Clinical teaching and learning within a preceptorship model in an acute care hospital in Ireland; a qualitative study

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

“…Several factors that may ameliorate or exacerbate related problems have been identified: mentors may need nurse teachers' support and expertise in making evaluations at the start of clinical practice periods, before final summative evaluations (Helminen et al, ); mentors’ attitudes affect their evaluations of students, decision‐making and provision of constructive feedback (Burden, Topping, & O'Halloran, ); reflective discussion between mentors and students enhances students' knowledge and clinical reasoning (McSharry & Lathlean, ); a further, increasingly important skill is the cultural competence required to mentor international students, who may feel unsupported and face severe communication challenges because of language barriers (Mikkonen et al, ; Pitkäjärvi, Eriksson, & Pitkälä, ). Such students reportedly need more support from nurse teachers than native students (Mikkonen et al, ).…”

“…Various terms have been used for mentors, including preceptors (Hilli, Melender, Salmu, & Jonsén, ; McSharry & Lathlean, ; O'Brien et al, ), clinical facilitators (Courtney‐Pratt, FitzGerald, Ford, Marsden, & Marlow, ) and supervisors (Pitkänen et al, ). However, regardless of the term used, the core element of the role is to take charge of students' clinical learning (Saarikoski, ).…”

“…Here, clinical mentors are defined as registered nurses (RNs) who are responsible for nursing students' learning processes by guiding and promoting their learning (Hilli et al, ; Jokelainen, Jamookeeah, Tossavainen, & Turunen, ; Löfmark, Thorkildsen, Råholm, & Natvig, ; Walker et al, ). Mentoring relationships and individualised support for students have recognised impact on the effectiveness of clinical learning (Courtney‐Pratt et al, ; Dimitriadou, Papastavrou, Efstathiou, & Theodorou, ; Ford et al, ; McSharry & Lathlean, ; Warne et al, ) and can promote effective transition from undergraduate education to a postgraduation professional career (Lavoie‐Tremblay, Sanzone, Primeau, & Lavigne, ). Mentorship also requires organisational support through co‐operation with colleagues and nurse management on both ward and hospital levels (Jokelainen et al, ).…”

In-depth Knowledge of the Role of the Clinical Mentor

“…(21) As well as that found in this study, the mentors complain of the insufficient time they have to dedicate to education, and of the deficit in the formation of the mentors in pedagogical competencies. (7,29,30) It was of interest to compare how the mentors in the present research also carried out each of these aspects (reflexion, analysis of situations, and accompaniment) in self-taught manner. They also felt that the degree of independence and learning achieved by students would not only depend on the mentor's skills and experience, but on the student's capacities and motivations.…”

Study on the Construction of Teachers' Competency Standards in Applied Universities

“…The quality has been markedly improved, and the overall strength of academic leaders has been markedly enhanced. Outstanding young teachers should stand out [1]. Applied undergraduate is relatively common undergraduate terms, which is the transition from elite to popular and popularization of higher education from academic and research to the type of application results.…”