Nurses’ perceptions and experiences of mentoring

Douglas, Valerie; Garrity, John; Kim, Shepherd; Brown, Lynn Greenleaf

doi:10.7748/nm.23.1.34.s29

Cited by 4 publications

(9 citation statements)

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“…Regardless of type of mentoring relationship, the Phase III participants identified with mentors who modelled excellence in nursing care and strove to emulate their clinical practice habits. This finding agrees with that found by Douglas, Garrity, Shepherd, and Brown () in that the close mentoring interaction and the mentor's actions most positively influenced these participants’ socialization into the nursing profession. Furthermore, the positive close interactions may develop faster with an officially structured, formal mentor relationship compared to an informal one.…”

Section: Discussionsupporting

confidence: 91%

Impact of mentoring relationships on nursing professional socialization

et al. 2019

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Aim This study qualitatively explored the impact mentoring relationships had on the professional socialization of novice clinical nurse leader. Background Professional socialization entails acquisition of the skills, knowledge and values associated with nursing. Model C clinical nurse leaders have completed a bachelor's degree before graduate‐level nursing programme acceptance. Thereby, the mentoring needs of model C clinical nurse leaders may differ from that of traditionally educated novice nurses. Method Focus groups were conducted with seven novice model C clinical nurse leaders during their first year of employment. Qualitative data were analysed via a grounded theory approach. Results The participants described an intense focus on patient care and how multiple mentoring relationships motivated them to become competent bedside clinicians. They described how the mentors’ actions enabled them to deal with negative feelings, which increased their confidence, comfort and competence with clinical skills. Conclusions Clinical skills improved when a novice model C clinical nurse leader worked with multiple mentors. The qualitative data did not show that the model C clinical nurse leaders needed different mentoring relationships than traditionally educated nurses. Implication for Nursing Management The results suggest multiple mentors should be used to develop the clinical competences of novice model C clinical nurse leaders.

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Section: Discussionsupporting

confidence: 91%

Impact of mentoring relationships on nursing professional socialization

et al. 2019

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“…This study highlights the academic educators' and clinical preceptors' perceptions of their transition-to-practice program collaboration. Consistent with existing literature (Douglas et al, 2016;Kennedy & Chesser-Smyth, 2017), a lack of communication between clinical preceptors and academic educators was also reported in this study. To overcome this, previous studies suggested that the presence of academic educators in clinical settings is necessary to encourage better communication with clinical preceptors (Couper, 2015;Douglas et al, 2016).…”

Section: Discussionsupporting

confidence: 90%

Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views

Dev

Rusli

McKenna

et al. 2020

Nursing & Health Sciences

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Academic-practice collaborations between academic educators and preceptors are important to ensure the success of clinical education. This study explored the perceptions of academic educators and preceptors on their collaborations in a transitionto-practice program for nursing students. A qualitative exploratory study was undertaken with a purposive sample of 12 preceptors and 13 academic educators across three hospitals and one university in Singapore. Individual interviews were conducted. Four main themes emerged from the thematic data analysis: "hierarchical communication" that prevents academic educators and preceptors from communicating directly with each other, "uncertainty about learning objectives" among preceptors, "discrepancies in clinical assessments" due to a lack of support for preceptors in the assessment process, and "not knowing each other's practice," which could result in theory-practice gaps. The findings reflect the need to strengthen collaborations between academic educators and preceptors through joint teaching and assessments in clinical or simulated settings. This will provide opportunities to learn from each other's practice as well as build rapport, which are critical elements in reducing theory-practice divides and decreasing hierarchical levels between academic educators and preceptors.

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“…Mentors may feel dissatisfaction when they have responsibilities for unmotivated or challenging students (O'Brien et al, 2014) and need more support from nurse teachers in these situations. Mentors also value their support when they face challenges in assessing students' competence for passing or failing students in clinical practice (Douglas, Garrity, Shepherd, & Brown, 2016). Continuous guidance and discussions through practice are essential for students, because it is easier to adopt practices according to one's levels of knowledge and skills (McSharry & Lathlean, 2017).…”

Section: Discussionmentioning

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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Nurses’ perceptions and experiences of mentoring

Cited by 4 publications

References 0 publications

Impact of mentoring relationships on nursing professional socialization

Impact of mentoring relationships on nursing professional socialization

Academic‐practice collaboration in clinical education: A qualitative study of academic educator and clinical preceptor views

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

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