Stepping up, stepping back, stepping forward: Student nurses' experiences as peer mentors in a pre-nursing scholarship (original) (raw)
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An evaluation of nurses' experiences of mentoring pre-registration students
British Journal of Nursing, 2020
Nurse education in the UK has undergone a radical change over the past 30 years. The integration of nursing students within practice has evolved from an apprenticeship style to bespoke mentoring support. To act as mentors, registered nurses must have met stage 2 outcomes of the Nursing and Midwifery Council (NMC) Standards to Support Learning and Assessment in Practice, which clearly stipulate that mentors should have a reduced clinical commitment when supporting students, with one hour per week being protected, in addition to the 40% of time through direct or indirect supervision with their mentor/sign off mentor when facilitating a student on their final 12-week experience. However, this does not seem to be the case in reality. A qualitative study comprising six semi-structured interviews was undertaken across one health and social care trust. Data were analysed using Braun and Clarke's thematic analysis. A number of themes and subthemes were identified: engagement (barriers v...
1999
Mentoring today Ð the students' views. An investigative case study of pre-registration nursing students' experiences and perceptions of mentoring in one theory/practice module of the Common Foundation Programme on a Project 2000 course The study reported in this paper investigated the mentoring experiences and perceptions of pre-registration nursing students in one organization, on a theory/practice nursing module. It considered the extent to which students' understanding and expectations matched their actual experiences. Interviews were conducted with 35 students on a Common Foundation Programme, and 15 allocated mentors, using a semi-structured interview guide. These were done within the clinical setting of the wards on which the students were placed as part of their requirements for completion of the module. A distortion of the actual meaning of mentoring appears to be present because of the lack of clarity provided, both internally by organizations and by the English National Board (ENB) who have provided loose guidelines. The implications of this distortion are discussed. The application of a mentoring role in practice needs to be reexamined, with the provision of a clear structured guide internally and externally, with regard to the needs of students and staff who are expected to act as mentors. The study was small scale and cannot be generalized. Mentoring, however, is now widely used within pre-registration nursing education, even though it is generally considered that its use may not be appropriate. Follow-up studies need to be undertaken on an ongoing basis, to examine what actually happens in practice, and to consider ways of ensuring that the bene®ts for staff and students are enhanced.
Journal of Advanced Nursing, 1999
Mentoring today — the students’ views. An investigative case study of pre-registration nursing students’ experiences and perceptions of mentoring in one theory/practice module of the Common Foundation Programme on a Project 2000 course¶ The study reported in this paper investigated the mentoring experiences and perceptions of pre-registration nursing students in one organization, on a theory/practice nursing module. It considered the extent to which students’ understanding and expectations matched their actual experiences. Interviews were conducted with 35 students on a Common Foundation Programme, and 15 allocated mentors, using a semi-structured interview guide. These were done within the clinical setting of the wards on which the students were placed as part of their requirements for completion of the module. A distortion of the actual meaning of mentoring appears to be present because of the lack of clarity provided, both internally by organizations and by the English National Board (ENB) who have provided loose guidelines. The implications of this distortion are discussed. The application of a mentoring role in practice needs to be re-examined, with the provision of a clear structured guide internally and externally, with regard to the needs of students and staff who are expected to act as mentors. The study was small scale and cannot be generalized. Mentoring, however, is now widely used within pre-registration nursing education, even though it is generally considered that its use may not be appropriate. Follow-up studies need to be undertaken on an ongoing basis, to examine what actually happens in practice, and to consider ways of ensuring that the benefits for staff and students are enhanced.
International Journal of Practice-based Learning in Health and Social Care, 2020
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.
Student nurse mentoring: an evaluative study of the mentor's perspective
British Journal of Nursing, 2017
An evaluative study aimed to capture the ‘mentor voice’ and provide an insight into the mentoring role from the perspective of the nurse mentor. Participants from each of the four fields of nursing practice were asked to comment on the satisfying and frustrating aspects of their mentoring role. The narrative data gleaned from the evaluation were qualitatively analysed and subsequently organised into key themes around the student–mentor relationship and the clinical environment. Given that the landscape of nurse education is set to change, in terms of new standards from the professional bodies and the political drivers, not to mention the changing profile of the student nurse, it is hoped that the findings may help to shape the relationship between the mentor, the student and the higher education institution.
