Roles and responsibilities of nurse preceptors: Perception of preceptors and preceptees

Omer, Tagwa; Suliman, Wafika A.; Moola, Shehnaaz

doi:10.1016/j.nepr.2015.07.005

Cited by 59 publications

(63 citation statements)

References 28 publications

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“…In the studies, mentors' competence was self‐assessed with instruments including: unnamed instruments developed by the authors (Borch et al, ; Hall‐Lord et al, ; Heffernan et al, ; Helminen et al, ; McInnes et al, ; Meden et al, ; Omer et al, ; Skela‐Savič & Kiger, ; Smith et al, ); the Involvement, Motivation, Satisfaction, Obstacles and Commitment Instrument (Cervera‐Gasch et al, ); Mentor´s Competence Instrument (MCI) (Kälkäjä et al, ; Karjalainen et al, ; Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and Nursing Students' Contributions to Clinical Agencies (NSCCA) instrument (Morrison & Brennaman, ). Validated instruments are categorised in terms of competence areas covered in Table .…”

Section: Resultsmentioning

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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Section: Resultsmentioning

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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“…Mentorship is an important study topic, which is relevant in the formation of future nursing professionals (8,9) and which has been addressed more from the point of view of the tasks these professionals must perform, than from what it means to be a mentor. (8) This is why this study is important, given that the participants in this research share what is revealed, their environment, which -finally -will define the mentor being.…”

Section: Discussionmentioning

confidence: 99%

“…It could be considered that the big roles associated to mentors are, according to Boyer, cited by Omer: (9) role of protector, evaluator, educator, and facilitator. According to this, the responsibility for protection toward the patient is the most important activity and most demanding for the mentor (9) .…”

Section: Big Responsibilitymentioning

confidence: 99%

“…According to this, the responsibility for protection toward the patient is the most important activity and most demanding for the mentor (9) . This protection is mainly aimed at not incurring in errors that affect the patient's safety, which also results in protection toward the student.…”

Section: Big Responsibilitymentioning

confidence: 99%

“…In most cases, the mentor preceptor refers to the person in charge of socializing students in their professional role, facilitate the acquisition of technical skills in the clinical environment, and developing their critical thinking, that is, reaching the maximum effective learning in the clinic; (2,(5)(6)(7) in all, clinical mentors are models, teachers, advisors, facilitators, and evaluators. (8,9) In Chile, clinical mentors are especially important when nursing students are in the final semesters of their professional career, given that during that instance they must complete a 14-week clinical internship during which a clinical nurse who plays the role of mentor (10) guides and evaluates them, in a one-to-one relationship. The importance of clinical mentorship when training nursing students and in achieving an optimal study learning environment has been recognized over decades in many Anglo-Saxon countries, like Canada (Canadian Nurses Association), the United Kingdom (Nursing Midwifery Council), and Spain, among others, where the phenomenon has been studied and programs have been created for mentors and directives to facilitate and provide guidelines to undertake the role.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

In-depth Knowledge of the Role of the Clinical Mentor

Núñez¹,

Reinoso

Raies

et al. 2017

Invest Educ Enferm

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Effects of Trait Anger and Anger Expression on Job Satisfaction and Burnout in Preceptor Nurses and Newly Graduated Nurses: A Dyadic Analysis

Yun

2019

Asian Nursing Research

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The preceptorenewly graduated nurse (NGN) relationship is integral to the successful experience of clinical teaching and learning and new nurses' transition. However, interpersonal conflicts between them are common. Little is known whether their anger contributes to their level of job satisfaction and burnout. This study aimed to examine the effects of each nurse's anger on job satisfaction and burnout in preceptoreNGN dyads. Methods: A cross-sectional, correlational survey design was used. This study involved 121 preceptor enewly graduate nurse dyads in two hospitals in South Korea. Nurses completed a questionnaire about demographics, the State-Trait Anger Expression Inventory-Korean version, a job satisfaction measure, and the Copenhagen Burnout Inventory. This study adopted the Actor-Partner Interdependence Model to handle dyadic data. Results: Preceptor nurses reported higher frequencies of feeling anger than did new nurses and appear to have higher levels of trait anger, anger-out, and burnout. Both the preceptors' and NGNs' trait anger was positively associated with preceptors' burnout. Suppressing anger was closely related to the nurses' own job satisfaction and burnout. Preceptors with a higher level of anger-control had higher job satisfaction, and NGNs with a higher level of anger-control had less burnout. Conclusion: The results indicate that preceptors and new nurses appear to experience significant anger, which is closely associated with their job satisfaction and burnout during their preceptorship. Anger management training programs geared toward educating both preceptors and new nurses about appropriate anger expression in the workplace should be developed to retain valuable nurses.

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Roles and responsibilities of nurse preceptors: Perception of preceptors and preceptees

Cited by 59 publications

References 28 publications

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

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

In-depth Knowledge of the Role of the Clinical Mentor

Effects of Trait Anger and Anger Expression on Job Satisfaction and Burnout in Preceptor Nurses and Newly Graduated Nurses: A Dyadic Analysis

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