Preparation for Nursing Mentorship

Preparation for Nursing Mentorship Name: W. Effah Domain 2 of the NMC (2008) Standards for learning and assessment in practice asks mentors to ‘Facilitate learning for a range of students, within a particular area of practice where appropriate, encouraging self-management of learning opportunities and providing support to maximise individual potential.’ Supervision and supporting the learning of student nurses in clinical placement has been the professional obligation and central constituent of Nursing and Midwifery Council (NMC) registered nurses. In this essay many issues are broached, due to the limitations of space and are treated comprehensively. It is anticipated that the reader will appreciate the magnitude of the effort of NMC registered nurses to facilitate the learning of a range of students in clinical practice. The brief of the essay will use the critical and systematic approach to consider how mentors facilitate the learning of a range of students in clinical practice in selecting appropriate learning opportunities to meet individual needs. In addition, it will consider how students can be supported to critically reflect upon their learning experiences in order to enhance future learning. With the relevant literature, it will appraise the learning needs of students and the provision of a wide range of support to maximize the individual potential. The challenges of mentoring students in clinical environment will be also analysed. Finally, all the relevant evidences will be compared and contrasted and own suggestions made with examples in practice where appropriate. The NMC (2008) describes a mentor as a facilitator, an assessor and a supervisor of students in clinical practice. To Stenfors-Hayes T. et al(2011), a mentor is anyone who shares what it means to be a nurse, who can answer questions and give advice and finally one who listens and stimulates reflection. However, from a review of Chandan and Watts(2012) a mentor goes far beyond the description above and not only advises and assesses, but in addition guides and ultimately acts as role model. Due to the wide range of students and the level of knowledge, mentors play an important role in supporting students to learn from the experiences they meet during their clinical placement. Consequently, it is for mentors to select the appropriate learning opportunities that are available and can be utilised by a range of students.(NMC2008) According to Levett-Jones and Bourgeois(2012) it is significant for mentors to know what level the student is early on in the placement to enable them know their level of competence. Hence, Clarke at al( 2002) suggested that, students should be allowed and encouraged to self-evaluate their competence prior to placement. Walsh(2010) added that regardless of the stage or year a student is, they may vary extremely in their levels of competence. In practice there were two students, one straight out of school and another student with care work experience. It is noted that the level of understanding in clinical practice was different. In order to enhance their knowledge two different approaches are needed to mentor them. This was stressed by Walsh(2010)that, the understanding of the students’ level of competence is more vital as they advance in the course of their training as mentors can allocate them to perform more tasks. An important skill for students is self-confidence and students who lack self-confidences as learners hardly discover success. The lack of self-confidence may be due to the lack the opportunities to develop self-direction. (Myers and Anderson,2012). Cash(2011) added that some students are over confident and have flight idea regarding their own levels of competence and a mentor should be wary of that. The role of the mentor is to Garvey et al(2009), the facilitating learners to develop their self confidence, independence and maturity. This is supported by Rogers’ 10 principles of adult learning (1983) cited in Jaques and Salmon(2007), that mentors can facilitate in the learning when they let students participate responsibly in the learning process actively thereby enabling them to build self-confidence. In addition self-initiated learning, independence, creativity, self-reliance, self-criticism and self-evaluation are very important in facilitating the learning of the students. NMC(2008) stated that a conducive learning environment with the appropriate professional and inter professionals, can be valued in a practical way to enhance and support the learning outcomes for students. From the classic surveys in the 1980’s, a dominant factor of the learning environment is the qualified staff as well as the role of a ward manager. Not only do they provide a good learning structure and have an important effect on learning environment but can serve as role-models for clinical practice.