The modern world and the clinical field are both evolving quickly, necessitating a thorough analysis of skill development and effective learning leadership. According to Lestari et al. (2021), it is necessary to increase participation and utilize the knowledge of health professionals to add value to the industry. Preceptor or mentorship needs to be examined in the industry by identifying the difficulties with skill development in Singapore’s public healthcare system and putting a focus on effective leadership. However, the integration of public insurance systems like MediShield has a significant impact on the processing of treatments and financial approaches in the country (Singapore. Commonwealthfund.org. (2022). On the other hand, as the global healthcare system is transforming through new policies and organizational developments focusing on effective service development, building effective mentorship signifies the systematic approach toward learning of the students in the clinical sector. Segregating the different professions and areas of activities like nursing or other medical practitioner, preceptors are meant to create value in the workplace. Focusing on the clinical learning environment (CLE), the universal healthcare system of Singapore refers to creating a leading healthcare system in the world. The two-tier operational aspects of the healthcare system of the country signify the governmental approaches as well as integration of the private healthcare ecosystem to enhance the effectiveness. As the healthcare staff like mentors in the healthcare teaching, individual skills in healthcare and evaluation of learning approaches are crucially important to develop a higher degree of accountability in the public healthcare environment.

To increase the efficacy of strategic approaches to mentorship in the sector, however, learning and teaching through mentoring in the sector call for a thorough assessment of the current situation in CLE (Sph.nus.edu.sg. (2022). This essay focuses on the evaluation of effective mentorship practices in the clinical sector of the country by assessing the practical environment and potential of learning for healthcare professionals. On the other hand, the systematic approach to assessing the roles and strategic approaches of mentorship in a clinical learning environment has the potential to focus on a wide range of learning perspectives. The incorporation of theoretical frameworks and evidential data in this study signifies a higher degree of credibility and authenticity in developing an in-depth understanding and knowledge of the subject. However, effective mentorship can improve the teaching methods that can improve employee engagement and service quality, both of which are crucial in this period of change, by evaluating the learning goals and procedures through a systematic approach to skills development in clinical mentorship.

Discussion on the role of preceptor or mentor by identifying the essential qualities

Effective mentorship in Singapore’s clinical sector demands an in-depth understanding of the clinical learning environment to evaluate the difficulties and potential consequences. However, in the field, the mentors’ or preceptors’ primary responsibility is to evaluate the abilities and areas that need improvement for healthcare professionals like nurses. The mentors need to focus on different stages of earning among the target professionals which can support the mentor to acquire knowledge on the ongoing skills development practices (Wong et al. 2018). On the other hand, the relationship with the mentee is another crucial factor in the CLE which allows the mentors to influence the healthcare professionals positively to build a higher degree of engagement in the workplace. For example, one of the largest public hospitals in Singapore, Tan Tock Seng Hospital signifies a wide range of healthcare services by creating integrity and a higher degree of accountability among the healthcare staff like nurses and doctors. On the other hand, creating an in-depth knowledge of the Code of Ethics and Professional Conducts for the healthcare staff is another significant role of the mentors and preceptors in this changing organizational scenario. Apart from that, emphasis on the Standards for Clinical Nurse Education suggests the importance of enhancing accountability among healthcare professionals to develop an overall service improvement to enhance the value.

Evaluation of the Regional Health System (RHS) is significantly required through critically assessing the policy implementations by the Ministry of Health of Singapore. This factor can essentially create value in clinical learning by focusing on the overall network of the healthcare system in the country. The results of mentorship programs in the clinical field, however, indicate a wide range of activities and evaluations that might add value through the efficient training of medical specialists. Mentors can have an impact on learning outcomes and overall organizational culture in the public healthcare system by evaluating excellent leadership to foster conflict management and inspire the students (Goh et al. 2019). As the Singaporean healthcare system is a combination of governmental and private healthcare organizations to create universal healthcare coverage, assessing the overall learning and teaching environment based on the resources is important for the preceptors. Apart from that, creating an effective interpersonal relationship with the mentees and evaluating emotional intelligence and learning styles are significantly important for the mentors. However, the incorporation of a wide range of theoretical and psychological approaches in understanding individual behavioral and learning characteristics allows the mentors to create a strategic approach to mentoring effectively.

