With you have the privilege and responsibility of

With reference to current literature, critically discuss the role of the mentor in accurately assessing a pre-registration students practice.Mentors plays a key role in supporting, assessing and teaching students in practice. According to NMC 2008 the term mentor is used to describe the role of a registered nurse who assesses students. As a mentor you have the privilege and responsibility of helping students translate theory into practice, and making what is learned in the classroom to reality. It  is a role that you are entrusted with by students, colleagues and most importantly, patients. Passing on your knowledge and skills is one of the most essential roles you can undertake, and it can be very rewarding. For the purpose of this essay and in depth context, the role of the  mentor in assessing the pre-registration students are supporting, assessing and teaching will be critically discussed.  According to Kinnell and Hughes (2011) mentors role is to assess the ability of the student to relate theory to practice in order to ascertain their progress and development throughout their training. Assessment is important for pre-registration nurse to find out whether there are safe and effective in practice. Gope 2015 suggested that assessment also constitute an opportunity for identifying learning needs, this suggest that learning is an intergral  competent of the assessment process and not simply a means of measuring attainments. Assessment can be done in different forms like self assessment, peer assessment and patient or service users assessment. These forms of assessment is important to the pre-registration students in their progress of learning.The main purpose of assessing student nurses in the practice area is to monitor their progress, provide feedback, uncover learning needs, motivate the students, monitor their progress and to assess their level of competencies. As stated by D Walsh (2014), because we assess for the host of good reasons the assessment process must be very robust. It needs to be accurately enable the mentors to make realistic judgement about the student’s level of competence and whether to pass them or not. A good assessment process would enable us to produce good nurses by passing student nurse you are assured that they will perform successfully in a safe and professional behaviour. There are barriers which can encount the good assessment which will enable not to fail or pass the student. Lack of time and support can lead to nurse mentors failing to meet their responsibilities and even passing students they deem incompetent ( Nursing Times 2012). Another barrier is being overwhelmed by the responsibilities and feeling inadequately prepared for their role ( Andrews et al 2010). As well as not having protected time away from other clinical duties to mentors. I found it out when I had a student in the community no time, no space to discuss or reflect so we ended up doing the reflections asking questions in the car while driving to another patient. Another mentor’s role is teaching. Teaching is to help students acquire knowledge, competence or values. According to ( NMC 2008:25 ) an NMC teacher is responsible for organising and co-ordinating learning activities in both academic and practice environment. When setting the objectives of placement with my student we found out that I needed to teach the student about wound care management. According to Kinnell and Phillip Hughes (2011), the use of the set objectives in the practice placement is not always appropriate for mentors, although the student’s competences outcomes are a good indictors of what needs to be achieved and focus of a teaching session. There are some barriers which can interfer with the session to go ahead for instance in the community you can be asked to attend a blocked catheter and palliative patient. O’Driscoll et al (2010) highlighted that several barriers including increased work load prevent mentors from giving students the required support. Such barriers results in mentor focusing and choosing patient care rather than teaching student.The role of the mentor during the period of orientation and confidence -building is crucial in many aspects, but equally as important as highlighted by Okan (2004) is the personal relationship that develop between the mentor and the student. In his article Adey (1997) cited that students valued mentors whom are organised, approachable, hospitable and reassuring. It was further argued that friendship and trust must be established from the onset of the placement. Although this has been challenged and criticised  by some writers. Adey (1997) maintains that evaluative feedback is likely to be ‘non-threatening’ if the personal relation is based on friendship and trust. In Adey (1997) study highlighted that students with friendly relations with their mentors were actively inviting constructive criticism and seeking to be challenged.The accountability of a nurse as a mentor is also grounded on the same NMC code. The NMC (2008b) states that a nurse must facilitate students and others to develop their competence. This specific provision directly requires a nurse playing the role of a mentor to be accountable for the learning  and the safety of student during practice placement. A mentor’s accountability naturally incudes assessing the student’s performance. Aston and Hallam (2011) relate that assessing student’s learning while they are under one’s mentorship is one of the important role of the nurse mentor. The mentor’s accountability includes making sure that all the possible opportunities for learning has been exhausted and the students have been given ample time to master the skills that will be assessed from them.   Accountability signifies that ultimately the mentor’s role in guiding students is to ensure that future generations of nurses are truly competent to serve the general healthcare consumers.