(Quinn, 2007) However, Stuart(2007) stated that due to the frequent interactions and activities, the clinical environment is regularly noisy which makes the clinical environment unpredictable and unstable. Stuart(2013) added that most learners will perceive the clinical area as a fear-provoking area which may limit their learning. A study by Phillips(2007) stated that the term â€Å"scary†, â€Å"frightening†, â€Å"terrified† and â€Å"anxious† were used to describe their early days in practice placement. Wilkes (2006) argued that, the abilities, qualities and attitudes of individual mentors are more essential than the learning environment whilst, Quinn (2007) emphasised that students are responsible for their own learning outcomes from an environment and they are not there just to observe. Finally, learners learn in different ways. Individuals will have a dominant learning style, either visual, auditory or kinesthetic. In addition to the dominant learning style, there is often a preferred mix of different learning styles. Research shows that an average of 60-72% of adults are visual learners, 12-18% are auditory learners 18-30% kinaesthetic. It is therefore the role of the mentors to identify the dominant learning style of the students. (Britton , 2010). As 60% of adult learners have preference for visual learning, it means that mentors can support them with flip charts and things they can see. In order to enhance future learning of students in clinical practice, the NMC (2008) standards for learning and assessment require mentors to support students to reflect upon their learning experiences. Howatson-Jones(2013), stressed that it is important for the novice practitioner to develop an understanding of their role and support the learning of new skills by reflection. To do so reflection can occur within the experience or by looking back at the experience. In addition OCarrol and Park(2007), mentioned that, nurses as well students can reflect in different ways at different times. When working with a service user, students can reflect to their mentors on what is happening between them (reflection-in-action). It is also possible to reflect on the same interaction after what has happened (reflection-on-action). For the Gibbs(1988) reflective cycle is to describe what happened, feelings, evaluation, description and action plan. On 5 cue questions, John (1995) cycle enables students to break down their practice and critically reflect on the process and outcomes.(Driscoll,2007) Driscoll’s â€Å"What? model (2000) structured reflection describes the event, an analysis of the event, proposed actions following the event, actioning the new learning from that experience in clinical practice and experience practice environment.(Driscoll,2007) For Walsh(2010), it is important for nurses to adopt the â€Å"action research model† that was originally developed by Kurst Lewin(1946). It is cycle of activities with ongoing evaluation and improvement. The key stages are for nurses to reflect upon what is happening, explain what is happening, carry out a literature research, plan a change, implement it, observe, evaluate its results, amend the plan and repeat the cycle. Hinchliff et al(2008) emphasised that, the core of professional nursing practice is reflection and is a skill that may develop with experience like clinical skills, which needs to be practised and learned. To them critical reflection is looking at the individual clinical practice. It considers how the individual will act in an event and evaluate his performance against what the real situation would have been. Johns(2000) added that the practitioner can see critical reflection as a window where he can focus on his lived experience which can help him to deal with, identify and work to resolve the contradictions in his practice involving what is desirable and actual clinical practice. White et al(2006) is of the view that critical reflection is a process by which practitioners identify the assumptions central to their practice, locate the historical and cultural source of these assumptions, question the meaning of the assumptions and develop alternative ways of acting. On the other hand Hinchliff et al(2008), is of the view that, critical reflection is cognitive, emotional and experiential of assumptions embedded in actions or experience. It is a review and re-evaluation of events and reworking of concepts and practice, based on this evaluation. Subsequently, Driscoll(2007) reinforces this, by emphasising that, critical reflection provides a mechanism for mentors to support and guide students and gives the opportunity to stimulate new ideas and thinking. Therefore the role of the mentor is to provide support for the students to reflect on their practice and to give constructive feed back.(Howatson-Jones, 2013). As advocated by Levett–Jones et al(2009) students on clinical placement are encouraged by the writer and other professionals to critically reflect on their experiences. Students are supported to critically reflect on their practice using any of the reflective models that best suits them and provided with a constructive feedback on their performance. This enhances their personal and clinical development in the delivery of high quality care. According to Walsh(2010), mentors that implement reflection in their practice will be a source of inspiration for student nurses. Furthermore, feedback is part of a valuable learning and is so essential not only for students in practice but also other professionals. It helps the students by offering them a comprehensible direction on how to improve their practice.