Clinical supervision, mentoring, professional coaching and clinical preceptor are the different arenas by which nurse educators can develop future day experts from novice students. This assignment would be shedding more light on the concepts comparing each of them and finding out the strengths and weakness.
Clinical supervision mainly helps in providing the opportunity for the staff in discussing the individual cases in depth. It also helps them to reflect on and thereby reviewing their practices in details so that they can gain an in-depth knowledge about the skills and information required in healthcare. Clinical supervision will also help in changing or modifying their practices as well as identifying the training as well as the continuing development needs (Moked & Drach-Zahavy, 2016). The main purpose of the clinical supervision is providing safe as well as confidential environment of the staffs where they can successfully reflect on as well as discuss their work as well as their personal and professional responses for their work. The main purpose of the clinical supervisor mainly remains on the focusing of the staffs in their personal as well as in the professional development and help the in reflecting successfully on the practice. Clinical supervision is primarily aimed as the registered professionals like that of nurses, social workers, doctors as well as allied health professionals (Bernard, 2014).
On the other hand mentoring is not entirely helping the individuals to reflect and review the performance of each of the individuals as in case of clinical supervision. It mainly harbors the goal in the healthcare organizations in ensuring a fostering relationships as well as behaviors and activities that help in defining the core principles of the organization. It thereby helps in sustaining a healthy organizational culture that remains stable over time (Hafsteinsdóttir et al., 2017). In comparison to the different functions that clinical supervision covers, the mentoring usually helps individuals for improvement of the services in the healthcare industry as well as providing new exposure of the students towards ideas and ways of thinking. Here the professionals mainly get advice on the development of strengths and overcoming of weakness unlike clinical supervision that increases the capability of professional to reflect on them. It also helps in increasing of the visibility as well as recognition within the company. Mentoring is mainly for the new comers unlike the clinical supervision that is for the already registered professionals (Singh et al., 2014). Mentoring helps the newcomers in development of the necessary skills as well as helps them in thriving in the healthcare environment effectively. It also helps in improvement of the management of the hospitals, clinics as well as the other healthcare organizations. It also helps in increasing of the intellectual capital as well as grooming the future leaders with the organization.
The above paragraphs show the strength of the both the aspects of clinical supervision as well as mentoring. The main weakness is that both the procedures help in development of individuals with the basic skill sets that are important for day-to-day practices in the healthcare sector. However, they are not sufficient to help in development of the extraordinary skills sets that would help the professionals in healthcare to achieve the extra miles in their career. The complex as well as changing nature of the healthcare is making the professional development and growth a necessity as well as challenge (Narayanasamy & Penny, 2014). The strength of the professional coaching procedure is that it helps in meeting these necessities successfully. Professional coaching can be considered as the key for helping the healthcare professionals in navigating the tricky terrains of the healthcare industry and thereby make them curious, courageous as well as energized in the pursuit of the better care for the patients. The professional coaching can be seen to be applicable for three primary applications in the healthcare industry like that in leadership coaching, healthcare provider coaching as well as patient coaching. These are mainly done with three important goals like that of promotion of health and wellness as well as improvement of the outcomes. It also helps in the decrease of the individual as well as the societal burdens of the chronic disorders. The professionals help in setting new goals and help them in deriving ways by which they can achieve the goals. Mindfulness training, resilience training, and stress management are also employed for coaching professionals (Pasila, elo & Karianinenen, 2017). The only weakness is that although it can be individual or group coaching but is not as personalized and intimate as that of the other two modes and are more or less superficial and helps to achieve goals rather than developing skill level and others.
