Academic Master

Education, English

Mentorship Essay

A mentor refers to a person who takes concern and develops the professional and career of a junior comrade through providing guidance and support (Chen and Lou 2014). In most organization mentoring is a highly valuable activity aimed at developing that is implemented. According to Cargo (2006), the critical idea of tutoring is the relationship existing between the coach and mentee, with the mentee improvement the vital core interest. Along these lines, the dedication of both the tutor and mentee is required for a productive coaching relationship (Grossman, 2012). Mentoring is usually classified into two categories- psychosocial and career-related (Bryant‐Lukosius et al., 2016). Whereas psychosocial is fundamentally carried out to enhance the personal aspects of the relationship, career-related focuses on stimulating career advancement of the mentee. According to Rooke (2014), the goal and format of the mentoring relationship determine the knowledge, advice, and resources the mentor shares with the mentee.

According to Brookhart (2017), feedback is a vital factor in the learning process. Feedback has numerous structures that enable understudies to think about their picking up: elucidating zones that understudies need to enhance, and furnishing understudies with the chance to self-evaluate both their aptitudes and abilities. According to Foster and Marks-Maran, (2015) feedback is characterized as a component that exists in any procedure or action or data that improves learning through giving understudies the chance to think about their present or current level of fulfillment. Useful feedback has to possess four distinct qualities namely; timely, clear, relevant, and positive. Feedback should be given within the shortest time possible to ensure that it has maximum effect on the individual being assessed. Feedback should also be easy to read, and written in a compact but direct and to-the-point style. Feedback should likewise relate specifically to the student and skills assessed. Feedback shouldn’t be provided with rose-tinted glasses, but it should focus on improving, rather than confirming poor performance.

According to Bradshaw and Hultquist (2016), there are three types of feedback namely; constructive, positive, and negative. Constructive feedback is information specific, focused on the issue and based on observation. Constructive feedback can further be classified as negative feedback, positive feedback, negative feet-forward and positive feet-forward. Constructive feedback shows the way a person can do better the next time. Some tools employed in this type of feedback are AID model, what’s more, center around recognizable certainties as opposed to expected qualities. Positive criticism is utilized in the examples when somebody completes a great job and may incorporate straightforward acclaim or all the more full implementation on the off chance that it expresses the way the individual finished a great work (Briggs and Lovan, 2014). Negative feedback is used to depict a clear contrary direct without proposing an assurance, or fundamentally ruinous and merely is used, as a rule unintentionally to end connections (Peiser et al., 2018).

According to Cormack et al., (2018), constructive feedback is vital for growth at personal and professional level. In a clinical situation, it frames an essential piece of constant quality change and is key to the upkeep of patient security. The view of criticism can meddle with proficient with proficient giving and get input, which can have negative results on the patients’ outcomes. Conveying and accepting feedback adequately are scholarly abilities that ought to be presented right on time in pre-licensure training. Personnel has the chance to impact impression of input to be seen as an open door so understudies can figure out how to value its incentive in keeping up persistent wellbeing and amazing consideration in clinical practice. Effective, constructive feedback is imperative since it can persuade people to perform better. People will feel esteemed and acknowledge when requested input that can enable them to detail business choices. According to Woolnough and Fielden, (2017) useful criticism from customers or patients will encourage propel therapeutic services to manufacture better working relations. Productive input likewise enhances the execution through negative feedback. It helps locate the best criticism that will promote better choices to improve and increment. Ultimately, useful criticism is an apparatus for kept learning by contributing time to find out about the experience of other social insurance providers and patients inside the association. It is indispensable in the association since it keeps up objectives adjusted, make systems, creates items and administrations change, enhance connections, and substantially more. Productive criticism keeps kept realizing, which is vital to moving forward.

