Nursing students' expectations and experiences of mentorship

Foster, Helen; Ooms, Ann; Marks-Maran, Di

doi:10.1016/j.nedt.2014.04.019

Cited by 63 publications

(74 citation statements)

References 29 publications

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“…According to estimates by the second-year students, mentors possess and apply their competences of positive relationship with the patient and the health care team in a significantly lesser extent, for which the students had very high expectations. These results are in line with studies that emphasize the importance of good interpersonal relationships even more than students do in their expectations in clinical practice [5,7,21,22]. Mentors owned and applied the competences that relate to their personality in a much larger extent than in the students' expectations, which is consistent with the results of other studies [1,18].…”

Section: Discussionsupporting

confidence: 91%

“…Extreme differences between self-evaluations and evaluations can be attributed to difficulties during the mentoring process. Mentors and students do not spend enough quality time in mutually respecting and caring relationship, which is a necessary mentors' competence during the mentoring process [1,5,12]. Lack of information exchange during the mentoring process can lead to unwanted errors and the consequences that could be avoided [7].…”

Section: Discussionmentioning

confidence: 99%

“…Nursing mentors' competences, roles and responsibilities are described as taking responsibility for and accepting clinical education duties while providing conditions for the teaching and transfer of professional knowledge, skills and experience to establish an effective relation with the student; introducing the student to the clinical practice program; identifying possible unpredictable situations or incidents [1]; providing continuous professional support and guidance and evaluating students' competences while documenting the students' progress; encouraging students' work and ideas; building students' confidence; providing timely feedback and constructive criticism [2,3]; respecting students' uniqueness and dissimilarities [1]; using evidence-based practice [4]; serve as a role model for students in professional interaction with other health workers and with clinical facilities; taking responsibility for their own [5]. Mentors must be aware of their strong influence on students as role models because students are considerably shaped by their mentors' characteristics [6].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Lovrić¹

2017

AJNS

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Important information about the clinical education can be revealed by nursing students' initial expectations and final evaluation of mentors' competences, and mentor's self-evaluation of their competences. The aim of this study was to examine whether these constructs can be used for evaluating the atmosphere in clinical education. This was a nonexperimental prospective study. Data were collected between January and April 2012, in 12 clinics at the University Hospital Osijek. The participants were undergraduate nursing students in years 1, 2, and 3 (n = 150) and their mentors (n = 35) at the Faculty of Medicine, University of Osijek, during the academic year of 2012/2013. The instrument was a modified version of the questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competence expected from a mentor; after the clinical practice, the students estimated how often their mentor possessed and applied those competences. Mentors have evaluated their own competences according to the same items. Comparison of students' expectations and estimates shows significantly higher expectations of first and third year students (p<0.001). Mentors' self-assessed competences, compared to students' evaluations, were rated significantly higher by mentors of all three years (p<0,001). The comparison of nursing students' initial expectations and final evaluation of mentors' competences, and mentor's self-evaluation of their competences, when they are significantly different, can provide relevant information about potential problem in clinical education.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Lovrić¹

2017

AJNS

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“…However, their role is more indirect and frequency of contact with students and mentors in placement vary among countries (Andrews et al, 2006;Saarikoski et al, 2013;Foster et al, 2015). This model is visible e.g.…”

Section: Types Of Mentorship and Responsibility Of The CMmentioning

confidence: 99%

Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries

Dobrowolska

Mcgonagle

Kane

et al. 2016

Nurse Education Today

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“…Given that in business circles, mentorship was introduced purely to guide the novice practitioner and to nurture, educate and protect their interests (Foster et al 2015), it could be argued that the NMC interpretation of the role compromised mentors' ability to truly support the student as well as objectively assess them. So, the new proposals rightly separate the supervision and support from the formal assessment of the student's competence.…”

mentioning

confidence: 99%