IMAGING & ONCOLOGY - Society of Radiographers

In order to complete the action research cycle, a representative sample of clinicalmentors were interviewed in order to explore their own personal experiences of thenewly implemented role. Overall, the feedback relating to the role was positive andthe qualitative comments included:51“I didn’t feel I had a base to start from with regards to mentorship, even though I hadpreviously supported students on the programme.”“I wasn’t aware that I had to facilitate student assessments. I think the day also taughtme to take a step back sometimes with my workforce and let them think thingsthrough for themselves, provide support where required, but facilitate rather thanmicro-manage.”“It’s almost like creating a new sphere of responsibility within your clinical nuclearmedicine department. However, the impact of mentorship on other members ofstaff within your department also needs to be considered, in terms of the overalldepartment dynamics.”“Mentorship is positive and should be promoted. It should be enhanced within aneducational programme and linked to the learning contract that is currently in place onthe course. This will help formalise dates and times of meetings between the menteeand mentor. This will also help to identify any areas of the student’s work that requiresdevelopment and support and praise any aspects of good practice. It should alsoencourage interaction, communication and refl ection on working practice.”The feedback from the interviews was also followed up by a case study review ofa mentorship programme within a nuclear medicine department. A departmentmanager provided an account of the benefi ts of mentorship within nuclear medicine:Case Study: Mentoring in nuclear medicine & PET/CTIn a busy NHS where clinical demand continues to grow at a faster rate than theavailable resources, it is unlikely that Trusts will be able to afford, or be willing tojustify, employing staff where time set aside for mentorship provides a whole orpart of their job plan. Thus time, perhaps one of the most useful tools in this process,may be the most challenging resource to fi nd, and the traditional model of a mentormenteerelationship will need to be adapted.Where possible, opportunity should be provided for the mentor and mentee to worktogether to maximise the benefi ts of this relationship (Figure 3). However, it shouldbe remembered that learning is bi-directional and so although mentorship is primarilydesigned to develop the mentee, both participants should benefi t and, as continuedprofessional development is a requirement for all allied health professionals goingforwards, it would not be unreasonable to expect individuals to contribute some oftheir own time to this process.Figure 3: Example of clinical mentorship in the workplace, working together, the mentor and mentee canshare good practice and develop the clinical service.Therefore, in a busy department where the mentor and mentee may be workingin separate areas, time could still be found during breaks or before and after ashift to discuss work done and learning experiences. To facilitate this arrangement,the mentee could, for example, keep a diary, which would provide a frameworkfor discussion during these meetings. The key to achieving success in this type ofenvironment is to develop and nominate mentors who are committed to teachingand willing to work hard. The reward being not necessarily of fi nancial gain, butrather the knowledge that they have really made a difference by helping anotherprofessional to develop.The future?There may be a requirement for a blended approach of clinical supervisionencapsulating mentorship and preceptorship. This role may require the collaborativeinvolvement of higher education institutes and at UWE, trainee mentors have toattend and complete a Facilitating Learning and Assessment in Practice (FLAP) modulein order to formally assess students in the clinical environment. However, a robustsystem is required in order to audit and assess the mentors within practice. Withinthe nursing profession this is monitored by the Nursing and Midwifery Council andplaces accountability on the clinical mentor to perform their role with an up-to-dateknowledge base and relevant practical skills. The authors advocate a similar systemwithin radiography and nuclear medicine, whereby mentors are formally accountableto the HPC.2010IMAGING &ONCOLOGY