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Moon SH, Jeong HW, Jung US. Exploring the impact of the mentoring new nurses for transition and empowerment program led by clinical nurse educators in South Korea: A mixed-methods study. NURSE EDUCATION TODAY 2024; 140:106251. [PMID: 38815524 DOI: 10.1016/j.nedt.2024.106251] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2023] [Revised: 04/30/2024] [Accepted: 05/11/2024] [Indexed: 06/01/2024]
Abstract
BACKGROUND "New nurses" are those with less than a year of work experience at a hospital. To address the challenges of new nurses caused by their limited experience, the Mentoring New Nurses for Transition and Empowerment Program (MNTEP) was designed based on the Stress-Appraisal-Coping Model of Lazarus and Folkman. OBJECTIVES This study aimed to explore the impact of the MNTEP, in which clinical nurse educators teach stress-coping strategies, on the clinical transition of new nurses in South Korea. DESIGN This study used a mixed-methods design with a pretest-posttest non-equivalent comparison group and focus group interviews (FGIs). SETTINGS The research was conducted at a hospital in South Korea. PARTICIPANTS The intervention and comparison groups comprised 30 and 28 new nurses, respectively. Also, 12 MNTEP participants were subjected to three separate FGIs. METHODS To comprehensively assess the program's effects, quantitative data were collected through self-report surveys, while qualitative data were obtained from March 2022 to March 2023 using semi-structured interviews that allowed for open-ended responses. RESULTS There were significant differences in mean self-efficacy scores (t = 2.45, p = 0.017) and perceived social support from clinical nurse educators (F = 4.51, p = 0.038) between the intervention and comparison groups. Additionally, significant changes were observed in the field adaptation pre-test and post-test scores within the intervention group (t = -3.12, p = 0.004). However, there was no statistically significant difference between the groups in terms of active and passive coping strategies. FGIs yielded two main themes: (1) gaining positive energy through empowerment and solidarity; and (2) clinical nurse educators sharing strategies for improved role adaptation and capacity building. CONCLUSIONS MNTEP led by clinical nurse educators positively influenced new nurses' self-efficacy and facilitated their transition to clinical settings. These findings underscore the importance of mentorship programs and clinical nurse educators.
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Affiliation(s)
- Sun-Hee Moon
- College of Nursing, Chonnam National University, 160, Baekseo-ro, Dong-gu, Gwangju, Republic of Korea.
| | - Hye Won Jeong
- Department of Nursing, Korea National University of Transportation, 61, Daehak-ro, Yonggang-ri, Jeungpyeong-eup, Jeungpyeong-gun, Chungcheongbuk-do, Republic of Korea.
| | - Ue Seok Jung
- Department of Nursing, Chonnam National University Hospital, 42 Jebong-ro, Dong-gu, Gwangju, 61469, Republic of Korea
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Albert-Galbis A, Pérez-Cañaveras RM, Vaismoradi M, Vizcaya-Moreno MF. The second victim phenomenon: A qualitative study among bachelor's degree nursing students within the clinical learning environment. Nurse Educ Pract 2024; 78:104038. [PMID: 38936299 DOI: 10.1016/j.nepr.2024.104038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Revised: 06/09/2024] [Accepted: 06/18/2024] [Indexed: 06/29/2024]
Abstract
AIM This study explores and describes the second victim phenomenon in nursing students in association with the characteristics of the clinical learning environment and the clinical supervision process. DESIGN Qualitative design using conventional content analysis and summative content analysis approaches. METHODS From September 2022 to July 2023, in-depth semi-structured individual interviews were conducted with a purposive sample of 10 undergraduate nursing students. RESULTS Six main themes were developed: 'defining the physical and psychological responses after the most significant patient safety incident', 'analyzing the characteristics of patient safety incidents', 'creating a safe learning environment to provide the best care for patients', 'developing mentorship capabilities and qualities for an ideal follow up of students as a second victim', 'providing resources and integrating support structures to second victim nursing students during their clinical learning', and 'considering the cooperation and coordination between the health institution and the higher education institutions.' CONCLUSION Nursing students become second victims during their clinical placement. The clinical learning environment and mentoring characteristics influence the second victim experience.
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Affiliation(s)
| | - Rosa M Pérez-Cañaveras
- Clinical Nursing Research Group. Department of Nursing, Faculty of Health Sciences, University of Alicante, Spain
| | - Mojtaba Vaismoradi
- Faculty of Nursing and Health Sciences, Nord University, Bodø, Norway; Faculty of Science and Health, Charles Sturt University, Orange, NSW, Australia
| | - M Flores Vizcaya-Moreno
- Clinical Nursing Research Group. Department of Nursing, Faculty of Health Sciences, University of Alicante, Spain.
