Midwifery Professional Relationship
1.0 INTRODUCTION
I was qualified as trained nurse about 10 years ago. I have been working in pediatrics ward, outpatient department and lastly in the operating theatre (OT). Currently, I am working in Obstetrics and Gynecology (O&G) ward after getting midwifery courses. As one of the senior trained staff nurse with midwifery, one of my responsibilities to orientated and guided new trained nurses who are posted into our unit. Mentoring is a complex term but as in health profession, it is a voluntary professional relationship between a mentor and mentee. The Nursing and Midwifery Council (NMC 2008a), defines “the role of a mentor as someone who facilitates learning, supervises and assesses learners in practice setting”. In this study, I am agreeing to be a mentor of a new staff member called Sandra (this is pseudonym). Sandra is a newly qualified for midwifery course posted in our unit (Appendix 1) and it is my responsibilities to educate her in the learning process and until she develops to be mature and confident enough to adapt and practice her knowledge in our clinical area. After we had an agreement, a learning contract is negotiated and signed (Appendix 2) with clear
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I am using the Honey and Mumford (2000) learning style questionnaire (LSQ) as a method in identifying Sandra learning style (Appendix 5) which constitutes a self-assessment tool which indicates the style generally utilized by my mentee. From the result of her scoring (Appendix 5A) I found out that Sandra is an activist learner.
An activist learner is a person who comfortable at the experience stage and enjoy getting involve in new experiences and doing new things (Appendix 5B). As a mentor, I also have my own preferences. A mentor can encourage a new behavior in the mentee but the mentee favors style should be respected during the mentoring process (Lewis, 1996). The preferences both of the mentor and mentee should be explore within the mentoring relationship.
FACILITATING LEARNING AND
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