In the second part of your mentoring project, you will develop a mentoring program for a novice faculty or nurse in your setting. Your program should consider all elements of teaching and instruction. For example, you should consider not only the content of your program, but also the way you will deliver feedback to your mentee. In a PowerPoint of 10-15 slides, include the following in your mentoring program design:
- A description of your purpose for mentoring, including why the mentoring relationship is relevant to your setting and the roles of the mentor and mentee.
- Stages of the mentor relationships and a timeline for your program.
- Short- and long-term goals with the mentee.
- Instructional, assessment, and feedback techniques you will utilize to guide and direct your mentee during the mentorship.
- Remember the PowerPoint is not a paper on slides, the slides should not be so wordy. You can save that for the speaker’s notes.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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Introduction:
In this assignment, we are tasked with designing a mentoring program for a novice faculty or nurse in our setting. Our program will include elements of teaching and instruction, such as feedback and assessment techniques. In this PowerPoint, we will discuss the purpose of mentoring, the stages and timeline of the program, goals with the mentee, and the instructional, assessment, and feedback techniques we will use.
1. A description of your purpose for mentoring, including why the mentoring relationship is relevant to your setting and the roles of the mentor and mentee.
The purpose of mentoring is to support and guide a novice faculty or nurse in the development of their skills and knowledge. This relationship is relevant to our setting because it allows for the transfer of knowledge and expertise between experienced and novice professionals. The mentor’s role is to provide guidance, support, and feedback to the mentee, while the mentee’s role is to be open to learning, receptive to feedback, and committed to their own professional development.
2. Stages of the mentor relationships and timeline for your program.
Our mentoring program will consist of four stages: orientation, goal setting, skill building, and evaluation. The timeline for our program will be six months, with each stage lasting approximately two months.
3. Short- and long-term goals with the mentee.
Our short-term goals with the mentee will include developing competencies in their role, improving their decision-making skills, and building their confidence. Our long-term goals will include ongoing professional development, leadership development, and contributing to the advancement of the field.
4. Instructional, assessment, and feedback techniques you will utilize to guide and direct your mentee during the mentorship.
We will use a combination of instructional, assessment, and feedback techniques to guide and direct our mentee during the mentorship. Instructional techniques will include observations, modeling, and coaching. Assessment techniques will include self-assessments, peer evaluations, and competency assessments. Feedback techniques will include constructive criticism, positive reinforcement, and goal-oriented feedback. We will also use reflective practice to encourage the mentee to think critically about their own development.
Conclusion:
In conclusion, our mentoring program will provide support and guidance to a novice faculty or nurse in our setting. Our program will consist of four stages and have short- and long-term goals for the mentee. We will use a variety of teaching and assessment techniques to guide and direct our mentee, including constructive feedback and reflective practice.