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Yu CT, Hsiao FH. Comparison of the Effectiveness of Single-Loop and Double-Loop Debriefing Techniques. J Contin Educ Nurs 2024; 55:137-143. [PMID: 38063798 DOI: 10.3928/00220124-20231130-25] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
BACKGROUND The goal of this study is to compare the quality between single-loop and double-loop debriefing techniques from the perspectives of new nurses, preceptors, and senior nurses. Single-loop debriefing techniques were used in traditional nursing education. In recent years, double-loop debriefing techniques have been used in nursing education. METHOD This study adopted a prospective observational design, and the sample included three groups, new nurses, preceptors, and senior nurses, each with 53 participants. The Debriefing Assessment for Simulation in Healthcare (DASH) instrument was used to measure the quality of different debriefing techniques. RESULTS The DASH scores for double-loop debriefing techniques were significantly higher than the scores for single-loop debriefing techniques among the three groups. The scores for new nurses were higher than those for the senior nurses and preceptors. CONCLUSION The results indicated that double-loop debriefing techniques are more effective than single-loop debriefing techniques. Double-loop debriefing techniques can improve teaching satisfaction. [J Contin Educ Nurs. 2024;55(3):137-143.].
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Cockerell KL, Sawyer BR, Webb PJ, Roney JK. Teaching a standardized communication method to facilitate transition to practice. Nurs Manag (Harrow) 2024; 55:48-54. [PMID: 38170889 DOI: 10.1097/nmg.0000000000000082] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2024]
Affiliation(s)
- Kimber L Cockerell
- In Lubbock, Tex., Kimber L. Cockerell and Brandi R. Sawyer are assistant professors and Paula J. Webb is an associate professor at Texas Tech University Health Sciences Center School of Nursing, and Jamie K. Roney is the Texas regional research coordinator at Covenant Health
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Failla KR, Stichler J. Preceptor Course Structures and Processes Contributing to Newly Licensed Nurse Outcomes. J Contin Educ Nurs 2023; 54:448-453. [PMID: 37668430 DOI: 10.3928/00220124-20230829-03] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/06/2023]
Abstract
BACKGROUND This article describes a preceptor program implemented across a health care system with standardized structures and processes that contribute to newly licensed nurse outcomes, including role satisfaction and retention. METHOD A quantitative design used two psychometrically tested instruments with data collected through Internet-based surveys. RESULTS Newly licensed nurses' perceptions of their preceptors were consistently favorable. Newly licensed nurse retention from 2019 through 2022 was 93% at 1 year. CONCLUSION Preceptor programs are a critical element in facilitating the transition of newly licensed nurses to professional practice. The success of the program is dependent on the quality of preceptors, who must be carefully selected, educated, and evaluated for the role. [J Contin Educ Nurs. 2023;54(10):448-453.].
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Riess DL. Supporting new graduate nurses' transition to practice. Nursing 2023; 53:20-24. [PMID: 37616399 DOI: 10.1097/01.nurse.0000946776.70784.69] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/26/2023]
Abstract
ABSTRACT How new graduate nurses are supported may determine whether or not they stay at the bedside. A strong preceptorship, mentoring, and support system can retain and grow this workforce. This article presents practical guidelines for experienced nurses when supporting colleagues new to clinical practice.
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Affiliation(s)
- Dawn L Riess
- Dawn Riess is an assistant professor at Texas A&M University and an RN at Baylor Scott & White Healthcare
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Kung PC, Huang HL, Che HL, Chou YF, Chi SF, Tseng SM. Effectiveness of clinical mentorship program for students of long-term aged care: A mixed-methods study. NURSE EDUCATION TODAY 2023; 125:105781. [PMID: 36933372 DOI: 10.1016/j.nedt.2023.105781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 02/22/2023] [Accepted: 03/04/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Internationally, the population is rapidly aging with a strong demand for aged care services. In Taiwan, both recruiting and retaining staff to aged care poses difficulties. Good clinical role models can positively impact students' confidence and professional development and influence their willingness to enter the long-term aged care workforce. OBJECTIVES To clarify clinical mentors' roles and competencies and assess the effectiveness of a mentorship program for improving students' professional commitment and self-efficacy in long-term aged care. DESIGN A mixed-methods study with a quasi-experimental research design and qualitative interviews. SETTINGS Purposive sampling was used to recruit long-term aged care professional clinical mentors with preceptor qualifications and nursing and aged care students enrolled in a two-year technical program in a Taiwanese university's gerontology care department. PARTICIPANTS Fourteen mentors and 48 students participated. The student control group received regular education; the experimental group received mentorship guidance. METHODS This study included three phases. Phase one involved qualitative interviews to identify clinical mentors' roles and competencies. Phase two involved expert panel meetings to establish the clinical mentorship program's content and implementation. Phase three involved the program's evaluation. Quantitative questionnaires were administered before the program and subsequently at 6, 12, and 18 months to assess mentors' effectiveness and students' professional commitment and self-efficacy in long-term aged care. Qualitative focus groups solicited participants' feelings and suggestions for the program. RESULTS Clinical mentors' roles and competencies centered on two themes: professional role model and establishing good rapport. Quantitative analysis showed that mentoring effectiveness initially recorded a decline, followed by a subsequent increase. Both groups' professional self-efficacy and commitment followed an increasing trend. While the experimental group's professional commitment score was significantly higher than the control groups, their professional self-efficacy scores did not differ significantly. CONCLUSIONS The clinical mentorship program improved students' long-term aged care professional commitment and self-efficacy.