(Howatson-Jones, 2013) Hinchliff et al(2008) argued that a challenge to critical reflection is that, it is always difficult to analyse ones own event and would benefit from another’s expertise or viewpoint. So it is important for nurses to support students on placement and to critically reflect. OCarrol and Park(2007), is of the view that listening, empathy, assertiveness and managing change are additional skills that are essential for reflection. One of the disadvantages of reflection according to Walsh(2010) is the doubling of staff time and that mentors and students may reflect differently since they are not one and the same person. Furthermore, as mentors assume the role of the expert in demonstrating skills, there is a risk of feeling uncomfortable, thinking their weaknesses may be exposed. However, Howatson-Jones(2013 ), without critical reflection, nurses cannot not deliver high quality care and is a source of inspiration for students in their future clinical practice. Furthermore, when reflection takes place it enables not only the development of knowledge by the student nurses beginning clinical practice but also its articulation by qualified nurses.(Elder et al, 2011) As set by the NMC(2008) code of conduct nurses have a professional duty to facilitate students and others to develop their competence. However, Stuart(2013) stressed that clinical practice assessment is challenging and time consuming and carries with and the burden of responsibility and answerable. In addition, they face the demand of the day-to-day clinical workload with the additional role and obligation as a mentor. Furthermore, some mentors feel not recognised and rewarded for taking additional roles. (Bray and Nettleton, 2007). In Walsh(2010) opinion, mentoring is by no means a one-way-traffic. It brings with it increased professional role, being updated by and learning from the student, developing teaching skills, adding to personal profile and increased self-esteem. Mentors are hesitant to fail students due to the fear of more documentation, the university overturning the fail and dealing with disputes.(Stuart, 2013). Abbot(2009) emphasised that the relationship formed between the mentor and the student may affect the ability to conduct an objective assessment and fail a student. Kinnell and Hughes(2010) added that, the relationship between the student and the mentor to be successful depends on each respecting and understanding the other. For Casey and Clark(2011) the relationship should be a professional one and that there should be clear boundaries from the start of the placement. Mentors, for this purpose, should distinguish their association from that of a friend. By doing this, there would be balance which would give the mentor the opportunity to carry out appropriate evaluation and feedback. Furthermore, mentors should be given support by ward managers and other professionals in mentoring students.(O’Driscoll et al, 2010). This essay has attempted to explore how mentors can facilitate the learning for a range of students, within the writers practice area. In doing so, it is realised that the benefits of mentoring for the mentor, the mentee and the NHS organisation in offering an exceptional opportunities for nurses to influence and build up the practitioners of the future cannot be overemphasized. It is also established that the learning environment is crucial in maximizing the learning of students. Additionally, it is important that students reflect upon their learning experiences in other to recognise their strengths and any areas that need further development. The writer is of the view that the relationship that develops between the mentor in facilitating the learning of a range of students can sometimes become complex. From the writers own experience, it is therefore necessary that the mentor by offering support should set out the ground rules initially and should be objective and disciplined. Ultimately, mentors should exercise caution when establishing relationship with students otherwise the final assessment can be subjective. Word count 2167 Reference: Abbott H. (2009) The experiences and challenges of mentorship in clinical practice in pre-registration education, Technic: The Journal of Operating Department Practice, 5 pp.9-13. Bray, L. and Nettleton, P. (2007) ‘Assessor or mentor? Role confusion in professional education’. Nurse Education Today 27(8), pp. 848–855. Britton, J. J. (2010) Effective group coaching: Tried and tested tools and resources for optimum couching results. Ontario: John Wily Sons. 4. Burton, R., Ormrod, G. and Holland, K. (2011) Nursing: transition to professional practice. Oxford: Oxford University Press. Casey, D. C. and Clark, L. (2011) ‘Roles and responsibilities of the student nurse mentor: an update’ British Journal of Nursing 20 (15) pp.933-937 6. Cash, R. M. (2011) Advancing differentiation: Thinking and learning for the 21st Century. Minneapolis: Free Spirit Publishing Chandan, M. and Watts, C. (2012). Mentoring and pre-registration nurse education. The Willis Commission, Technical Paper 4. London. RCN. [Online]. Available at: http://www.williscommission.org.uk/_data/assets/pdf_file/0009/479934/Mentoring_and_pre-registration_nurse_education.pdf (Accessed 17 March 2014). Clarke, D., Davies, J., and McNee. P.