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A quiz concerning role modeling for nursing students is presented.

Keith Bradley-Adams has advice for students whose performance is failing to measure up. [ABSTRACT FROM AUTHOR]

The author reflects on an experience they had as a nursing student caring for a confused patient on a night shift. The author describes the abrupt behavior of the nurse mentor and the patient's reaction to it. The author describes approaching the mentor to discuss and resolve the issues that occurred during the shift and agreed that respectful communication was necessary.

Joanne Hardy outlines the basics. [ABSTRACT FROM AUTHOR]

A personal narrative is presented which explores a nursing student's anxiety about giving the oncoming nursing shift handover report for the first time and the role her mentor played in helping her overcome that anxiety.

The article discusses the need for collaboration between nurse educators and mentors to promote success of students. The Nursing and Midwifery Council suggest educators and mentors work together so there is a connection for the student between theory and practice, and so educators maintain a knowledge of the clinical environment. The article also discusses the importance of mentors being offered support from those working in the educational setting.

The article offers guidelines to the qualifications of sign-off mentors in Great Britain. It is stated that the sign-off mentor role is the single biggest change introduced in the Nursing and Midwifery Council's standards. Details regarding the qualifications of sign-off mentors as well as the role of placement providers are elaborated.

The author reflects on the contribution of the learning zone article of the periodical "Nursing Standard" in developing her knowledge on nursing assessment. She stresses the importance of assessment in the clinical practice for nurses, as well as the effect of providing several mentors to student nurses. On the other hand, she mentions that upon reading the learning zone article, she acquired further knowledge of the assessment of learning in clinical practice.

Newham nurse Sekayi Tangayi describes how her former professor inspired her to try to learn new things. She expresses her admiration for Professor Elizabeth Anionwu, a former course lecturer who now heads the Mary Seacole Centre for Nursing Practice. She cites Anionwu's establishment of a sickle cell service for black people in Brent, and the professor's support for black and minority ethnic issues.

The article discusses a study by Swansea University lecturer Thomas Barton that reveals that hierarchical issues affect the doctor-student nurse practitioner relationship during mentoring in Great Britain. The researcher zeroed in on the medical mentors' experience of professional boundary challenges and subsequent social transitions and negotiations on emergent social hierarchies.

An emergency in the delivery room helped student Sally Seaman realise she was unprepared. [ABSTRACT FROM AUTHOR]

The article presents the author's experience in GP surgeries at a large medical center. On her first day at work, the author was escorted by her mentor, an advanced nurse practitioner. She also learned how the records were computerised, which made patients' histories easy to find. The author now loves working in the primary care setting and could not have imagined before this placement exactly what happened in this field. Her experience has been a valuable one as she got a chance to see this side of nursing during her training.

Focuses on the importance of an effective liaison between clinical practice mentors and university staff. Details of the curriculum planning initiative; Tips in making student progress reports more influential; Assessment of the various aspects of problem-solving conversation between teachers and university staff.

Provides tips for success to nurses to get the most from a placement. Consideration of learning as a two-way process between mentor and student; Advantages of talking to patients; Need to learn about drug treatments while caring for the patients.

Relates the author's experience on how Gloria Springer, an ardent and enthusiastic mentor of nursing, influenced her in dealing with psychiatric patients. Lessons learned from Springer about psychiatric nursing; Encouragement of the mentor on the need for nurses to become knowledgeable resources for their patients; Satisfaction felt by the author in the way she handled her psychiatric patients.

The article presents author Daniel Allen's views on nursing. There are no shortcuts to experience, so the Royal College of Nursing, London, England is right to endorse a call for a year's preceptorship for newly qualified nurses. He compares students of nursing with guitarists. Students get mentors now and are steered more effectively through their training, so that when they qualify they are not caught like bedroom guitarists on a stadium stage whenever a custard or cardiac crisis arises.

Comments on the importance of having a mentor. Confusion on the meaning of the word mentor; Ways the author started to have some mentors; Assertion that mentoring relationship should stretch the individual and challenged when necessary.

The article provides advice for mentors working in nursing practice settings. The article outlines reasons for the role of the mentor in the practice setting, including the need for nursing students to learn clinical skills, practice wisdom, and competence and confidence in delivering care. It discusses the responsibility of mentors and the rewards of mentoring.