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Affiliation(s)
- Pen-Chen Kung
- Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
| | - Huei-Ling Huang
- Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Geriatric and Long-Term Care Research Center, Chang Gung University of Science and Technology, Taoyuan, Taiwan; Dementia Center, Department of Neurology, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.
| | - Hui-Lian Che
- Department of Gerontology and Health Care Management, College of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan.
| | - Yen-Fang Chou
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan, Taiwan.
| | - Shu-Fen Chi
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan, Taiwan.
| | - Su-Mei Tseng
- Department of Nursing, Taoyuan Chang Gung Memorial Hospital, Taoyuan, Taiwan.
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Conley CE. Student nurses' end-of-life and post mortem care self-efficacy: A descriptive study. NURSE EDUCATION TODAY 2023; 121:105698. [PMID: 36549255 DOI: 10.1016/j.nedt.2022.105698] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 12/02/2022] [Accepted: 12/10/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Student nurses providing end-of-life care reported that caring for a person dying created anxiety, fear, and increased stress and reflected low self-efficacy. New nurses felt unprepared academically and emotionally. High self-efficacy is necessary to handle adverse emotional reactions. However, the literature lacks an instrument to evaluate nursing students' self-efficacy in caring for someone who is dying. OBJECTIVE The study aims to investigate the reliability and validity of the "End-of-Life and Postmortem Self-Efficacy Scale" and explore nursing students' self-efficacy associated with the nursing duties and responsibilities of caring for individuals during the active phase of dying and immediately after death. DESIGN The study was a quantitative descriptive, cross-sectional design. PARTICIPANTS National Student Nurses' Association members enrolled in undergraduate registered nurse associate's, bachelor's degree programs, or a nursing diploma program. METHOD National Student Nurses' Association members responded to an electronic survey containing 18 items related to end-of-life and post mortem nursing responsibilities. RESULTS A total of 498 responses were analyzed. Cronbach's alpha (α = 0.938) showed high reliability of the 18 items on the instrument. The Kaiser-Meyer-Olkin was 0.925 and indicated sampling adequacy. Bartlett's test of sphericity was highly significant (p = .001). The nursing students' mean end-of-life and post mortem self-efficacy score was 62 (scale of 0-100). CONCLUSION The "End-of-Life and Postmortem Self-Efficacy Scale" showed high reliability in evaluating the latent concept of end-of-life and post mortem self-efficacy. The low mean self-efficacy score indicated that nursing students might be underprepared to provide EOL and post mortem care as new graduates. Faculty can use the "End-of-Life and Postmortem Self-Efficacy Scale" to assess student readiness and identify gaps in knowledge in the care of someone who is dying. Future research is needed to determine how increasing nursing students' end-of-life and post mortem self-efficacy influences the perception of end-of-life preparedness.
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Affiliation(s)
- Carol E Conley
- Department of Nursing, Cox College, United States of America.
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Varner K, Hittle BM, Martsolf D, Plano Clark VL, Gillespie GL, Reutman S. Qualitative Findings for Supporting Newly Graduated Nurse and Teacher Sleep During Their First Year. Workplace Health Saf 2022; 70:556-565. [PMID: 36000700 DOI: 10.1177/21650799221116598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND New graduate role transition for nurses and teachers is stressful. Poor adaptation may manifest as insomnia, which has implications for the new professionals, their employers, and the public served. This study examines factors that impact new graduate sleep, with the aim of identifying perceived helps and hindrances to sleep-during-transition. METHODS Targeted content analysis of transcripts from a larger longitudinal mixed methods study comparing new graduate sleep during their first year of practice. Study participants (N = 21) answered questions in the final interview regarding the most positive and negative impact(s) on sleep during the transition year. Transcripts were analyzed and compared based on the new graduate sleep typology (i.e., Got Better, Got Worse, Stayed Varied) which emerged from the parent study. FINDINGS Most participants, regardless of sleep type, identified a person/group as most positively impacting sleep. They identified work thoughts, stress/anxiety, people, work hours/sleep schedules, and environmental factors as negatively impacting sleep. Work thoughts and stress/anxiety were mentioned together and most frequently by participants in all three sleep types. CONCLUSION/APPLICATIONS TO PRACTICE This study provided insight into new graduate nurse and teacher sleep during transition. Support persons and/or groups may be essential regardless of sleep type. Thought management/stress mitigation strategies and good sleep hygiene may also improve the sleep experiences of these new professionals. Occupational health nurses can support sleep-during-transition among new nurses and teachers by acting as sleep advocates. They may also identify a need for medical intervention and/or sleep specialists and should promote fatigue risk mitigating policies.