In the past, formative feedback has been conceived long a “transmission” model, wherein the healthcare giver transmits feedback, and the client/patient employ it to make changes (Bakon et al., 2018). However, recent authors have emphasized on the importance of the clients/patients active involvement in the process, noting that client’s need to interpret and incorporate into their sense of their goals and their current strengths and weaknesses (Salamonson et al., 2015). The authors have further developed a theoretical model that emphasizes that process that occurs in clients internally in the movement from external feedback to changes in work (O’hagan et al., 2014). According to Ott et al., (2016) there are seven principles for a good feedback practice, defining such practices as that which promotes self-regulation in students. These seven principles include:

  1. Providing opportunities to close the gap between the current and desired performance.
  2. Helps clarify what a good performance is.
  3. Delivers high-quality information to students about their learning
  4. Facilitate the development of self-assessment in learning.
  5. Encourage teacher and peer dialogue around learning.
  6. Encourage positive motivational beliefs and self-esteem.
  7. Provides information to teachers that can be used to help shape the teaching.

Provide opportunities to close the gap between current and desired performance.

The point of criticism is to close the hole in the learning demonstrates the present learning accomplishments of the mentee and the objectives set by the tutor (Vinales, 2015). If the information acquired from the criticism isn’t put without hesitation quickly it is delivered, it is a missed opportunity. It is in this manner significant for a guide and mentee to direct input forms, for the criticism to be powerful and deliver enhanced work (Thomas and Oliver, 2017). There are a few procedures that can help close the hole between the present and wanted execution. One of these techniques is to include a mentee to distinguish their activity focuses given the got criticism. According to Van der Riet et al., (2015), consequently, the feedback is incorporated into the learning circumstance and including the understudy all the more effective in producing and arranged utilization of input. It is likewise essential to building the quantity of re-accommodation for the work being surveyed. Also, the guide can record some activity focuses other than the typical criticism they give. This will help the mentee recognize on what is relied upon of them to enhance their execution.

Help clarify what good performance is

According to MacLaren (2018), the secret to achieving the learning goal is that the mentee understands the purpose, as well as assume ownership of the target and finally assess his/her progress towards the goal. Whenever there is a weaker incorrect conception of the goals, it influences the mentee’s doing and also affects the value of feedback. According to Telio et al., (2015), therefore the mentor should strive towards providing effective strategies that help clarify the standards, criteria, and goals of the mentee. Such an approach is to expand exchange and reflection on the requirements and gauges of the objectives. Moreover, the mentee can be associated with the appraisal works and relate the work to the characterized principles and goals. Likewise, it ought to include giving the better meaning of necessities utilizing precisely developed sheet and execution level definitions.

Deliver high-quality information to mentees about their learning

According to Lea et al., (2017), decent quality feedback is the data that guides mentees investigate their particular execution and take action to close the gap amongst aim and impact. One of the characteristics is that it should have relation to the task at hand and also take care of the needs of the mentee. Therefore, it is imperative that the data from feedback is about strengths and weakness on the parts of the execution that are anything but difficult to distinguish as opposed to about angles that are of more noteworthy significance to scholastic adapting, however, are more unique and hard to characterize (Rahimi et al., 2016). The strategies to increase the quality of feedback ate providing feedback after assessment and taking corrective advice rather than just providing the information on strengths and weakness. Also, it is essential to prioritize the areas for improvement.

Facilitate the development of reflection learning

The purpose of assessing a mentee is to equip the mentees with the evaluative skills possessed by the mentor, gradually (LeClair-Smith et al., 2017). One of the ways to facilitate reflection learning is to have peer feedback, where the mentees give feedback on each other hence supporting the development of self-assessment skills (Moran and Banks 2016). Also, asking the mentee to identify their strengths and weaknesses on their own with regards the criteria. Mentees are also expected to ponder their accomplishments and select work to an aggregate portfolio.

