing their persona all in the same way. The men of the party are comforting them, as they are providing p rotection and masculinity to the â€Å"swooning† and â€Å"puppyish† women. The women are following the social norm/stereotype that men must be their protectors because they are such frail beings and must be accompanied by a man. These societal standards were represented through the specific character, Daisy Buchanan and her actions throughout the novel. Daisy has intentional ignorance of her husband, Tom’s multiple affairs showing her lack of empowerment and fear of disrupting the gender roles. The woman was meant to be the housewife, caring for the children, and staying home. Daisy believes women should not be intelligent and applies these expectations to her own daughter: I woke up out of the ether with an utterly abandoned feeling, and asked the nurse right away if it was a boy or a girl. She told me it was a girl, and so I turned my head away and wept. All right, I said, I m glad it s a girl. And I hope she ll be a fool—that s the best thing a gir l can be in this world, a beautiful little fool† (Fitzgerald 116-118). It is evident that Daisy was disappointed by the gender of her baby, and thinks little of what a woman can be inShow MoreRelatedGender Roles In The Great Gatsby1612 Words   |  7 Pagesof The Great Gatsby, where gender norms shape the dynamic of all romantic relationships.Fitzgerald’s novel reflects pervasive gender norms that are still in place today. One of these constructs is the role of women versus men in marriage. Husbands are supposed to be violent and commanding, and their wives are supposed to be quiet and happy. Male characters see opportunity in this construct -- they use it to their advantage or as a way to establish power and reputation. Characters like Gatsby and TomRead MoreGender Roles In The Great Gatsby1124 Words   |  5 Pagesby striving for equality between genders. In this time known as the Roaring Twenties, women began to use their voice desiring to live their lives how the y chose. F. Scott Fitzgerald, a renowned author, displayed his perception of women attempting to prove their worth through his new book. One of the protagonists in the novel, Daisy Buchanan, challenges the gender barriers and threatens to paint a new image for women by choosing love over wealth. In The Great Gatsby, F. Scott Fitzgerald displays theRead MoreGender Roles in The Great Gatsby2970 Words   |  12 PagesWomen In The Great Gatsby F. Scott Fitzgerald, author of The Great Gatsby, illustrates most women in his novels in a incredibly negative light. He portrays them as dependent upon men, selfish, and completely amoral. Jay Gatsby is in love with the wealthy Mrs. Daisy Buchannan and tries to win her love by proving that he is wealthy. However, no matter how wealthy he becomes, or how many gigantic parties he throws, he is still never good enough for Daisy. The story ends in tragedy as Gatsby is killedRead MoreGender Roles In The Great Gatsby And The Sun Also Rises1657 Words   |  7 Pagesconventional gender roles and how they express this in each story. The literary works that specifically include this theme of gender roles are,The Sun also Rises by Ernest Hemingway , The Great Gatsby by F.Scott Fitzgerald and Their Eyes Were Watching God by Zora Neale Hurston. All the works are written around the same time, the 1920’s, which gives the reader an idea of the aftermath of the World War at that time and ho w its affect on both male and females during this time period, a womens role was onlyRead MoreGender Roles : The Great Gatsby, The Mystery Of Heroism, And The Scarlet Letter1862 Words   |  8 Pages To quote author Chimamanda Adichie, â€Å"Imagine how much happier we would be, how much freer to be our true individual selves, if we didn t have the weight of gender expectations.† However, the influence of gender is pervasive from jobs to the military, even extending to education. Men are generally characterized as strong and independent. Women, on the other hand, are supposed to be more feeble and domestic by societal standards. These distinctions have always been the case in the United States,Read MoreGender Roles in the Roaring 1920s: An Examination of the Women of The Great Gatsby 1795 Words   |  8 Pages The Great Gatsby is often referred to as the great American novel; a timeless commentary on the American Dream. A dream that defines success, power, love, social stat us, and recreation for the American public. It should be mentioned that this novel was published in 1925, which is a time when the American public had recently experienced some significant changes, including women’s suffrage, which had only taken place 6 years prior to the publication of this novel May of 1919. The women of this eraRead MoreThe Great Gatsby By F. Scott Fitzgerald And Lullaby By W. H. Auden1170 Words   |  5 PagesGood Afternoon Ms Atkinson and fellow peers, as you can see, the texts I have chosen to discuss with you are To the Lighthouse by Virginia Woolf, The Great Gatsby by F. Scott Fitzgerald and Lullaby by W. H . Auden, all of which have modernist themes, including conforming to traditional gender roles, time and love. To the Lighthouse revolves around the lives of the Ramsay family who are at their holiday house, hosting some guests, including Lily Briscoe (a painter) and Charles. The family are facedRead MoreThe Hidden Mystery Behind The Unattainable Dream1300 Words   |  6 Pagesand an upward social mobility achieved through arduous work in a society with few barriers. In the novel, The Great Gatsby, written by F. Scott Fitzgerald, themes of corruption, idealism, and social upheaval, create a portrait of the Roaring Twenties that has been described as a cautionary tale concerning the American Dream. The story primarily concerns mysterious millionaire Jay Gatsby and his idealistic passion to achieve the American Dream, Daisy Buchanan, the love of his life. In the novel,Read MoreThe Great Gatsby By F. Scott Fitzgerald877 Words   |  4 Pagesopportunities, no matter their gender or race. This paper will look into two cultural texts from different time periods and analyse them through a feminist perspective, discussing the producers’ use of women in the works and feminist or anti-feminist ideas. This paper will first look at the novel The Great Gatsby (Fitzgerald, F, S, 1925), analysing Fitzgerald’s use of gender roles and feminist ideals. A product of its time, The Great Gatsby has female characters in secondary roles, but surprisingly doesn’tRead MoreThe Great Gatsby By F. Scott Fitzgerald1272 Words   |  6 Pagesgeneration. The wise writer writes for the youth of his own generation, the critics of the next, and the schoolmasters of ever afterward.† F. Scott Fitzgerald, author of The Great Gatsby, describes his own insight to his writing techniques, which gain his success through the agelessness of his novels. This is clear with The Great Gatsby, a novel narrated by the character Nick Caraway and centered on Jay Gatsby’s short-lived life. This novel is a timeless piece of literature that is still relevant to American