CHCORG627B Provide mentoring support to colleagues

1. CHCORG627B Provide mentoring support to colleagues Guidelines for Mentoring new staff and work placement students. March 2013

2. BUDDY TRAINING OBJECTIVES • What is a ‘mentor’ • What is expected of a ‘mentor’ • Qualities needed to be a ‘mentor’ • What is the purpose of mentoring others? • What can and can’t a student do on work placement? • What support does a new employee need? • Adult learning principles? • Communication skills • Active listening • How to give constructive feedback to a student or a new trainee • Conflict resolution • Group scenarios of ‘what if…’ situations common to new employees and students on placement and discussion of how to handle these • Ideas for helping new staff to fit in and want to stay in the organisation

3. What is a Mentor?

4. A Mentor A Mentor is a staff member nominated by the facility to provide guidance & support to a new staff member or student.

5. Memories of being new Assessment Activity 1 Remember back to your first day in nursing. Discuss your experience with the person next to you. List 5 good things about your first day and 5 bad things about your first day

6. What is expected of a Mentor? • Provide educational support to meet learning objectives & assist in relating theory to practice. • Create a positive, non-threatening learning environment. • Encourage new staff member or student to develop safe, organised processes. • Provide regular constructive feedback. • Identify learning opportunities & organise accordingly. • Liaise with student’s facilitator.

7. The Role of a Mentor • A person who inspires and serves as a role model. • To support the professional growth & development of the new employee or student. • To encourage the new employee or student to develop safe and correct ways to perform tasks. • To be a resource person for the student or new employee. • To develop trust confidence and rapport

9. Responsibilities • Director of Nursing, Facility Educator and TAFE Facilitator– ensure policies and procedures are in place to provide adequate preparation and supervision of students. • TAFE Facilitator- will visit the student during work placement time • Unit Managers – implement procedures ensuring students are placed with suitable “buddy”. • Buddy –provide guidance and supervision to student to ensure safe work practices and appropriate care is being given to residents in accordance with facility policies, procedures and philosophies. • Students –adhere to the facility’s goals, objectives, policies and procedures. Co-operate in the spirit of mutual understanding and respect with other members of the staff.

10. Qualities needed in a mentor Think back to your first weeks at work… What qualities did the person have who was a ‘good’ mentor? What qualities did the person have who was a ‘bad’ mentor?

11. List of qualities needed • Effective communicator. • Time management skills. • Organised, tidy worker. • Contented employee. • Respectful to ALL residents and other staff members. • Familiar with all policies & procedures. • Sense of humour • Supportive listener • Effective questioner • Able to provide constructive feedback

12. Building effective mentoring relationships

13. Its important to…. REMEMBER: New employees or students are like sponges and will pick up on your attitudes. You don’t get a second chance to make good first time impressions. • Present a positive attitude • Introduce new employee or student to your colleagues. • Take new employee or student to meal breaks with you. • Encourage them to ask questions. • Encourage them to challenge their limitations. • Respond to non verbal communication.

14. Expectations of a mentor • Provide regular constructive feedback. • Identify learning opportunities & organise accordingly. • Liaise with the Educator or Manager or student’s facilitator. • Provide educational support to meet learning objectives & assist in relating theory to practice. • Create a positive, non-threatening learning environment. • Encourage new staff member or student to develop safe, organised processes.

15. What can the students do on placement? • Prior to work experience students have had the opportunity to practice all personal care skills in a simulated environment. • Students are expected to be capable of performing hygiene needs to the residents, firstly under the guidance of you the mentor. • Students should be encouraged & expected to do all activities of daily living as they learn them. • It is our hope students will willingly participate in these activities with enthusiasm and some skill.

16. List of skills that new and training Care staff have learnt, but need to practice • Personal Care. • Bed making. • Feeding a dependent resident. • Correct body positioning. • Resident transfer. • Use of mobility aids. • Hearing aid and spectacles care.

17. Student Responsibilities. • Complete all work experience. • Be punctual and professional. • Attend handover & take notes. • Complete clinical competencies & be assessed by TAFE facilitator. • Complete daily journal and portfolio. • Ensure they have been assessed in all required tasks.

18. Frequently asked QuestionsAbout Students What do I do if person is unsafe? Do not leave student with a resident alone, speak to your Registered Nurse immediately. What do I do if I have concerns about the persons performance? Speak to Clinical Facilitator (TAFE) & RN on duty. Who is responsible for the resident when new staff member/student are providing care? The Registered Nurse on duty. Are the students insured? Students are covered for personal accident insurance through TAFE.

19. Communication Skills * Use clear & appropriate language. * Watch for non-verbal cues eg: facial expression, body language. * Never assume & be sensitive to individual differences. * Choose appropriate time & environment. * Answer all questions to the best of your knowledge.

20. Communication skills (cont) • BEHAVIOUR……When you……….…. • FEELINGS……….I feel……………….. • EFFECT………….Because…………… The 3 steps to an “Assertive Message” in response to what you see as unacceptable or exceptional behaviour.

21. Communication skills (cont) • Report accurately & objectively. • Describe what actually happened. • Avoid character assassinations and swearing. • Avoid absolutes such as “never”, “always”. • Concentrate on one behaviour at a time. • Ensure you assert about the “actual issue/behaviour”& to the right person.

22. Communication skills (cont) • Posture: maintain an open position with arms & legs, stand directly in front. • Eye Contact: Look into their eyes with an occasional glance away. • Facial Expression: To coincide with your message, avoid smiling or nervous laughter. • Gestures: Be natural, avoid pointing and fidgeting. • Voice: Remain calm and firm. • Lungs: Lots of air…. Breathe at steady rate.

