Observational to occur. Role models with a high

Observational learning could also inhibit me in a clinical environment depending on my mentor’s attributes. Bastable et al. (2011) states that attentional phase is the first stage of observational learning that is necessary for any learning to occur. Role models with a high status or more respectable attributes are more likely to be observed which makes it critical for mentors to be interactive as much as possible during placement. Bastable et al. (2011) mentions a second stage called the retention phase, a third stage called the reproductive phase and a four stage called the motivational phase. This way of learning requires attention to my social environment, the behaviour I have to perform, and myself as the individual learner. As an individual learner if I were to select a positive nurse mentor as a role model I would be able to manage my attitude, emotions, and actions. For an individual learner that chooses negative role models they would retain the unhealthy and destructive behaviours which is why it is important for healthcare professionals to promote a positive work environment. By figuring out my learning style I’m able to explain to others how I educate myself and can apply to my lifelong learning.  Evidence-based practice is the basis of what a nurse follows and uses in their profession. It allows nurses to advocate their practice and should be a necessity for them. It strives away from delivering care according to tradition and past practice and moves towards making use of evidence and research. Several factors have built an importance for nursing to use evidence-based practice in current health policy as a means of carrying effective and adequate health care. The first circumstance is the priority placed on evidence-based practice in current health policy as a means of delivering effective and efficient health care (Tod et al, 2013). With these current policies put in place, nurses must uphold them and apply it to their care in order for it to beneficial to the patient. The second factor is that some information shows that other clinical and managerial health professions are becoming more proficient at using evidence when it comes to decision-making than nurses (Tod et al, 2013). As a nursing student I must not allow myself to fall behind on the evidence-based research pertaining to my profession. If this happens to be the case, I might find myself isolated and powerless if I fail to merge evidence-based skills into my practice. There are different viewpoints which side away from evidence-based practice. Evidence-based practice as a policy initiative has been open to criticism. There has been an allegation that it is only a tool to assist the progress of healthcare rationing and the control of healthcare professionals (Tod et al, 2013). Other issues are how evidence is decided by the stakeholders in the health service, the context of the evidence and the different agendas in support of its application (Todd et al, 2013). As a student nurse there can also be issues that personally might affect me in regards to evidence-based practice. These issues relate to my knowledge, workload, access to resources and capability to apply research findings (Todd et al, 2013). This is just one of many instances where evidence-based research can affect my lifelong learning. A further issue that may arise for myself is that nurses do not always appear to learn from their clinical experience (Tod et al, 2013).  Reasons for this may be because of insufficient time and resources, lack of research skills, or lack of clinically relevant research.