This requires an understanding of the nurse’s skill acquisition and proficiency level (Baltimore, 2004). Applying a model such as the “Drefus Model of Skill Acquisition” offers the instructor a detailed guideline depicting the five levels of proficiency: novice, advanced beginner, competent, proficient, and expert (Baltimore, 2004). As the learners progress from one level to the next, preceptors must adjust their focus and expectations (Baltimore, 2004). Throughout the orientation time period the instructor provides the student with evaluation methods, including what they are doing well and areas for improvement (Melrose et al., 2015). This is known as formative evaluation, and the purpose is to provide feedback that will improve performance. Either at the midpoint or end of the orientation process, the instructor makes a summary of the student’s performance related to completion of required competencies (Melrose et al., 2015). This is known as summative evaluation and the purpose is to determine a grade to assign to the …show more content…
A study by Rowbotham & Owen (2015) claim that effective instructors display the following qualities: approachability, capacity to teach and guide students, ability to evaluate effectively, and someone who is caring and displays a love for teaching. Correspondingly, Rupsience & Paulikiene (2016) suggest that effective mentors possess the following qualities: comprehensive knowledge of the learning process, motivation to inspire students, positive relationship with protégé, experience, and professionalism. From the student perspective, it is not surprizing that learners perceive teachers who demonstrate caring behaviours, who are enthusiastic for their profession, and for teaching as effective instructors (Melrose et al., 2015). Given this extensive list, quality mentors require a distinguished, experienced, and refined