This paper presents a first-person reflective account of nurse mentorship within a neonatal intensive care unit (NICU), written from the perspective of a senior registered nurse mentoring a newly graduated trainee. The paper identifies the learning needs of the learner, outlines the physical environment of the ward, and discusses key educational concepts including learning theory, learning styles (particularly Honey and Mumford's model), and learning strategy. It then examines facilitation and assessment methods — including discussion, questionnaires, bedside teaching, and video-based instruction — and concludes with strategies for providing ongoing support through second mentors, coaching, peer support, and open communication.
The facilitation, teaching, and assessment of nurses are important and critical responsibilities. Hospitals recognize that it is cost-effective to have senior employees mentor junior employees so that new staff are trained to work independently as quickly as possible. Mentors are employees who possess both supervisory and leadership qualities needed to teach and guide learners. The nurse mentor fulfills this role by assessing and evaluating the methods that can be used to facilitate the learner's development. These methods may include, but are not limited to, lectures and discussion. The processes of facilitation and teaching depend on the capacity of both the mentor and the learner.
The following discussion focuses on mentor and learner backgrounds, the learning needs of the learner, and the responsibilities of both parties. It also offers suggestions on how to improve learning and facilitation by adopting some basic activities in practice. Organizations cannot ignore the importance of ongoing help and guidance: once formal mentoring ends, the learner still needs occasional support, which should be ensured by both the mentor and the ward administration.
I am a registered nurse. My educational background in nursing includes a diploma in nursing, which I completed in 2007. After graduating, I was employed by a general hospital, where I have since gained experience in different types of settings and wards over more than six years. I have worked in various wards, and my current duties are in the neonatal intensive care unit (NICU). My role involves not only caring for patients but also mentoring junior medical staff. The learners I guide are of both genders; currently, I am responsible for guiding a trainee nurse so that she understands the working schedule of the hospital and the ward.
The learner is a newly graduated nurse who completed her nursing diploma in 2013 and was hired by the hospital as a trainee nurse. She worked for two months in the neonatal intensive care unit before beginning formal mentorship with me. Premature newborns are not only vulnerable to disease; the learner and I are also responsible for ensuring their security and safety. She is a quick learner and is sensitive to her work as well as her responsibilities. She does not hesitate to take on extra shifts in order to fulfill her duties.
The physical environment of the neonatal intensive care ward is fully hygienic. The ward is built to healthcare quality standards, since it is not possible to operate a neonatal ward without a supportive environment and emotionally and mentally supportive staff (Lester and Tronick, 2004). There are 10 permanent beds and 18 additional beds that can be set up on demand. The ward is fully air-conditioned, and the air-conditioning system is maintained regularly. Ward staff have access to desktop computers connected to the internet so that information can be sent and received efficiently.
A learner in a medical care setting has learning needs that differ from those in other environments. The learner must also demonstrate a basic aptitude for learning. This section elaborates on the key concepts related to learner needs and describes the learning environment.
Learning: Learning is considered a process rather than a product (University of Pittsburgh, 2010). It is a positive change in knowledge that requires time and effort. Learning also depends more on the willingness of the learner than on the willingness of the teacher or mentor.
Orientation: Effective learning is possible only when the learner is provided with a secure environment in which she can absorb and apply the information offered to her (Brown, 2005). Such a setting should not pose any threats and should enable the learner to perform regular duties while also acquiring new knowledge.
Pre-competency test: Not every candidate can be selected as a paid learner within the organization. Since positions for learners are limited, candidates must display a set of skills and knowledge demonstrating that they will serve the hospital effectively. The pre-competency test ensures that the candidate possesses basic qualities — such as English language proficiency, communication skills, and cultural understanding — required for the role. Although learning cannot always be completely measured (Smith and Blake, 2005), pre-competency tests provide a useful indication of a learner's cognitive level.
Learning theory: People learn through different ways and methods, but in the medical arena, cognitive learning is generally considered most effective. The learner is asked to understand situations and to develop different responses in light of their knowledge of a patient's condition. Cognitive learning requires that the learner has a good memory and can retain what she has learned.
Learning style: Learning can take many forms, some formal and others informal. Honey and Mumford's learning style classification is based on offering learning opportunities that match what learners themselves demand. This style acknowledges that people may choose different methods of learning based on their circumstances, level of experience, and preferred mode of learning (Honey and Mumford's Learning, 2011). A learner using this approach does not necessarily require prior direct experience and can draw conclusions from a variety of inputs.
Learning strategy: Learning is a comprehensive process with the long-term goal of knowledge growth, which can only be achieved through a strong strategy. The strategy I adopt with my learner is to ask her to self-prepare for situations first. I regularly recommend reading materials that reflect how to respond in a range of scenarios. Since the medical setting requires sound decision-making, the learner must develop leadership qualities so she can handle neonatal patient care situations effectively. I supervise the trainee to ensure she understands situations and is making the right decisions. Although the ward team is small, peer support is encouraged, so that more experienced staff help the learner understand how things are done. Peers offer partnership and review her performance so that she can learn quickly. She is also offered one-to-one monitoring, which assists her in identifying and correcting errors in real time. When there is specific knowledge that needs to be shared to address a weakness or develop a new skill, I counsel her directly. My teaching plan includes two 45-minute sessions per week based on neonatal care techniques, incorporating case study discussions relevant to the ward and the wider industry. The learning method is carried out with the aim that the learner will develop a professional approach to patient care (McKimm and Jollie, 2003).
The era of authoritarian teaching methodology is over — it was never truly effective. Mentors today recognize that they do not hold a monopoly on knowledge. With information widely accessible, the style of teaching has shifted toward facilitation rather than supervision.
Discussions: Discussion is one of the most facilitative forms of teaching. It allows me to understand the trainee's perspectives on different issues. During discussions on healthcare and neonatal intensive care methodologies, I gain insight into her ethical, professional, and practical views on various health care challenges that the ward may face. Discussion also enables her to share her understanding and raise her confusions, so she can seek clarity on topics that remained unclear during lectures.
Questionnaires: Questionnaires allow respondents to think carefully about each question before answering. I had the learner complete a questionnaire before formally beginning her mentorship with me. I asked about her professional goals and plans for her job tasks, which gave me information about her dedication and desire to learn. I also asked questions to gauge her existing knowledge, since it is useful to know what a learner already understands (Threadgill, 1979). I plan to have her complete questionnaires every few months to assess her progress and gather her feedback.
"Discussion, video, CME, and competency assessment"
"Second mentors, coaching, peers, and communication"
"Reflections on mentorship outcomes and value"
You’re 43% through this paper. Sign up to read the remaining 3 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.