Identification of the learning styles for learning, teaching, and assessment in the clinical learning environment

The efficiency of teaching is increased by the mentor being able to grasp the individual preferences in learning of the students through assessment during the orientation and interview. Effective mentorship signifies the importance of understanding the learning styles of individual learners. In a clinical learning environment (CLE), the assessment of emotional intelligence and behavioral attitudes of the learners is crucially important along with skills development. This factor leads to identifying the learning styles of individual professionals by enhancing the potential for skills development and implementation in healthcare practices. To effectively acquire knowledge in the subject and apply it to their future employment, students who are transitioning toward beginning professional practices in nursing, for instance, must concentrate on their effective learning methods, such as reading, writing, or experiential learning. Along with that, it’s crucial to recognize each person’s unique learning preferences and incorporate tools like the Myers-Briggs Type Indicator (MBTI) and emotional intelligence (Brookings.edu. 2022). However, the VARK model denotes four distinct learning styles that can help analyze nursing students’ learning preferences and effective teaching strategies through efficient mentorship in the clinical learning setting (L’Ecuyer, 2019). On the other hand, focusing on interpersonal communication based on cognitive, behavioral, and affective aspects of the individual learners allows the mentors or preceptors to develop credible approaches to teaching and guiding the learners in the clinical or medical profession.

Visual learners

The students who have a dominating preference for visual learning focus on information acquisition through visual tools like illustrations, diagrams, charts, or videos. According to Griffiths et al. (2022), mentors need to identify this learning style to develop an effective strategy for teaching which incorporates a large number of these visual tools. However, preclinical medical students are required to acquire a wide range of information on healthcare which signifies the incorporation of the visual learning process supported by the preceptors or mentors in the clinical learning environment.

Aural learners

This learning style signifies the information collection by an individual through hearing information. Class lectures are a significant example of this learning approach and in clinical sectors, this incorporates a wide range of assessments through incorporating learning module audios and other auditory resources. However, identification of this learning style among the clinical students allows the mentors to design the learning modules based on the auditory preferences of the specific students.

Reading or writing learners

Students who prefer learning through reading and writing signify to gather a large number of information in the clinical sectors. Opined by Liang, Ooi, & Wang, (2020), by identifying this dominant learning style among preclinical students or nurses, mentors can modify, develop, and create effective teaching approaches that can enhance the knowledge and understanding of the learners effectively. For example, encouraging to development of research skills among the nurses is highly dependent on this learning style which the mentors assess more effectively by identifying this learning approach among specific individuals or groups.

Kinesthetic learners

Kinesthetic learning style signifies the learning approach of experiencing an activity by doing or touching. The hands-on experiences in the clinical learning environment for some learners allow them to create knowledge and skills effectively. To evaluate the teaching and guided techniques based on activities in the healthcare setting, preceptors must evaluate this learning style (Burton, van de Mortel, & Kain, 2021). On the other hand, this allows the students to acquire in-depth knowledge of the associated concepts or healthcare service approaches through different learning experiences.

Discussions on learning theories linked with the clinical sector

The mentors can assess the most effective strategies for working with nurses and other healthcare professionals through the planning and evaluation of the curriculum and learning outcomes. To evaluate the instructional strategies that can benefit students’ overall life experiences, it is vital to emphasize the problem-centric approach in the CLE. The learning theories focused on a wide range of prospects like learning styles, emotional intelligence (EQ), or behavioral approaches of the learners. On the other hand, defining the learning goals in the clinical sector by assessing the requirement in this changing organizational scenario is important (Ardenghi et al. 2022). Preceptors and mentors can create useful learning modules for the students in Singapore’s clinical sector by defining the distinctive pedagogical approaches in that setting and analyzing the country’s universal healthcare system with a mixed financing approach (Cti.kwsh.org.sg. 2022). However, Singapore Medical Council is effectively emphasizing integrating the theoretical approaches through individual assessment of the learners in different segments of the healthcare system of the country. Defying the principal constructs of each learning theory and differentiating the approaches allows the mentors in the field to assess the teaching process through the psychological learning prospects of the learners.

Behaviourist Learning Theory in Nursing

Theoretical frameworks allow the mentors to focus on psychological learning related to the process of learning through stimuli and responses which are bolstered by constructive criticism of the beliefs and actions of the healthcare staff. The behaviorist theoretical approach signifies learning by observing the behaviors of colleagues and associated people which can enhance the knowledge and understanding in a particular learning environment. According to Wong & Bressington, (2021), in nursing, the behaviorist theory of learning allows for creating an effective relationship between the mentor and mentee by enforcing positive behavior in the workplace by acknowledging and regarding. The behaviorist theory of learning is crucial to identifying the changes and incorporating them into learning as the clinical sector is evolving quickly in Singapore due to enormous changes in healthcare services and customer-centric policy developments by technological advancements with rapid changes in consumer behavior.

Cognitive Learning Theory in Nursing

This psychological learning theory’s foundational section focuses on the mental or cognitive process of comprehending the implications of the information. Cognitive learning theory refers to the personal approaches to information processing for developing knowledge and skills without external reinforcements. However, in the universal healthcare system of Singapore, this learning theory signifies the importance of self-assessment of the healthcare professionals guided by mentors or preceptors in the clinical learning environment. However, creating an effective learning environment through the leadership of the mentors allows the healthcare professionals like nurses to evaluate their skills like empathy and systematic healthcare approaches toward a diverse range of patients. Incorporated with the individual’s dominant learning styles, this theory signifies the importance of watching, listening, or experiencing knowledge and information to enhance the skills development process by the nurses.