23. Negotiation and Mediation There are four primary skills vital for good verbal communication & needed in the processes of negotiation and mediation: • Listening. • Questioning. • Making “I” statements. • Giving and receiving feedback.

24. Listening • Active listening: • do not make judgements as they speak • do not butt in with own story • do not think of response and wander off with thought processes. • Reflective listening: • paraphrase what is being said • check your interpretations with the speaker • ask questions • acknowledge their feelings • refrain from judging.

25. Giving Constructive Feedback • Point out the positive aspects of the task the task student has performed & you are providing feedback on. • Be precise, clear and gentle in judgement. • Discuss issues about task student has been unable to complete, giving suggestions on how they could improve. • Finish on a positive note or comment.

27. CRITICISM • PREPARATION: Ensure you have dealt with your emotions, and released any frustration. • Discuss in private. • DELIVER MESSAGE: concentrate on the behaviour not the person. • STOP & LISTEN- Assess response. • REFLECTIVE LISTENING- Repeat message back to them. • REQUEST BEHAVIOUR YOU WANT. • COMMUNICATE CONSEQUENCES.

28. GIVING FEEDBACK 1. Give information, not interpretation. Describe what you see, hear or feel rather than judging or giving opinion. Consider the difference: ‘You looked away when I was speaking to you then, and it seemed you were not listening’. OR ‘You’re not paying attention to what I am saying’.

29. Assessment Activity 2Conflict ResolutionTopics for discussion • Why does conflict arise? • What influences my response to conflict? • Constructive & destructive conflict. Factors contributing to ongoing conflict. • Conflict outcomes include: The win/win, win/lose, lose/lose, lose/win

30. WHY does conflict arise? • What is your understanding of “The reasons behind conflict?” • Being misunderstood • Angry people • Needs unmet • Unexpressed emotion

31. CONFLICT Regardless of the setting there are three main causes of conflict. • Mistakes and Accidents • Misunderstood communication • The impact of judgements made about others. In any conflict there are emotional factors & the chance that some conflicts will not be satisfactorily resolved.

32. CONFLICT DESTRUCTIVE CONFLICT usually produces: • Anxiety • Withdrawal • Non-cooperaton • Confusion • Excessive conflict (public screaming matches, physical violence) • Enemies • Resentment • Physical illness

33. CONFLICT CONSTRUCTIVE CONFLICT produces positive effects: • Efficiency • Openness • Growth • A sense of achievement • Common purpose • Strengthened relationships

34. STRATEGIES FOR DEALING WITH CONFLICT • Determine the roles in a conflict: • One of the first difficulties when addressing a conflict situation is in determining WHO are the stakeholders? • PRIMARY Stakeholders are those who are involved with the conflict & often the source. • SECONDARY Stakeholders are affected by the conflict, and the outcome of the conflict, but not the source. • In simple conflict situations the primary stakeholders resolve the conflict. • In some situations the Secondary stakeholders may become embroiled in conflicts of their own, requiring a third party to address them.

35. STRATEGIES FOR ADDRESSING CONFLICT • Two means of addressing conflict involve: • (1) Informal: Some times conflict is resolved spontaneously, over a cup of coffee, talking through issues. • (2) Formal: This may include arbitration meetings with an agenda, support people to run proceedings and an appointed mediator.

36. 12 steps of Conflict Resolution • Win-win • Creative response • Empathy • Assertiveness • Co-operative power • Managing emotions • Willingness to resolve • Mapping the conflict • Designing options • Negotiation • Mediation • Broadening perspectives

37. Offering mentoring support • Assist the person to identify and evaluate options to achieve agreed goals • Share personal experiences and knowledge with the person to assist in progress to meet agreed goals • Encourage the person to make decisions and take responsibility for courses of action or solutions under consideration

38. Offering mentoring support • Provide supportive advice and assistance in a manner that allows person to retain responsibility for achievement of their own goals • Recognise and openly discuss changes in the mentoring relationship • Make adjustments to the relationship to take account of the needs of both mentor and person being mentored

39. Assessment Activity 3- Group Scenarios • You have been buddied with a student who keeps disappearing off the floor to have a smoke. • The student says to you ‘you should be using a lifter for that transfer’ That’s what we were taught. • You hear the student being rude to the resident because they have been incontinent. • The student keeps rushing ahead of you and is making mistakes in what needs doing. • The student shows no initiative at all- they will do what you ask and then just stand there. • The student is helping you with a bed bath and keeps talking to you over the resident, ignoring their presence. • The new employee has their phone turned on and it keeps ringing. • The other staff members have decided the new employee is ‘hopeless’ and make it clear to them how they feel. • The new employee is taking much too long with each resident as they are sitting down having a chat with them.

40. Systems for Mentoring • How much ‘mentoring’ do you think a new staff member needs? • What systems are in place in your facility to support new staff? • How do you think the process for orientating new staff could be improved? • Would it help to meet with other ‘buddies’ occasionally to discuss experiences and suggest improvement to systems?

41. Ongoing support for new staff • After the initial orientation period how long should you support a new staff member? • Suggest ways you can provide ongoing support to the new employee • Can you help to change the culture of your facility if needed? • How would you change it to make new employees fit in and become competent

42. What have you learnt? • Write down what you think are the 3 most important things you have learnt in this workshop

43. Evaluation forms