Encourage mentee and peer dialogue around learning

According to Giesbers et al., (2016), for useful feedback, it is vital for the mentee to understand and internalize before using it productively. Therefore, the mentees can be an urge to conceptualize criticism more like a discourse instead of data transmission, in the long run, expanding the viability of input. Feedback as a discourse suggests that the coach gets beginning criticism data as well as the chance to draw in the guide in exchange for the feedback. Great systems to enhance the criticism as the exchange is to audit feedback in instructional exercises where the mentees are required to peruse the input remarks they have given and talked about these with their companions. Additionally, it is vital for the mentees to provide each other illustrative criticism on their work in connection to distributed criteria previously accommodation.

Encourages positive motivational beliefs and self-esteem

To influence the goals set by the mentee and increase their commitment, students are required to build their inspiration base on their examination of the educating, learning, and evaluation sets. Input impacts the motivational convictions of an individual relying on the how the criticism is given (Dorsey and Baker, 2004). It is shrewd to adulate the exertion and key of the mentee that spotlights on the understudies’ learning objectives bringing about a higher accomplishment. Techniques that assistance energizes massive amounts of inspiration to succeed is to give blemishes on written work naturally after mentees reacted to critical remarks. Also, the mentor should give time to the mentee t re-write selected pieces of work helping the mentees to change their expectation about purpose. Automated testing feedback can also be employed.

Provide information to teachers that can be used to help shape the teaching

Great feedback isn’t just to give significant data to the mentee yet additionally to provide great data to the coaches (Dobrowolska et al., 2016). Assessors likewise need to find out about how much mentees have learned mastery and tailor their educating accordingly. It is therefore essential to have relevant data about the progress of the individuals. Some of the strategies that promote this principle are to have mentees identify their areas of difficulty and ask for feedback they might want when they make a task submission (Parahoo, 2014).

When a learner acts such as catheterization without necessarily following the right steps, as the teacher I am obliged to take action. However, in this case, there is a conflict of demands because as much I would like the student to learn the right way to do a catheterization, it is also imperative that I prioritize the patient care (Brody et al., 2016). Therefore, I would first stop the learner from doing further catheterization on the patient to avoid infection on the patient. I will give the learner credit for using the aseptic method to do catheterize but also let him/her know that he/she is not using the right techniques and refer them to more information regarding catheterization. I will then assess his/her progress in catheterization continually. It is crucial for the student’s motivational beliefs that I give good feedback without ignoring the professional ethics and expectation of the learner.


Chen, C. M., & Lou, M. F. (2014). The effectiveness and application of mentorship programmes for recently registered nurses: a systematic review. Journal of nursing management22(4), 433-442.

Cormack, C. L., Jensen, E., Durham, C. O., Smith, G., & Dumas, B. (2018). The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study. Nurse education today64, 132-137.

Bakon, S., Craft, J., Christensen, M., & Wirihana, L. (2016). Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature. Nurse education today37, 123-127.

Bradshaw, M., & Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers.

Briggs, C. L., & Lovan, S. R. (2014). Nursing students’ feedback to a spiritual health reflection. Journal of Holistic Nursing32(3), 183-188.

Brody, A. A., Edelman, L., Siegel, E. O., Foster, V., Bailey, D. E., Bryant, A. L., & Bond, S. M. (2016). Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences. Nursing outlook64(4), 332-338.

Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD.

Bryant‐Lukosius, D., Spichiger, E., Martin, J., Stoll, H., Kellerhals, S. D., Fliedner, M., … & Schwendimann, R. (2016). Framework for evaluating the impact of advanced practice nursing roles. Journal of Nursing Scholarship48(2), 201-209.

Cargo, M. (2006). Book Review: Stand by Me: The Risks and Rewards of Mentoring Today’s Youth. Transcultural Psychiatry43(1), 152-154.

Dobrowolska, B., McGonagle, I., Kane, R., Jackson, C. S., Kegl, B., Bergin, M., … & Kekus, D. (2016). Patterns of clinical mentorship in undergraduate nurse education: a comparative case analysis of eleven EU and non-EU countries. Nurse education today36, 44-52.

Dorsey, L. E., & Baker, C. M. (2004). Mentoring undergraduate nursing students: assessing the state of the science. Nurse Educator29(6), 260-265.

