In the following assignment, the author will explore, discuss, reflect, and critically evaluate mentoring in clinical nursing placements. With particular reference to learning disabilities and respite care, the author will examine the needs and benefits of mentoring, as well as the problems and constraints, especially in such a specialist service. The author will explore the field of counseling, examining why it is such an important aspect of the entire field of placement. Once these aspects have been explored, the author will discuss the placement, the problems encountered throughout and ways to resolve them effectively, to ensure that they are reduced and expelled as much as possible. and locations used throughout the mission have been modified to ensure anonymity and maintain confidentiality at all times, while respecting data protection. The concept of mentoring was introduced in the 1970s in America. This system was fully adopted and acquired in the UK as a formal support system in the late 1980s (Learning Disability Practice, 2006, 9, 3, 16-18). At that time, nursing was mostly done by women. It was these women who identified the lack and need for a formal support system within the profession. The role of mentoring has been explored by numerous authors and theorists since its introduction to the nursing profession. In 1982, Zwolski stated that "mentoring is viewed as a broader, longer-term relationship, aimed at guiding the student toward an established place in the profession." This was later supported by Armitage and Burnard in 1991, stating that "a deeper understanding of the role and functions associated with a... middle of paper... achievable". (www.NursingTimes.net 2008) According to the NMC guidelines, Standards to Support Learning and Assessment (2006), all nurses are expected to supervise at least 2 students every 3 years. However, not all nurses have acquired the knowledge, skills and qualities required to become an effective mentor. (NMC 2006). The Royal College of Nursing (RCN) found that the main reason a student gets an inadequate placement is lack of access to mentors, due to illness, annual leave or other reasons. This consequently leads to a lack of consistency when setting objectives, reviewing progress and evaluating learning objectives during the final interview (RCN). Other reasons include understaffing – resulting in overworked staff having no time for students and being left to learn on their own, meaning students are not given the opportunity to learn and broaden their experiences..