Significance of the clinical learning environment

It is possible to construct an efficient action plan that will improve the effectiveness and efficiency of the entire learning process for nursing students based on the long-term, short-term, and medium-term learning and skill development goals. In this changing healthcare system of Singapore, an effective clinical learning environment (CLE) signifies a wide range of perspectives through a systematic approach of mentorship and curriculum design. However, incorporating goals through Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) approaches allows the learners as well as mentors to evaluate the entire learning process systematically and effectively (Dugué, Sirost, & Roseville, 2021). For healthcare workers to deliver services more effectively, clinical learning is crucial to the development of the necessary skills and knowledge. The time-bound action plan for learning and honing nursing skills is crucially important in the changing healthcare approaches which can be assessed by the mentors or preceptors systematically. On the other hand, this systematic approach has the potential to design the curriculum and training for healthcare students to create value in the overall organization. Aligning the learning objectives with the organizational changes and overall changes in the healthcare system is important to evaluate by the mentors to create a broader impact in the sector.

Critical assessment for promoting learning practice

This skills development strategy can give nurses the ability to keep excellent records related to patient care and contact with healthcare organizations because accuracy and convenience are crucial components of the healthcare system. However, by effectively identifying the obstacles and difficulties in healthcare techniques, accurate record-keeping is crucial to enhancing service quality. However, record-keeping requires a wide systematic approach through the identification of the transactions to communicating with the stakeholders. On the other hand, processes like preparing health reports and treatment design plans are also important in record-keeping for nurses (Khan, Tarling, & Calder, 2019). A two-way feedback system between the mentor and the students is also essential for effective mentoring in the clinical field. The assessment and feedback session schedule essentially promotes a methodical approach to communication, which is crucial for effective mentoring. Focusing on formative assessment as the mid-term scenario of learning and summative assessment as the final approach allows the mentor to understand the learning status of the individuals (Thupayagale‐Tshweneagae et al. 2020). This assessment can significantly create an overall understanding of the learning objectives and outcomes which can lead to a higher degree of knowledge development for the learners as well as the meteors.

Conclusion

It is to be concluded that mentors and preceptors are playing a crucial role in this transforming phase of global healthcare development. A universal approach to public healthcare is emphasized in places like Singapore, which calls for the development of effective knowledge and skills among healthcare workers. However, via good leadership and calculated learning decisions, mentors play a critical role in the development of competence among healthcare professionals like nurses (Lim & Noble-Jones, 2018). To increase value among professionals and stakeholders, mentoring methodologies are also evolving in response to the ongoing changes in the healthcare system. Focusing on improving service quality in the public and private sector implementation in the healthcare system of the country, mentors in the contemporary world are emphasizing effective learning theories that address the psychological perspectives of individuals. Incorporation of the learning styles with these theories allows the mentors to determine the effective teaching approaches that can enhance the engagement and skills of the nurses in this changing healthcare environment. However, the incorporation of scientific approaches in the learning and teaching environment in the clinical sector in Singapore possesses a wide range of concerns and factors. These skills are significantly influencing the new service design by creating an overall understanding of the roles and responsibilities of healthcare professionals and enhancing the performance of healthcare services.

Part 2: Reflective Essay

Introduction

According to Tan et al. (2020), identification of the strengths and weaknesses of an individual is crucially important to enhance the learning capabilities in a learning environment. As a healthcare staff, I possess knowledge through my experiential learning and studies of a diverse range of materials. On the other hand, guided by the mentors in the clinical learning environment (CLE), my learning approaches emphasize the changing scenario of the healthcare system to create a significant impact on the service offerings in my professional career. However, a systematic approach in my reflective analysis of my learning from the modules signifies a higher degree of effectiveness in my overall learning process of mentorship in the healthcare system of Singapore (MOH-Singapore. 2022). The incorporation of Borton’s Reflective Learning model allows me to identify and understand a wide range of perspectives on clinical learning and honing skills in this transformational era of healthcare services. On the other hand, structured analytical tools like SWOT analysis allow me to identify my strengths and weaknesses which can influence my learning action plans through developing SMART goals of skills development and learning in my cynical learning environment.

