The Skills and Qualities Necessary Required to Establish and Maintain a

The Skills and Qualities Necessary Required to Establish and Maintain an Effective Working Relationship In this essay I have chosen to explore the skills and qualities required to establish and maintain an effective working relationship with my mentor in practice in the role of supervisee. I will discuss communication skills, willingness to learn, self-awareness, assertiveness, open-mindedness, reflective skills as criteria of mentee to establish working relationship with mentor. The term mentor originates from Greek mythology, was first introduce in academic and business world of north America (Laurent 1998) used in United Kingdom with the implementation of project 2000 in the national health service (Bracken 1989) to help smooth transition from student to professional. (Philips et al 1996, Grey M and Smith1999). The dictionary defines a mentor as a trusted counselor or guide. A mentor is generally an influential, experienced individual with whom mentee establish a personal relationship and who actively helps mentee reach their goals. The terms mentorship are designated to staff nurses who engage in a multitude of roles supporting student nurses in the clinical setting. (Quinn2000). And reducing the theory practice gap (Earnsaw 1995). Mentorship is a mechanism that promotes safe and effective practice, maintains standards and accountability, and develops nurse practitioners autonomy. Proctor (1998) has grouped supervisees' skills under three functions: formative, supportive and normative. Supervisee should be keen, capable, trustworthy, attentive, ... ...ellor:Acyclical Model. 2nd Edition. London. Roultedge. Power S (1999) Nursing Supervision. A guide for clinical practice. London: Sage. Proctor (1988) supervision: a working alliance. London: Alexia, Scanlon C, Weir W S (197) learning from practice? Mental health nurses' perceptions and experiences of clinical supervision. Journal of advanced nursing 26,295-303. Watson N. A., 1999. Mentoring today-the students' views. An investigative case study of pre-registration nursing students' experiences and perceptions of mentoring in one theory/practice module of the Common Foundation Programme on a Project 2000 course. Journal of Advanced Nursing 29, pp. 254-262. Wong S (1979) Nurse teacher behaviour in clinical field:Apparent effects on nursing students' learning. Journal of advance learning, 3 ,369-378 The Skills and Qualities Necessary Required to Establish and Maintain a The Skills and Qualities Necessary Required to Establish and Maintain an Effective Working Relationship In this essay I have chosen to explore the skills and qualities required to establish and maintain an effective working relationship with my mentor in practice in the role of supervisee. I will discuss communication skills, willingness to learn, self-awareness, assertiveness, open-mindedness, reflective skills as criteria of mentee to establish working relationship with mentor. The term mentor originates from Greek mythology, was first introduce in academic and business world of north America (Laurent 1998) used in United Kingdom with the implementation of project 2000 in the national health service (Bracken 1989) to help smooth transition from student to professional. (Philips et al 1996, Grey M and Smith1999). The dictionary defines a mentor as a trusted counselor or guide. A mentor is generally an influential, experienced individual with whom mentee establish a personal relationship and who actively helps mentee reach their goals. The terms mentorship are designated to staff nurses who engage in a multitude of roles supporting student nurses in the clinical setting. (Quinn2000). And reducing the theory practice gap (Earnsaw 1995). Mentorship is a mechanism that promotes safe and effective practice, maintains standards and accountability, and develops nurse practitioners autonomy. Proctor (1998) has grouped supervisees' skills under three functions: formative, supportive and normative. Supervisee should be keen, capable, trustworthy, attentive, ... ...ellor:Acyclical Model. 2nd Edition. London. Roultedge. Power S (1999) Nursing Supervision. A guide for clinical practice. London: Sage. Proctor (1988) supervision: a working alliance. London: Alexia, Scanlon C, Weir W S (197) learning from practice? Mental health nurses' perceptions and experiences of clinical supervision. Journal of advanced nursing 26,295-303. Watson N. A., 1999. Mentoring today-the students' views. An investigative case study of pre-registration nursing students' experiences and perceptions of mentoring in one theory/practice module of the Common Foundation Programme on a Project 2000 course. Journal of Advanced Nursing 29, pp. 254-262. Wong S (1979) Nurse teacher behaviour in clinical field:Apparent effects on nursing students' learning. Journal of advance learning, 3 ,369-378