(2002). The case for a children’s nursing skills laboratory. Padiatric Nursing, 14(7), pp.36-39. Cook, M. and Hyrkà ¤s, K. (2010) â€Å"Interprofessional and team working Issue†. Journal of Nursing Management Volume 18, Issue 3 April 2010. Oxford: John Wiley Sons Ltd Creed F. and Spiers C. (2010) Care of the acutely Ill adult: an essential guide for nurses. Oxford : Oxford University Press. 11. Driscoll, J.(2007) Practising clinical supervision: A reflective approach for healthcare professionals. 2nd edn. Oxford: Balliere Tindal Publishers. Garvey, R., Stokes, P. and Megginson, D.(2009) Coaching and mentoring: theory and practice. London: Sage Publications. Jaques, D. and Salmon, G.(2007). Learning in groups: A handbook for face-to-face and online environments. 4th edn. Oxon: Routledge Kinnell, D. and Hughes, P.( 2010) Mentoring nursing and healthcare students. London: Sage Publications. Levett-Jones, T. and Lathlean, J.(2009)†The Ascent to Competence Conceptual Framework: an outcome of a study of belongingness†. Journal of Clinical Nursing 18. pp. 2870–2879. Levett-Jones, T., and Bourgeois, S.(2009) The clinical placement: A nursing survival guide. 2nd edn. Oxford: Balliere Tindal Publishers. McKenzie, K. (2004) Mentoring: it’s a two-way street. RCM-Midwives Journal. 7 (12), 526-528. Midgley, K. (2006) Pre-registration student nurses’ perception of the hospital learning environment during clinical placements. Nurse Education Today, 26 (4), 338-345. Moscaritolo, L.M. (2009) Interventional strategies to decrease nursing student anxiety in the clinical learning environment. The Journal of Nursing Education. 48 (1). pp.17-23. Myers, S. and Anderson, C.(2012) Dimensions in mentoring: A continuum of practice from beginning teachers to teacher leaders. Rotterdam: Sense Publishers Nursing and Midwifery Council (2008) Standards to support learning and assessment in practice: NMC Standards for mentors, practice teachers and teachers. 2nd edn. London: Nursing and Midwifery Council. O’Driscoll, M.F., Allan, H.T. and Smith, P.A. (2010) ‘Still looking for leadership – Who is responsible for student nurses’ learning in practice?’ Nurse Education Today 30 pp. 212–217. Ousey, K. (2009) ‘Socialization of student nurses: the role of the mentor’, Learning in Health and Social Care, 8, pp.175-184. Phillips, B. (2007) Nursing care and understanding the experiences of others: a Gadamerian perspective. Nursing Inquiry 2007 14(1), 89–94 Price, B. (2007) Developing skills for practice. (Course study guide). Milton Keynes :The Open University Quinn F. M., and Hughes, S. J. (2007) Quinns principles and practice of nurse education: 5th edn. Andover: Nelson Thornes Limited. Rogers, C.(1983), (cited in Jaques, D. and Salmon, G., 2007) Freedom to learn for the 80. New York: Merrill Wright Stenfors-Hayes, T., Hult, H., and Dahlgren, L. O.(2011) â€Å"What does it mean to be a mentor in medical education?† Medical Teacher 2011, Vol. 33, No. 8 , pp. e423-e428 Stuart, C. C.(2013) Mentoring, learning and assessment in clinical Practice. 3rd edn. London: Churchill Livingstone Stuart, C.C. (2007) Assessment, supervision and support in clinical practice: A guide for nurses, midwives and other health professionals. 2nd edn. London: Churchill Livingstone. 31. Walsh, D. (2010) The nurse mentors handbook: supporting students in clinical practice. Maidenhead: Open University Press Wilkes, Z. (2006)The student-mentor relationship: a review of the literature. Nursing Stand 20 (37): 42–7

Reincarnation :: essays research papers fc

Reincarnation Synopsis Reincarnation is the embodiment in flesh or human form of the soul of a person now dead. Reincarnation is the belief that the soul survives after death and is reborn in the body of another person of some other living thing. This concept is called Transmigration of the Soul. Different religions from different countries have different beliefs of reincarnation. According to the Law of Karma, after death the soul is capable of passing to another body. The new body in which the soul is said to be reincarnated may be human, animal, plant or inanimate. According to the Hindu’s a good man may be reborn into a higher caste or perhaps even a god, were a lesser man becomes an insect or a worm. Cases One of the best documented cases is that of a young Indian girl named Shanti Devi living in Delhi (born 1926) who at the age of three began to recall details of a former life in the town of Mutta eighty miles away. She said she had married a cloth merchant, given birth to a son and died ten years later. Her claims continued and when she was nine years old her family wrote to her claimed husband who visited her home unannounced and was immediately recognized by Shanti Devi. A committee was set up to witness her visit to Mutta and testified the fact that she did recognize other relatives, knew the way to her former house, which she recognized and in fact revealed that money had been hidden in the house. The hiding place was found and her former husband admitted he had removed the money. The Pollock family is another well recognized case is that of the two little girls of the Pollock family who were killed by a run- away car in the town of Hexham in Northumberland. Twin girls born two years later to the same parents claimed dolls of the former children as their own. One said â€Å"That’s my Mary.’† The other girl said, â€Å"That’s my dolly that we had a long time ago†! Investigations Dr Ian Stevenson of the University of Virginia has spent thirty years investigation of reincarnation. His strongest cases are based on children with pre-natural memories that can be verified often in considerable detail and in circumstances that made it highly unlikely that the children would have searched the information. Other evidence that match marks on previous suspected incarnations particularly where they might relate to the death of the former individual, for example where the reincarnation of a gunshot victim has birthmarks which match the entry holes of the bullets in the victim.