Foster, H., Ooms, A., & Marks-Maran, D. (2015). Nursing students’ expectations and experiences of mentorship. Nurse education today35(1), 18-24.

Giesbers, A. S., Schouteten, R. L., Poutsma, E., van der Heijden, B. I., & van Achterberg, T. (2016). Nurses’ perceptions of feedback to nursing teams on quality measurements: An embedded case study design. International journal of nursing studies64, 120-129.

Grossman, S. C. (2012). Mentoring in nursing: A dynamic and collaborative process. Springer Publishing Company.

Lea, E. J., Andrews, S., Stronach, M., Marlow, A., & Robinson, A. L. (2017). Using action research to build mentor capacity to improve orientation and quality of nursing students’ aged care placements: what to do when the phone rings. Journal of clinical nursing26(13-14), 1893-1905.

LeClair-Smith, C., Branum, B., Bryant, L., Cornell, B., Martinez, H., Nash, E., & Phillips, L. (2016). Peer-to-Peer Feedback: A Novel Approach to Nursing Quality, Collaboration, and Peer Review. Journal of Nursing Administration46(6), 321-328.

MacLaren, J. A. (2018). Supporting nurse mentor development: An exploration of developmental constellations in nursing mentorship practice. Nurse education in practice28, 66-75.

Moran, M., & Banks, D. (2016). An exploration of the value of the role of the mentor and mentoring in midwifery. Nurse education today40, 52-56.

O’hagan, S., Manias, E., Elder, C., Pill, J., Woodward‐Kron, R., McNamara, T., … & McColl, G. (2014). What counts as effective communication in nursing? Evidence from nurse educators’ and clinicians’ feedback on nurse interactions with simulated patients. Journal of advanced nursing70(6), 1344-1355.

Ott, C., Robins, A., & Shephard, K. (2016). Translating principles of effective feedback for students into the CS1 context. ACM Transactions on Computing Education (TOCE)16(1), 1.

Parahoo, K. (2014). Nursing research: principles, process and issues. Palgrave Macmillan.

Peiser, G., Ambrose, J., Burke, B., & Davenport, J. (2018). The role of the mentor in professional knowledge development across four professions. International Journal of Mentoring and Coaching in Education7(1), 2-18.

Rahimi, M., Ehsanpour, S., & Haghani, F. (2016). The role of feedback in clinical education: Principles, strategies, and models. The Journal of Medical Education and Development10(4), 264-277.

Rooke, N. (2014). An evaluation of nursing and midwifery sign off mentors, new mentors and nurse lecturers’ understanding of the sign off mentor role. Nurse Education in Practice14(1), 43-48.

Salamonson, Y., Everett, B., Halcomb, E., Hutchinson, M., Jackson, D., Mannix, J., … & Weaver, R. (2015). Unravelling the complexities of nursing students’ feedback on the clinical learning environment: A mixed methods approach. Nurse education today35(1), 206-211.

Telio, S., Ajjawi, R., & Regehr, G. (2015). The “educational alliance” as a framework for reconceptualizing feedback in medical education. Academic Medicine90(5), 609-614.

Thomas, L., & Oliver, E. (2017). Application of feedback principles to marking proformas increases student efficacy, perceived utility of feedback, and likelihood of use. Sport & Exercise Psychology Review13(2), 39-47.

Van der Riet, P., Rossiter, R., Kirby, D., Dluzewska, T., & Harmon, C. (2015). Piloting a stress management and mindfulness program for undergraduate nursing students: Student feedback and lessons learned. Nurse Education Today35(1), 44-49.

Vinales, J. J. (2015). The mentor as a role model and the importance of belongingness. British journal of nursing24(10), 532-535.

Woolnough, H. M., & Fielden, S. L. (2017). Mentoring in Nursing and Healthcare. Mentoring in Nursing and Healthcare: Supporting Career and Personal Development, 63-79.



Calculate Your Order

Standard price





Pop-up Message