It
is stated that, a mentor’s responsibility comprises of being supportive, approachable
and being conscious of a student’s optimum learning method (Royal College of
Nursing 2006). I always ensure that the student understands their role in the
placement. I have good interpersonal and inter-professional skills which allows
a positive experience for students as per Witness statements. I encourage
students to keep hydrated and ensure that the drinks are not brought into
theatre as per infection control policy (NUH infection prevention and control
policy 2016).

I set objectives with students
in Blooms taxonomy method on the principle of my own experiences and how I have
succeeded in my career. I give a leaflet with information of anatomy and
physiology to give them an understanding of the area I work within. I would set
objectives with the student to ensure they get the best out of the placement
and ensure I seek opportunities that they can undertake.

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As the knowledge has been
given I would then implement and reassess the knowledge within practice to
ensure the students have understood. I would also give guidance on evidence-based
practice on techniques the surgeons use and where further information is
available.

Although the method of choice
is strongly argued by Marzano and Kendall, that the hierarchical structure is
fragile in respect to logical or empirical perspectives (Marzano, Kendall
2006).

I
feel that depending where the student suited in terms of stages with in Blooms
taxonomy, would then determine the learning style or model I would use.
Although on many occasions the Honey and Mumford model identifies four types of
learners namely activists, reflectors, theorists and pragmatists. With that in
mind a lot of students would prefer trial and error, thus becoming an activist
learner (Temple 2012).

Theatre
is a good place for activist learner, as we start with theatre etiquette and
behaviour standards encompassed by the patient safety leads, then to opening
instruments and safety protocols we follow. Depending on where they fall in
Blooms Taxonomy category would determine if I would allow the student to be
involved in the surgeries. I would assess the student and ensure they
understand the elements of the surgery consequently following Kolb’s learning
cycle, the reflective observation would identify gaps earlier than Temples
trial and error.

As I found time to time each student
would have various learning styles for variant scenarios, which is supported by
Kolb, as he describes learning styles as interchangeable depending on the situation
(Coffield et al., 2004).