Ethical Issues in Human Relations counseling Essay

Ethical actions at all levels of human operations [personal or corporate] form the main basement of higher productivity and progress in the society. Kidder points out that the demand for ethical actions has intensified with time as more people become aware of their rights thereby increasing the overall pressure especially to respective authorities in demand for justice (2003, 58-60). Researchers indicate that though cases of unethical professional acts have been increasing with time, over 98%of perpetrators have full knowledge on the same ideologies and principles considerations. According to Cohen, professionals have one of the most important roles of adhering to the demands and requirements of ethics in their duties at all times (1998, 150-155). Understanding of this theory therefore forms the basis of making the correct decisions in resolving different cases and dilemmas that face them in their daily chores. Cohen explains that the theory requires the professionals to assume actions that only result to the greatest good and to the largest number of people at any instance (1998, 175-178). To add to that, it anchors the ability to effectively analyze prevailing situations and prediction of the expected consequences to infer the best decisions. To add to that, the professionals are able to compare their situations with others related cases that took place previously to make up the best decisions in their areas of work. Such comparisons act as major facets upon which the professionals base their calls for change to infer improvements in their areas of work. Taking into consideration that professionals are relied on by other junior staff and the public for guidance, it becomes possible to uphold the rights of all the respective parties without inferring any sense of sabotage. Under the modern system of globalism and fast dynamism in consumerism, the theory would bring out the need for new inclusive decision making systems that incorporates all the people at different levels for acceptance of the decisions made to enhance their further applicability. Professional ethics is a term used to denote the moral issues and obligations that arise from professional specialization and higher levels of knowledge as compared to the rest of the public and/ or the junior staff. As a result many of the scholars tend to define and specify professional ethics on the basis of what they are required to do as opposed to what the concept is really about. Firstly, they are expected to hold professional respect to their clients and their duties at all times through the principle of responsibility. This is generally emphasized because professionals are capable of exploiting their authority and status at the expense of their clients. This notion has often led to the question of the extent to which the professionals should be held accountable for their actions, a notion that has led to major quagmires in the market place. Professional ethics therefore demands operations that are based on true conscience that is not undermined by any commercial underpinning to sabotage the respect and integrity of the clients (American Psychological Association, 2001, 35-37). Kidder (2003, 78-79) explains that professional ethics demand operations within the professional guidelines, seeking the highest possible returns and advice and honesty to the clients. As indicated earlier, professionals hold the helm of national and global development in that they guide their clients on how to progress with different projects. It is therefore considered that failure to effectively give the correct guidance is a direct injustice to the client and the nation in general. To ensure that the professional ethics are adhered to by different professionals, regulatory bodies like engineering society, medical societies and auditors fraternity among others that draw codes of ethics expected for their specialists and address their clients complaints are formed. As indicated earlier, professionals are entrusted with variant responsibilities that demands them to act responsibly even without supervision. In criminal justice, judges have the moral and ethical obligation to ensure that the complainant get the necessary justice while convicted victim get a fair judgment depending with the offenses made. In such cases, the judges should understand that their judgments have further ethical implications to the whole community. To add to that, human resources managers have the ethical responsibilities of ensuring that staff and workers have the correct working environment. Besides, they also have the moral obligations of ensuring that their staff