Clinical preceptor-ship can be explained as the supervised clinical experience that mainly allows the students to apply the knowledge gathered from the clinical preceptor in the didactic portion of the program to any forms of clinical procedures and practices. Nursing students stepping out of the classrooms and stepping in the hospital care units often get nervous, anxious and eager about how real life treatments are conducted and so on (Fletcher, 2016). Therefore, a preceptor-ship can be defined as the elective mentored experience in which a practicing healthcare professional volunteers and give personal instructions as well as training and supervision to a novice medical students so that they can get used to the these about how different interventions and treatments are conducted on daily basis to patients. Researchers are mainly of the opinion that clinical preceptors are the experienced practitioners who mainly provide supervision during the times of the clinical procedures. They are also called facilitators as they help in facilitating the applications of the theories learnt by the nursing students in their practices. This is quite different from that of the mentor mainly as the former is based on a limited period until the novice suits himself or herself with the new working environment thereby developing the skills required to handle situations in the practical workplace.
On the other hand, mentoring is mainly based on a comparatively long-term professional relationship where both the mentor and students engages in the voluntary as well as mutually beneficial leadership. The mentor only does not look on the helping of the nursing students to suit themselves with the practical field of the hospitals and application of the knowledge in the practical arena but remains concerned about the allover development of the students with the responsibility of developing all attributes required for being an expert in the field. Herein, lie the strength of mentoring and the weakness of the clinical preceptors methods (Nielson, Lasater & Stock, 2016). The later method is more superficial and does not hold the responsibility of developing expertise in the students. It only helps in aligning the students with daily activities that are important formatting the safety and quality of the care provided by nurses.
From the above discussion, it becomes clear that mentoring helps in overall development of the attributes of students while clinical supervision mainly helps individuals in identifying the attributes that need to be developed in the students with effective reflection from an already occur incidents so that better care can be provided. Professional coaching are more professional in approach helping individuals to learn new attributes that would give them extra benefits for reaching zenith of success. Clinical preceptoring is mainly guiding nursing students who are new to practical setting of hospitals. Therefore, educators need to be clear about the scope of each role so that they can groom students in best effective ways.
References:
Bernard, J. M. (2014). Tracing the development of clinical supervision. In Supervision in Counseling (pp. 11-30). Routledge. https://www.taylorfrancis.com/books/e/9781317717683/chapters/10.4324%2F9781315785493-6
Fletcher, S. (2016). Nurse education specialist utilizing career coaching to encourage lifelong learning. Journal of Nursing Education and Practice, 6(6), 71. DOI: https://doi.org/10.5430/jnep.v6n6p71
Hafsteinsdóttir, T. B., van der Zwaag, A. M., & Schuurmans, M. J. (2017). Leadership mentoring in nursing research, career development and scholarly productivity: A systematic review. International journal of nursing studies, 75, 21-34. https://doi.org/10.1016/j.ijnurstu.2017.07.004
Moked, Z., & Drach?Zahavy, A. (2016). Clinical supervision and nursing students’ professional competence: support?seeking behaviour and the attachment styles of students and mentors. Journal of advanced nursing, 72(2), 316-327.
https://doi.org/10.1111/jan.12838
Narayanasamy, A., & Penney, V. (2014). Coaching to promote professional development in nursing practice. British Journal of Nursing, 23(11), 568-573. https://www.degruyter.com/view/j/ijnes.2014.11.issue-1/ijnes-2013-0070/ijnes-2013-0070.xml
Nielsen, A., Lasater, K., & Stock, M. (2016). A framework to support preceptors’ evaluation and development of new nurses’ clinical judgment. Nurse education in practice, 19, 84-90. https://doi.org/10.1016/j.nepr.2016.03.012
Pasila, K., Elo, S., & Kääriäinen, M. (2017). Newly graduated nurses’ orientation experiences: A systematic review of qualitative studies. International journal of nursing studies, 71, 17-27. https://doi.org/10.1016/j.ijnurstu.2017.02.021
Singh, M. D., Pilkington, F. B., & Patrick, L. (2014). Empowerment and mentoring in nursing academia. International Journal of Nursing Education Scholarship, 11(1), 101-111. https://doi.org/10.12968/bjon.2014.23.11.568
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