Evaluating a nurse mentor preparation programme

Abstract

Following the introduction of a regional nurse mentor preparation programme, research was undertaken within a health and social care trust to explore both the trainee mentors' and their supervisors' perception of this new programme. A qualitative study involving focus groups was undertaken. The focus groups comprised a total of twelve participants including five trainee mentors and seven supervisors (experienced mentors) who had recently completed a mentor preparation programme. Data were analysed using Braun and Clarke's thematic analysis. Three themes were identified from the data: personal investment (including the emotional impact of mentoring) contextual perceptions (environmental factors such as time) and intellectual facets (related to personal and professional growth). Comprehensive preparation for mentors appears to be effective in developing mentors with the ability to support nursing students in practice. However, further study is required to explore how to support mentors to balance the demands of the mentoring role with the delivery of patient care.

A qualitative study investigating training requirements of nurses working with people with dementia in nursing homes

“…In addition, we sought to understand nurses" roles within the care homes, experience of previous training and gaps in knowledge. Focus group interviews were identified as the most suitable methodology as they enable insight into collective views and a range of viewpoints (Lawrence 2013) and facilitate reflective discussion (Gray and Brown 2016). Focus groups interviews have been successfully used to develop educational programmes (Barnack-Tavlaris 2013).…”

Exploring Primary Healthcare Students and Their Mentors’ Awareness of Mentorship and Clinical Governance as Part of a Local Continuing Professional Development (CPD) Program: Findings of a Quantitative Survey

“…Success is largely assumed rather than demonstrated. Huybrecht et al [23], Gopee [24], Eby et al [27], Paglis et al [29], Tonidandel, Avery and Phillips [30], and more recently Williams et al [31] and Gray and Brown [32], indicate that there is little evidence to suggest that mentoring adds value to outcomes or indeed to improving quality and safety through clinical governance. However, Snowden and Hardy [26] and Snowden [28] allude to the potential benefits of mentorship on academic performance and learning for mentees and mentors in health and social welfare, suggesting that mentorship can enhance performance.…”

Support for mentors—an exploration of the issues

“…A recent study by Gray and Brown (2016) identified the emotional impact of the role which they described as the "personal investment" required. Participants in their study also described the tensions within the role in terms of balancing the commitment to both patient care and the student and coping with failing students.…”

“…The literature also identifies that senior nurses have a potential role to play in developing a favourable, positive learning culture for effective mentorship so that mentors feel well supported and able to undertake their roles (Black et al 2014, Gray andBrown 2016). In particular, senior nurses appear to be well placed to provide support for new mentors in the early stages of their mentorship development, in order to facilitate the application into practice of the knowledge and skills gained during mentor preparation programmes (Black et al, 2014).…”