is remunerated appropriately not just as per the law demands, but on their work, motivation considerations and the overall returns of the company. In addition, accountants have the direct moral obligations to give the correct status of a company even if it is making losses as opposed to the general temptations to cover up the problems. This usually leads to to reluctance in addressing the main problem and therefore precipitates to later collapse of the company as it happened with Enron Company (Marianne, 2006, 54-59). Counselors have at times fallen into major temptations to operate against their professional ethics in the course of their duties. Most of them indicate that the main cause for their temptations has been corruption especially by the wealthy individuals who lure them to compromising their decisions (Peterson, 1992, 65-67). Being advanced in form of bribery, unprincipled counselors easily overlook different cases and aspects that could have warranted greater considerations. Besides, they may also be tempted to act less ethically when the end appears highly uncertain and perhaps threatening to them. Cases of life threats that are either directed to counselors and/ or their families may make them to withdraw from such cases or act directly different from what they are expected to. Finally, where there is no goodwill from the clients, the counselors may equally loose the drive to effectively operate ethically in dispose their duties. Though some researchers have indicated their support for to such responses, the notion is indeed very wrong in that counselors should lead in analysis of such situations under the ethical theories and take the best possible courses of actions that lead top the highest good. Presently, there are major cases and issues that face professionals in their different areas of operations that demand careful addressing for ethical progression. If I am faced with such a situation where responsibilities are not immediately clear, I would exploit the following avenues. To begin with, I would seek advice of a friend who has been in the field for a longer time than I and therefore most probably have had such cases and solved them in the past. It is clear that no man is an island and therefore, this relation would be promoted for further later consultations on similar matters. To add to that, I could also seek to get into greater and in depth analysis of the situation by evaluating similar or related cases to make the best decision that will be highly acceptable but within the ethical realms as demanded by the ethical theory. Job market has been dogged with a myriad of unethical issues especially relating to management of workers operations. Many of the ethical issues generally result as the different companies try to reduce the overall costs, evade responsibilities, or stick to different stereotypic notions in their management. Before deciding to form my own company, I was discriminated on the basis of my color immediately after finishing college where I could not secure a job as my white colleagues easily got employed. To add to that, even after getting my first job in the industry, I was soon shifted to work with workers who were far much inferior to me academically until I quit the job. In the later job, similar ethics disregard were encountered as payment was very poor and many of the workers filed their cases in courts against the company. As if that was not enough, the working conditions for the low level workers was very low and we filed more cases in court before the company was closed to upgrade its systems for better working conditions. Conclusion It is from the above consideration that this paper concludes by supporting the thesis statement that ethical actions at all levels of human operations [personal or corporate] form the main basement of higher productivity and progress in the society. Professionals and counselors should uphold the demands of the theory of ethics due to the positions they hold and their main impacts to the society. Indeed, taking ethical responsibilities at all times would stimulate similar actions at the lower levels of the society, a consideration that would reduce the shenanigans of the low ethics at all levels. However, there is need for stronger institutions that guard against exploitation of the same ethics exploitation by the professionals. Finally, it is important to establish a strong relationship between the professionals, counselors, and the public to educate the later on their rights and channels to guard their integrity and dignity. Reference list American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed. ). Washington, DC: American Psychological Association. ISBN 9781557987914. Cohen, G. ed (1998). The Vituous Therapist: Ethical practice of counseling and psychotherapy. Belmont, CA: Thonpsom Wadsworth. ISBN 9780534344085. Kidder, R. (2003). How good people make tough choices: Resolving the dilemma of ethical living. New York: Harper Collins. ISBN 9780688175900 Marianne, J. (2006). The seven signs of ethical collapse: How to spot moral meltdowns in companies before it’s too late. New York: St. Martin’s Press, ISBN0312354304 Peterson, M. (1992). At personal risk: Boundary violations in professional-client relationship. New York: Norton. ISBN 9780393701388.

