Induction Pack Resource and its Development

Question: Evaluate induction pack as a resource for use in operating theatre which enhance learning? Answer: Introduction: The current study refers to the induction task pack as a resource to utilize in the operation theatre to enhance learning. Aligning this resource to the mentorship practices in the nursing care can ensure an effective learning of the new Registered Nurses (RN) and develop their efficiencies. It is as per the view of Gyori (2012), stating that learning and mentorship are very closely related and without an efficient integration of these two effective learning is not possible. This essay relates the two domains of Establishing effective working relationships and Facilitating learning with the induction pack resource. Induction Pack Resource and its Development: The induction pack considered as a resource for mentorship and learning here, is highly effective in assisting the learning of new workers. As conveyed by Burns (2009), the induction pack consist of the names and roles of the team members, purpose of the team, health and safety, team philosophy, orientation of placement, relevant paperwork and a brief community profile. As per the Nursing and Midwifery Council (NMC) standard to support learning and practice, the first two domains are selected to be implemented in this induction pack for the nursing students and mentors. The induction pack needs to include well-planned activities that efficiently welcome the new nurses. It must provide a strong introduction of the organization to the nursing students highlighting the values and principles of work over there. As believed by Mabbot (2013), it is highly essential to develop a similar value and principle among the workers in alignment to the organization. Especially in healthcare organizations, the nurses need to develop a strong ethical and sensitive approach to the nursing practice. The induction pack is developed keeping in mind the idea to present an insight of the job of all members in the healthcare setting to the nursing students so that they can execute a standard collaborative nursing practice. The induction pack also clarifies the mentor and settings expectations from the students. It also needs to present an impression that the setting is interested in the personal preferences of the students to provide them with the relevant learning support. It helps in developing a close informal relationship among the students and their mentors, which benefits in learning facilitation (Mattsson et al. 2014). Benefits of the resource and challenges to its implementation: The induction pack is a resource that the nursing students will encounter directly on their admission or joining. The first encounter is expected to have a marked impression on the fresh minds of the students, as they stay in a state of high willingness toward learning. As per the view of Chambers et al. (2013), the students learn more effectively out of their own interest than due to the need to learn. The induction pack will hit the students at a time when they are in a state of interest to learn about the place they will work, their work details and help them to identify the skills they possess and the ones they need to develop. Accordingly, the students can be driven towards developing relevant talents to enhance their efficiency. It will not only facilitate learning but also develop an effective working relationship among the people at workplace (Parkin, 2010). The induction pack is aimed at the Operation Theatre (OT) nurses. Therefore, it involves mentors with high efficiency in technical skills and programs involving small group projects. The technically qualified mentors can assess the nurses efficiently thereby advise and support them as per need. The short group project programs are efficient in developing team-working efficiency in the nurses, which is a vital criterion for effective nursing practice in the OT (Thomas, 2012). However, the resource may face challenges as correctness and accuracy in assessment of nurses. The program implementation can face resistance from the nurses in the aspect that based on own expertise, the nurses interest and views may clash among the team. Another major challenge is the high expense requirement for implementing this pack, which the organization has to bear. Enhancement of teaching, learning and assessment in nursing practice by this resource: The induction pack resource clarifies the organization goals and principles of nursing practice. It provides a clear picture to the students about their role in the work, the efficiencies and responsibilities expected from them. The programs of learning style assessment enables the students and mentors to identify the preferred learning style of the individual students, based on which, they are categorized and provided relevant support and development training. As put forward by Satoh and Nakano (2013), it helps in the fast and effective learning process. The mentors also find assistance in teaching and assessing the students by the development of a close informal and strong bonding with the students. Reflection of the mentors interest in an individual students preference for learning generates a sense of commitment and interest towards learning among the students (Sharples, 2009). The mentor can utilize this to drive the development of a collaborative and coordinative atmosphere and relationship among the workers. The OT nurses need to have a high level of coordinating and cooperative skills that can be achieved through this resource. Justification in relation to learning theory and current evidence informing mentoring and assessing: As per the viewpoint of Kilgallon and Thompson (2012), the Honey and Mumford Learning style is the most eminent and widely used in most of the learning places. It categorizes the participants into 4 categories as per their preferred learning styles. Those interested in practical hands on experiences are termed Activists. Those who observe and evaluate incidents to learn from them are the Reflectors. The people who learn through problem solving by taking a logical, systematic and analytical approach are the Theorists. The students interested in experimenting and watching the application in practice are the pragmatists. Presenting the benefits of learning draws them towards the learning process (Billings and Halstead, 2012). The Honey and Mumford learning style seems to work efficiently in informing the mentors about the preferred learning styles of the students through a learning style questionnaire. The questions are set in a manner that reflects the students preference. Abdollahimohammad and Ja'afar (2014) highlighted that identifying the students preference and providing the relevant kind of support to the relevant student helps in attaining the development of higher level of efficiency in lesser time with optimum resource utilization. The effectiveness of the learning process can be assessed against the level of skill or talent efficiency of the student before commencing the learning process. Measuring and observing the students capability of delivering relevant medications and nursing care to the OT patients, coordination with the surgical team and ability to take on-spot decision in case of emergencies, which is common in OT are eminent markers of the development of the student through the learning process (Baumann, 2011). However, in many cases it is seen that some students changes their preference on realization of their efficiency of learning through some other style. Thus, the pack needs to include a program at the ending session where the students are shuffled among the groups. Conclusion: This study dealing with the effective learning and mentorship process at a nursing care setting for the new nursing students clearly highlights the significance of developing cooperative and coordinating talent in the nurses to work efficiently at the OT. The Honey and Mumford Learning style is effective in guiding the mentors to provide relevant learning support to the students through implementing the induction pack resource. The resource although faces some challenges as issue of high expenditure yet seems highly effective in facilitating learning and workplace relationship development. References Abdollahimohammad, A. and Ja'afar, R. (2014). Learning Style Scales: a valid and reliable questionnaire. Journal of Educational Evaluation for Health Professions, 11, p.22. Baumann, S. (2011). Learning as an Acquisition-Process in Healthcare and Nursing Education. Nursing Science Quarterly, 24(1), pp.64-65. Billings, D. and Halstead, J. (2012). Teaching in nursing. St. Louis, Mo.: Elsevier/Saunders. Burns, I. (2009). Easing the transition: preparing nursing students for practice. Nursing Management, 16(6), pp.20-21. Chambers, D., Thiektter, A. and Chambers, L. (2013). 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