In Greek mythology, mentor was the wise and faithful advisor to Odysseus. Today the term ‘mentor’ is generally used to describe a friend, role model, an able advisor and a person who provides support in many ways (Stuart, 2013). According to the Nursing and Midwifery Council (NMC) a mentor is ‘a mandatory requirement for pre-registration nursing and midwifery students' (NMC, 2008). Mentors are accountable to the NMC for their decision that students are fit-for-practise and that they have the necessary knowledge, skills and competence to take on the role of registered nurse or midwife.
Students' practice experience is widely acknowledged as one of the most important parts of their preparation to become health professionals. In its report Making a Difference, the Department of Health (DH) (1999) stated that provision of practice placements is a vital part of the education process and that every practitioner shares responsibility to support and teach the next generation of nurses and midwives. Learning in the clinical setting ensures that future midwives are fit-for-practise and purpose and mentors are a key support to students in practice.
Clinical assessment is predominately based on human observation, inevitably possessing biases and subjectivity. The issues of uniformity, consistency and fairness of clinical assessment have remained contentious over the years (Phillips et al, 2000; Fitzgerald et al, 2010). Myall et al (2008) found that the mentors who took part in their study reported constraints on their role, which included an increased workload and lack of time. Other barriers that impact on the quality of the mentorship include mentors being overwhelmed by their responsibilities and feeling inadequately prepared for the role (Andrews et al, 2010). Additional barriers highlighted in the literature were difficulties in completing practice assessment documentation (McCarthy and Murphy, 2008), and inadequate support from university lecturers (McArthur and Burns, 2007) and from the workplace (Nettleton and Bray, 2008).
These are undoubtedly challenging times for midwives but as individuals and collectively, we can rise to the challenges and demonstrate gratitude and appreciation. Despite the complexity and competing demands inherent in contemporary midwifery practice, there is evidence of a commitment to providing students with consistent and quality mentoring that meets their needs. While some students and mentors reported negative experiences, there is evidence of a commitment to providing an effective system of mentorship (Myall et al, 2008).
Learning from experience is not a simple process—not only is it greatly influenced by our feelings, values and beliefs, but also by the person acting as our role model. If we student midwives are to develop skills in learning through our experience on clinical placement and enter into complex decision-making and professional judgment guided by moral principles, we not only need to be able to take, but also to give. Developing an eye and appreciation for kindness towards our mentors is the ultimate foundation in order for these to be enjoyable and blossoming processes.