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Running head: LEARN: HOLY CROSS SECONDARY SCHOOL

LEARN: Holy Cross Secondary School

Casey A. Sandy
Trent University
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LEARN: HOLY CROSS SECONDARY SCHOOL

LEARN: Holy Cross Catholic Secondary School

Outside of my clinical session on the morning of Wednesday, October 12th I had the

opportunity to introduce our mentoring program to the students at the school. I came to the

school during this time because all the students involved with the program would be together at

the same time. When I had arrived at the school I got in contact with the preceptor to get ready

for the introductions. The preceptor directed me to the gym, and Mr. B was delivering a

motivational speech to the students. I did not want to interrupt his speech so I waited quietly on

the bench. Mr. B was aware of my presence, and when he was finished he introduced me to talk

to the students. I introduced myself and gave a thorough description of the mentoring program

to the students.

This was a significant event in my clinical placement, because it involved the first contact

with the group in which I will be educating and communicating with this semester. I felt a sense

of pride and anxiousness when getting the opportunity to talk to the students. I had to sell the

program to the students to make sure they were actively interested. I also wanted to ensure that

they completely understood their role in the program and what they needed to accomplish. At

the end of my introduction I made sure to leave it open to any questions or concerns. I thought

that during the introductions the students felt open to the idea on the program. Mr. B was the

program lead for the SEAL program. His motivational speech to the students was a perfect lead

in to my introduction for the program. This is reason why I think the students felt more open and

motivated to start to implement the program.

First impression was a key factor in my first contact with the students. I needed to

establish myself as a trusting honest leader. By establishing a good rapport with the students

from the start would make implementation of the program run smoothly. Sandu et al. (2016)
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conducted a literature review about reciprocity in the professional helping relationship. This

study reviewed eleven papers to conceptualize the components of reciprocity. There were three

themes that arose during the study including: dynamic equilibrium, and shared effect, and

asymmetric alliance.

The first theme in this study Sandu et al, (2016) describe dynamic equilibrium as shared

interaction in which the professional and service user respond to each other mutually. This

dynamic equilibrium helps establish the nurse as helper promoting active guidance. In order to

demonstrate this state of dynamic equilibrium and reciprocity the interactions require a mutual

dependency to meet a shared goal (Sandu et al., 2016). This also includes collaboration in a way

that moves and shifts in tandem (Sandu et al., 2016). The role between caregiver and recipient

should be thought of as mutual dependency. The second component shared effect is described as

a balanced approach to emotional involvement by keeping consideration of ones self as with the

other; but making a succinct sense of self from the others involved at the same time (Sandu et al,

2016). The asymmetric alliance component of reciprocity incorporates an alliance as opposed to

a partnership, due to the fact that one would be a caregiver and the other the recipient.

In the description dynamic equilibrium of the nurse being a helper the study does not

identify ways into which type of helper the nurse should adopt. For example, does a helper in

active guidance involve emotional or supportive roles; perhaps only compliance onto a treatment

regimen. A strength of this concept is that this dynamic equilibrium can be thought of as a give

and take in the relationship. There is constant reassurance back to recipient to ensure that the

goal is mutual and travelling in the correct direction. Also this asymmetric alliance could be

thought by some as a paternalistic relationship. If an individual is not in a partnership than the

unequal relationship will yield an individual with more power over the other or vice versa.
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Establishing the appropriate dynamic relationship is thus a diligent process and should be

handled with care.

When introducing my project to the students for the first time, I have adopted this

dynamic equilibrium of reciprocity. This was established by letting the students know that our

relationship was mutually dependant. The students would be delivering all the mentoring to the

grade nine Jr SEAL students and I would be providing guidance. The desired goal of health

improvement was mutually understood from the beginning and thus could be developed. I have

also learned that there must be a moment of shared effect when delivering health promotion

interventions to the students. If the students cannot be emotionally involved in changing

attitudes or habits it cannot present the potential to change. By having a balanced approach for

emotional involvement it can help with empowerment of the SEAL students.

In addition I have learned that not every student involved will think of this project in the

same way. Some may have had skepticism about the program, but fail to express their feelings

as a group in front of myself and to their peers. At the initial meeting I had made sure to open

for questions and concerns, but not all the problems may have been addressed. The asymmetric

alliance between the group of SEAL students and myself can be positive experience; whereas the

students could rely on support for helping build leadership skills in mentorship.

I will continue to adopt the concept of dynamic equilibrium. By establishing the desired

goal of health promotion using mentorship. This has proved useful in making sure the students

will stay on track with the goal of quality improvement. By establishing an asymmetric alliance

with the students I should get more involved personally with the students in order to reduce

skepticism of the program. This process would have taken more of my allotted time during the

initial visit, but would help me get to know the students more on a personal level. This will
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further motivate the students to be part of the program, and make it run more efficiently. This

could be accomplished by asking personal questions such as: current sport involvement? Team

records? Or what do you do during leisure time? This will continue to build rapport and help

ensure future success of the program.

When utilizing a mentoring program in the future it could be useful to implement the

project with a more vulnerable population, or students not involved in the SEAL program. This

would provide a more diverse population as well as a larger sample group. The outcomes for

both targets groups could be compared to determine deferences in health issues, and to develop

innovative interventions for quality improvement.

References
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Sandhu, S., Arcidiacono, E., Aguglia, E., & Priebe, S. (2015). Reciprocity in therapeutic

relationships: A conceptual review. International Journal Of Mental Health Nursing,

24(6), 460-470. doi:10.1111/inm.12160

LEARN Critical Reflection Feedback Form

Student Name: ________________________ Reflection No: _____

(Clinical Instructor - circle or highlight all that apply)

Stages of Reflection
Critical Level
Not acceptable
exceeds

Look back and Reflection Comprehensive, Articulates and Consistently

elaborate submitted. somewhat able to recollects key captures the
Description of Relevance of discriminate features, including essence and
situation, description unclear. relevant detail. Ideas context, thoughts importance of the
thoughts and Lacks coherence, link together in a and feelings. Clear, experience.
feelings organization and coherent and logical logical flow and Succinct description
clarity way concise of relevant features.
Fluent
comprehensive,
clear and lively

Analysis of Reflection Limited self- Some constructive Consistently

experience, submitted. Lacks awareness. Does not exploration of demonstrates insight
thoughts and self-awareness. consistently show experience, into the situation.
feelings Limited evidence of evidence of analysis thoughts and Frequently asks
analysis in the or of recognizing the feelings. Shows an why?
discussion feelings of others appreciation for how Constructive
self and others felt, exploration of
reasons for this and experiences,
how this influenced thoughts and
the situation feelings. Shows an
appreciation for how
self and others felt,
reasons for this and
how this influenced
the situation

Analysis of Little use of previous Uses some new and Knowledge sources Critically discussed
knowledge knowledge. Very previous knowledge. and their relevance knowledge and
limited reading Limited reading in to the situation literature relevant to
evident range and depth discussed. the situation and
Appropriate range of discusses its
resources application to
practice.
Explores own and
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others assumptions

Analysis of Reflection Implicit evidence of Identifies some Provides explicit

learning submitted. learning only learning implications evidence of learning.
Evidence of None or minimal present for self as learner, Identifies
learning. pearl of evidence of learning nurse or personal implications for self
wisdom and its present self as learner, nurse or
application personal self

Revision and new Reflection Application of new Identifies how this Identifies how this
trial submitted. learning vaguely new insight/learning new insight/learning
Application of new Application of new identified will be used in future will be used in future
learning learning not situations situations. Insight,
demonstrated creativity, problem-
solving and/or
critical thinking

Well done.