Profile of the Pentaceratops

Despite its impressive name (which means five-horned face), Pentaceratops really only had three genuine horns, two big ones over its eyes and a smaller one perched on the end of its snout. The two other protuberances were technically outgrowths of this dinosaurs cheekbones, rather than genuine horns, which probably didnt make much difference to any smaller dinosaurs that happened to get in Pentaceratops way. Name: Pentaceratops (Greek for five-horned face); pronounced PENT-ah-SER-ah-topsHabitat: Plains of western North AmericaHistorical Period: Late Cretaceous (75 million years ago)Size and Weight: About 20 feet long and 2-3 tonsDiet: Plants Distinguishing Characteristics: Enormous bony frill on its head; two large horns above eyes About Pentaceratops A classic ceratopsian (horned face) dinosaur, Pentaceratops was closely related to the more famous, and more accurately named, Triceratops, although its closest relative was the equally large Utahceratops. (Technically, all of these dinosaurs are chasmosaurine, rather than centrosaurine, ceratopsians, meaning they share more characteristics with Chasmosaurus than with Centrosaurus.) From the tip of its beak to the top of its bony frill, Pentaceratops possessed one of the largest heads of any dinosaur that ever lived—about 10 feet long, give or take a few inches (its impossible to say for sure, but this otherwise peaceful plant-eater may have been the inspiration for the huge-headed, human-munching queen in the 1986 movie Aliens.) Until the recent discovery of  the evocatively named Titanoceratops, which was diagnosed from an existing skull previously attributed to Pentaceratops, this five-horned dinosaur was the only ceratopsian known to have lived in the environs of New Mexico toward the end of the Cretaceous period, 75 million years ago. Other ceratopsians, such as Coahuilaceratops, have been discovered as far south as Mexico. Why did Pentaceratops have such a huge noggin? The most likely explanation is sexual selection: at some point in the evolution of this dinosaur, huge, ornate heads became attractive to females, giving big-headed males the edge during mating season. Pentaceratops males probably butted each other with their horns and frills for mating supremacy; particularly well-endowed males may also have been recognized as herd alphas. Its possible that the unique horns and frill of Pentaceratops aided with intra-herd recognition, so, for example, a Pentaceratops juvenile wouldnt accidentally wander off with a passing group of Chasmosaurus! Unlike some other horned, frilled dinosaurs, Pentaceratops has a fairly straightforward fossil history. The initial remains (a skull and a piece of hipbone) were discovered in 1921 by Charles H. Sternberg, who continued plying this same New Mexico location over the next couple of years until he had collected enough specimens for his fellow paleontologist Henry Fairfield Osborn to erect the genus Pentaceratops. For nearly a century after its discovery, there was only one named genus of Pentaceratops. P. sternbergii, until a second, northern-dwelling species, P. aquilonius, was named by Nicholas Longrich of Yale University.