First year undergraduate nursing students and nursing mentors: An evaluation of their experience of specialist areas as their hub practice learning environment

McCallum, Jacqueline; Lamont, David; Kerr, Emma-Louise

doi:10.1016/j.nepr.2015.06.005

Cited by 10 publications

(12 citation statements)

References 11 publications

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“…It would appear that expectations of mentors were met, whilst noting that opportunities to spend quality time with mentors were limited. This aligned with the literature (Cooper et al, 2015;Gidman et al, 2011;McCallum et al, 2016;Thomas et al, 2015), as mentors are not allocated any protected time for their mentoring role and patient care is always their main priority.…”

Section: Discussionsupporting

confidence: 59%

“…Some students may be allocated the most senior person in the department as their mentor, and in such cases frequently comment that they felt ignored or neglected, as the mentor was too busy with other responsibilities. The literature regularly comments on the difficulty that can arise in relation to time pressures (Foster et al, 2015;Gale et al, 2016;McCallum et al, 2016;McIntosh et al, 2014;Moran & Banks, 2016;Thomas et al, 2015).…”

Section: Experiences Of Students In Practicementioning

confidence: 99%

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An Exploration of Novice Nursing Student’s Experiences of Mentoring in Practice Placement Settings in the United Kingdom

Brand

2020

IJPBLHSC

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This study focuses on the experience of new UK student nurses of being mentored in the workplace (placement) setting. There is only limited nursing literature that focuses on the experience of being mentored, whilst there is significant material that examines the role of the mentor. With half of the course being spent in the placement setting, the role of the mentor is pivotal in supporting the student and their learning. Adopting a qualitative design, data was collected through small-group interviews with a cohort of first-year nursing students. Data analysis followed in the form of standard thematic analysis. The Communities of Practice model developed by Lave & Wenger was applied as a theoretical lens. Two main themes emerged from the analysis process: the process of belonging; and that of developing identity as a learner. Whilst there was consensus with the literature in that it was felt that the mentor had a key role to play in supporting and facilitating learning, the participants also felt that the mentor supported them to settle into the team. Further, it was found that until the learner felt part of the wider placement clinical team, the process of learning may be hindered. An argument is presented advocating better preparation of students for learning in the workplace setting as this will enable them to assimilate better the learning offered by mentors and the wider healthcare team.

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Section: Discussionsupporting

confidence: 59%

Section: Experiences Of Students In Practicementioning

confidence: 99%

An Exploration of Novice Nursing Student’s Experiences of Mentoring in Practice Placement Settings in the United Kingdom

Brand

2020

IJPBLHSC

View full text Add to dashboard Cite

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“…In accordance with Antohe et al (2016), our results con rm that the longer the placement duration is, the better the satisfaction with their clinical training proves to be. As far as we know, the duration of clinical placements varies from one week in Slovenia (Žvanut et al, 2018) to 3 years in England (McCallum et al, 2016). In those cases where the clinical placement was short, a lack of familiarity between the staff and the students (Dimitriadou et al, 2015;Žvanut et al, 2018) and lack of opportunities to develop relationships with patients (Al-Anazi et al, 2019) were stated as the main drawbacks.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Clinical Placement Duration and Students’ Satisfaction with the Quality of Supervision and Learning Environment: A Mediation Analysis.

González–García

Strandell‐Laine²,

Díez‐Fernández

et al. 2020

Preprint

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Background: Multiple factors that influence the learning experience of nursing students while they are in clinical training have been identified. Nevertheless, there is no evidence on what is the optimum time a nursing student should remain in the different practice settings for achieving the required competencies nor how this duration of the placement may be influenced by other variables.The aim of the study was examine whether the relationship between the clinical placement duration and total satisfaction with clinical training is mediated by supervisory relationship and learning environment.Method: A mediation analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions from nine European countries with the CLES+T scale (n=1903 pre-registration nursing students). Besides, ANCOVA models were used to assess mean differences in total satisfaction by categories of supervision factors, clinical placement duration and participants’ characteristics.Results: A significant increase of total satisfaction was found as better learning environment participant’s perceived, as well as better was their satisfaction with their supervisor (both p<0.001). Students that considered the supervisor the most important person in practical training were significantly more satisfied as compared with those who considered the nurse teacher as the most important [mean 4.15 (0.89) vs 3.23 (1.16)]; p=0.001]. The satisfaction with the supervisor (IE= 0.101 [95% CI 0.016; 0.183]) and a good learning environment (IE= 0.088 [95% CI 0.003; 0.170]) mediated the relationship between clinical placement duration and total satisfaction perceived by the students.Conclusion: Nursing students with longer clinical placement duration were more satisfied with clinical training as a result of both their satisfaction with their supervisor and the good learning environment perceived. The optimal duration a nursing student should remain in the different practice settings to reach a balance between the achievement of fully competent nurses and the maximum level of satisfaction at the practicum ward should be around seven weeks. The role of nurse teachers and supervisors in contributing the acquisition of competences of nursing students needs to be clarified.

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“…The quality threshold for retention of a study was set at >50% of the maximum possible points according to the MAStARI critical appraisal tool (The Joanna Briggs Institute, 2018) (see Supplementary File 3). Three studies (Hyrkäs &Shoemaker, 2007;McCallum, Lamont, & Kerr, 2016;Palmer, Cox, Callister, Johnsen, & Matsumura, 2005) that received lower scores were excluded. A common criterion for exclusion was poor methodological quality or lack of report on the methodological process in the studies.…”

Section: Quality Appraisalmentioning

confidence: 99%

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

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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First year undergraduate nursing students and nursing mentors: An evaluation of their experience of specialist areas as their hub practice learning environment

Cited by 10 publications

References 11 publications

An Exploration of Novice Nursing Student’s Experiences of Mentoring in Practice Placement Settings in the United Kingdom

An Exploration of Novice Nursing Student’s Experiences of Mentoring in Practice Placement Settings in the United Kingdom

The Relationship between Clinical Placement Duration and Students’ Satisfaction with the Quality of Supervision and Learning Environment: A Mediation Analysis.

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

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