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Mentoring and Supporting Others
The current healthcare system necessitates that nurses should possess strong medical-technical skills and the ability to focus on the ethical dimension of care. It is quite challenging for nurses to cope with the ethical dimension of care in practice. Frequently, nurses are not capable of acting in accordance to their personal norms and values. This produces internal moral suffering that has negative influence on nurses and patients. Ethical practice entails the reasoning procedure, the related decisions, and the actual execution of the ethical decisions. Ethical reasoning includes the cognitive procedure of reasoning that leads to ethical making of decisions (Goethals, Gastmans, & de Casterle, 2010).
Strategies
For nurses to be inspired to care, there is a reported necessity for organizational leadership to: offer ample time for patient care; sustain ample support for the level of environmental intricacy, and encourage collegial; open communication; and, expert autonomy in the health care setting. In the clinical practice setting, nurses' inspiration to care encourages competence, which consequently supports the clients' natural inspiration to act on suitable health practices. Nurses' motivation to care could eventually encourage improved patient health results (Fairchild, 2010).
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The NMC (2008b) greatly vouched for nurses. The duty of the preceptor ought to (NMC, 2006): allow the new registrant to build confidence and turn into an efficient team member; give response on every performance aspect, the ones that are above or anticipated standard and the ones causing worries; permit the preceptee to come up with an action plan to deal with any worries; and encourage the preceptee to realize the skills and goals set by the employer (Nash & Scammell, 2010).
Staff development
Mentorship is also suitable for the ones pursuing further training and qualifications or moving to clinical specialties like palliative care. It might also be part of personal leadership and team development programs. In this case, nurses ought to choose what competency they would wish to develop and pick a mentor that they respect and that is more knowledgeable in the suitable area. For instance, a nurse undertaking a leadership development program might select a local nurse leader to provide mentorship on, for instance, the way to manage a team through motivation and inspiration (Nash & Scammell, 2010).
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Bibliography
Fairchild, R. M. (2010). Practical ethical theory for nurses responding to complexity in care. SAGE, 353-362.
Fickenscher, K. (2013, October 31). How To Measure The Effectiveness Of Your Mentoring Program. Retrieved from ERE Media: http://www.eremedia.com/tlnt/how-to-measure-the-effectiveness-of-your-mentoring-program/
Goethals, S., Gastmans, C., & de Casterle, B. D. (2010). Nurses' ethical reasoning and behaviour: A literature review. International Journal of Nursing Studies, 635-650.
McCormick, H. (2014). How to Build a Successful Mentoring Program. UNC.
Nash, S., & Scammell, J. (2010, January 18). Skills to ensure success in mentoring and other workplace learning approaches. Retrieved from Nursing Times: http://www.nursingtimes.net/nursing-practice/specialisms/educators/skills-to-ensure-success-in-mentoring-and-other-workplace-learning-approaches/5010479.article
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