Nurturing Novice Faculty: Successful Mentorship of Nurse Practitioners

Glover, Hilary Ashton; Hitt, Amanda; Zills, Grace; Darby, Wendy Joy; Hall, Clarissa; Kirkman, Tera

doi:10.1016/j.nurpra.2021.07.015

Cited by 5 publications

(1 citation statement)

References 8 publications

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“…Mentorship is essential for enhancing teaching practices, skills and collaboration within the academic team (Glover et al 2021 :272). It provides support for clinical facilitators and theoretical lecturers as they transition into their roles as educators, fostering excellence (Huston et al 2018 :32).…”

Section: Discussionmentioning

confidence: 99%

Development of collaboration guidelines for nursing education and related healthcare services

Bester,

van Wyk,

Maree

2024

Health SA Gesondheid

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Background A theory-practice gap in nursing education often occurs, and the staff from the nursing education institution and the associated healthcare services should find ways to improve their collaboration to reduce the gap during the training of nursing students. Aim This study aimed to develop context-specific collaboration guidelines for a nursing education institution and associated healthcare services. Setting Private hospital in the Gauteng province of South Africa. Methods Guidelines were developed from the findings of an integrative literature review. Thereafter, it was contextualised in a qualitative study with focus group discussions (FGDs) involving 9 theoretical lecturers and 10 clinical facilitators. Results In the partnership between the nursing education institution and the associated healthcare services, bilateral communication, cooperation between the theoretical lecturers and the clinical facilitators in delivering evidence-based patient care, intensified innovation in teaching and learning practices and an environment conducive to theory-practice integration should be emphasised. Conclusion A set of context-specific guidelines was developed to enable the theoretical lecturers and the clinical facilitators to collaborate in supporting nursing students to apply their theoretical knowledge in the development of clinical competencies. Contribution The guidelines can be adjusted to suit the context of other nursing education institutions and their associated healthcare services to improve collaboration between theoretical lecturers and clinical facilitators to the benefit students’ skills development in theory-practice integration.

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Section: Discussionmentioning

confidence: 99%