Significance of Borton’s Reflective Learning Model

The clinical learning environment requires a wide range of perspectives on the learning princess which needs to be evaluated effectively. Creating a fair learning environment through an emphasis on the self-awareness of the learners plays a vital role in clinical learning to enhance the efficiency and effectiveness of learning practices (McKinnon, 2016). The contemporary clinical learning environment in the country shows a significant rise in individual assessment to create a better understanding of healthcare services and individual participation in treatment and administrative approaches by healthcare professionals. On the other hand, the strengths like cross-cultural collaborations in the healthcare of Singapore have expanded the scope of learning for the healthcare staff in recent years. However, my skills development process as a healthcare staff significantly focuses on self-awareness and self-reflection to assess the potential and challenges of learning. Developing the teaching approaches and explaining the decisions and actions in a collaborative learning environment is one of the most crucial factors for mentors. Apart from that, preceptorship in the sector is crucial as it focuses on creating an effective learning approach in the transitional period of learning to implement knowledge and skills through healthcare practices. However, mentors and preceptors are influencing learning in the clinical sector by developing a holistic approach to the administrative and technical skills of the nurses in the healthcare system. Reflective learning through Borton’s learning framework focuses on the fundamental questions to reflect on the learning contents as well as procedures through an in-depth assessment. On the other hand, the systematic approach to the three perspectives allows the learners to evaluate the experiences within the clinical learning environment which can develop an effective knowledge and understanding of the learning subjects (Anderson, 2011). I believe that, by defining the roles and responsibilities, this learning model has the potential to identify the potential learning outcomes in a learning environment that can effectively influence my mentees.

Assessments of my clinical learning through implementing Borton’s Reflective Model

What?

I have gone through a wide range of learning experiences in my academic career in nursing which signifies my fundamental evaluation of knowledge and understanding of the subject. Focusing on my basic approach to my nursing studies and training, I allow myself to question my role in the clinical learning environment. This question is significantly influential to acquire new knowledge on a wide range of matters like treatment, communication with the patients, or record-keeping. Developing my knowledge by investigating the problems and potential of learning is essential to creating in-depth knowledge on the purpose and implementation of learning.

So what?

This approach to Borton’s Reflective learning cycle allows me to investigate my learning outcomes on a specific subject and identify the learning strategies effectively. According to Nordquist et al. (2019), identification of the learning potentials and outcomes allows the learners to enhance their level of understanding of the effectiveness of the learning process. I critically evaluate my service experiences in the clinical learning environment effectively allowing me to assess my skills concerning the weaknesses like the ineffective administrative environment of Singapore’s health care system. This factor plays a major role in my strategic approaches to skills and knowledge development in my clinical learning environment effectively. Apart from that, assessing the strengths of the current clinical learning environment through technological developments has created a significant space for new skills developments for healthcare professionals (Haoran, Bazakidi, & Zary, (2019).

What Now?

Identifying the learning potentials and outcomes can lead to enhancing the overall understanding of the learning process as well as skills development through a systematic approach to goal development. I significantly focus on the experiences I have learned in my clinical learning environment and working in the healthcare sector, which allows me to focus on skills development plans by incorporating different goals to guide the healthcare students (Cavert, M. S. (2020). On the other hand, the evaluation of my experiences in the learning modules essentially supports me to define SMART goals of learning and skills development by investigating my previous experiences and defining future learning approaches (Felstead, 2013). Apart from that, assessing the learnings through questioning the situational aspects of the learning environment allows an individual to align with the learning outcomes and objectives which defines the learning process significantly.

Conclusion

Reflective learning allows individuals to assess the overall learning process which can create value in a more in-depth manner. Identifying the fundamental approaches and outcomes of learning through Borton’s Reflective Model of Learning allowed me to understand my learning experiences. The clinical learning environment possesses a wide range of organizational and administrative limitations which needs to be addressed for better learning strategies for healthcare students in nursing. On the other hand, identifying the strengths and weaknesses through self-assessment essentially influences the learning process by incorporating appropriate strategies of learning. It significantly creates adherence in the learning environment by addressing different issues and potential in the overall learning activities and strategy development.

References

Part 1:

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Part 2:

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Appendix

SWOT analysis

Strengths

Improving clinical research infrastructure
Significant improvement in cross-culture collaborations in healthcare
Effective curriculum development and learning assessments for nursing

Weaknesses

Limited administrative capacity and inefficiency in the healthcare system
Scarcity of skilled medical staff in healthcare (Oermann & Shellenbarger, 2020)
Ineffective university-industry connection for placement and skills developments

Opportunities

Significant economic development in the country in recent years
Increasing the budget for talent development in the healthcare system
Technological developments leading to enhance service quality

Threats

Struggle for attracting global funding
Regulatory frameworks in the learning environment due to lack of clarity on new medical science approaches
Higher degree of competition in developing skilled staff compared to global healthcare

mentorship in clinical learning practice

Figure 1: Borton’s Reflective Learning Model

(Source: McKinnon, 2016)