Student nurses as peer-mentors: Collegiality in practice
Nurse Education in Practice, 2007
Mentoring is promoted as a key strategy for supporting nursing students and new practitioners in clinical settings. However, mentoring is also a complex process, requiring the development of bounded and purposeful relationships underpinned by knowledge, experience and opportunities for reflection. This paper reports the findings of an evaluation by second-year nursing student mentors and first-year mentee students of a short peer-mentoring programme. The main objective of the programme was to support students making the transition to the university and nursing. At a more focused professional level, the programme also provided the opportunity for students to be a mentor or to be mentored, as a learning precursor to being mentored in the clinical setting. The programme provided rich learning opportunities for the development of the qualities and skills required for mentoring roles and was a vehicle for encouraging collegial interaction and learning. The students' evaluation of the programme also demonstrated that formal mentoring programmes require considerable organisational investment and ongoing commitment in educational and clinical settings. Mentors and mentees require time for faceto-face meetings and discussion, effective and on-going communication channels, and adequate role preparation.
BMC nursing, 2024
Background Worldwide, the healthcare system stresses a severe deficit of nurses because of elevated levels of workinduced stress, burnout and turnover rates, as well as the ageing of the nursing workforce. The diminishing number of nursing students opting for a career in nursing older people has exacerbated this shortage. A determining factor in the choice of a career within the field of residential care for nursing students is educational institutions offering students learning opportunities with positive learning experiences. Therefore, educational institutions must develop programmes that employ student active learning methods during clinical periods. Although much focus has been given to the development of new educational programs, insufficient consideration has been given to the value of peer mentoring and students' interactions during the clinical placement at nursing homes. The aim of the present study is to explore first-year nursing students' perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing home. Methods The study employed a qualitative exploratory and descriptive research design. Data collection took place in October 2022 using focus group interviews. A total of 53 students in their first year of the bachelor's programme at the Oslo Metropolitan University participated in eight focus group interviews. The data were analysed following the principles of inductive content analysis. Results The analysis resulted in one main category, 'Being inspired-keep learning and moving forward' , representing first-year nursing students' common perceptions of being mentored by third-year students. The main category is supported by two categories: 'Closeness to the mentor' and 'Confidence in mentors' professional knowledge and teaching and supervision methods' , which are interpreted as the drivers that enabled first-year students to learn more about nurses' roles and responsibilities in the nursing home. Conclusion Mentorship enhances the learning transfer from third-year nursing students over to first-year nursing students by providing them with real-world exposure and guidance from their more experienced peers. This
Mentorship in contemporary practice: the experiences of nursing students and practice mentors
Journal of Clinical Nursing, 2008
Mentorship in contemporary practice: the experiences of nursing students and practice mentors Aim. This paper explores the role of the mentor in contemporary nursing practice in the UK. It presents findings from a recent study which investigated the impact of a locality-based nursing education initiative on students, practice mentors and academic staff and draws on another study, conducted in the same setting and two Australian sites, to examine the perceptions of nursing students and mentors. Background. Within nursing, mentorship is integral to students' clinical placement experiences and has attracted increasing interest among researchers. Despite a plethora of studies focussing on mentoring and its nature and application within the practice setting, limited attention has been paid to the extent to which guidelines provided by regulatory bodies for nursing inform and influence the practice of mentoring in contemporary health-care settings. Design. The study used a two-phased design with data on mentorship being focussed on the second phase. Method. Data were collected using an online survey questionnaire of pre-qualifying students and a postal questionnaire for practice mentors. Findings. The findings highlight the importance of mentorship for prequalifying students and emphasise the need to provide mentors with adequate preparation and support. They confirm previous research, but also highlight improvements in bridging the gap between rhetoric and reality for mentorship. Results are further strengthened when compared with those of the second study. Conclusions. Findings provide new evidence of a narrowing of the gap between the theory and practice of mentoring and for the continuing implementation of national standards to clarify the roles and responsibilities of the mentor. They also suggest the benefits of developing such standards in countries with similar systems of support for nursing students.
Nurse Education Today, 2013
Background: The effective mentorship of nursing students requires that mentors have a range of personal qualities. However, it is also essential to consider the role of other participants, such as colleagues in placement settings and educators in educational institutions, as well as the relationship with students. Objective: This aim of this study was to describe Finnish and British mentors' (n = 39) conceptions of the factors that affect the provision of effective mentorship for pre-registration nursing students in healthcare placements. Design and methods: The data in this qualitative study were collected by focus group interviews and analysed using a phenomenographical approach. Results: The findings highlighted the factors governing seamless and committed collaboration with all stakeholders involved in student mentorship. Mentors considered that their own advantageous attitude, capabilities and competence, supportive cooperation with colleagues and lecturers, and enthusiasm and active participation of students were all significant factors determining the effectiveness of student mentorship. Conclusions: Nursing organisations and educational units need to develop a well-defined and robust partnership strategy for student mentorship, which would clarify the roles of all stakeholders. This would help to ensure the availability and quality of students' placement learning and mentorship, and develop the joint preparation programmes for student mentorship.