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Weller-Newton JM, Murray M, Phillips C, Laging B, McGillion A. Transition to Practice Programs in Nursing: A Rapid Review. J Contin Educ Nurs 2022; 53:442-450. [PMID: 36178755 DOI: 10.3928/00220124-20220907-05] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Background Transition to practice can be exceedingly stressful for newly qualified nurses as they grapple with the "reality shock" of everyday practice as an RN. Transition to practice programs were implemented as a support strategy to ease the transition from student to RN and are designed to increase graduates' confidence and competence, improve their professional adjustment, and increase their retention. Method This rapid review was framed by the Cochrane Methods Rapid Review, supported by the PRISMA statement checklist, aiming to identify and describe the benefits of transition to practice programs for newly graduated RNs and their impact on workforce retention. Results The literature revealed that mixed evidence exists regarding the value and benefits of graduate nurse transition programs to both the graduate and the health service. Conclusion There are multiple inconsistencies across clinical settings, organizations, and preceptor-ship/mentoring training, among others, particularly in relation to duration of the program and the amount of formalized contact/study days. [J Contin Educ Nurs. 2022;53(10):442-450.].
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ÇAMVEREN H, KOCAMAN G, VATAN F. The Effects of a Preceptorship Program on Newcomer Nurses’ Turnover Intention, Commitment and Job Satisfaction: A Quasi-Experimental Study. Nurse Educ Pract 2022; 63:103358. [DOI: 10.1016/j.nepr.2022.103358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Revised: 04/27/2022] [Accepted: 05/06/2022] [Indexed: 01/09/2023]
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Patel MM, Kapoor MM, Whitman GJ. Transitioning to Practice: Getting up to Speed in Efficiency and Accuracy. JOURNAL OF BREAST IMAGING 2021; 3:607-611. [PMID: 34545352 PMCID: PMC8445236 DOI: 10.1093/jbi/wbaa100] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Indexed: 11/13/2022]
Abstract
The transition from trainee to breast radiologist is challenging. The many new responsibilities that breast radiologists acquire while establishing themselves as clinicians may increase stress and anxiety. Taking inventory of existing knowledge and skills and addressing deficits toward the end of one's training can be beneficial. New breast radiologists should expect to be slower and gain proficiency in the first several years out of training. Having realistic expectations for oneself with respect to screening mammography interpretation and following up on the subsequent diagnostic imaging workup of screening callback examinations can increase competence and confidence. Familiarity with the available literature to guide management in the diagnostic setting can increase efficiency. Planning ahead for localizations and biopsies also allows for efficiency while alleviating anxiety. Ultimately, adapting to a new work environment using a collaborative approach with primary healthcare providers, pathologists, and surgeons while remembering to have mentors within and beyond the field of radiology allows for a more successful transition.
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Affiliation(s)
- Miral M Patel
- The University of Texas MD Anderson Cancer Center, Department of Breast Imaging, Houston, TX
| | - Megha M Kapoor
- The University of Texas MD Anderson Cancer Center, Department of Breast Imaging, Houston, TX
| | - Gary J Whitman
- The University of Texas MD Anderson Cancer Center, Department of Breast Imaging, Houston, TX
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Fong HC, Sohal JL, Crosson JA, Hendrix C. A Competency-Based Orientation (CBO) Protocol Enhances Competency Among Newly Hired Perianesthesia Nurses. J Perianesth Nurs 2021; 36:445-451. [PMID: 34257013 DOI: 10.1016/j.jopan.2020.09.017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Revised: 09/25/2020] [Accepted: 09/27/2020] [Indexed: 11/26/2022]
Abstract
PURPOSE The purpose of this quality improvement project was to develop a competency-based orientation (CBO) protocol based on the American Society of PeriAnesthesia Nurses Nursing Standards and CBO for perianesthesia nurses. DESIGN Feasibility study with pre-post survey design. METHODS A CBO protocol that included nursing care workflows for 11 common surgical cases was developed and used in orienting newly hired perianesthesia nurses. Newly hired nurses completed a pre-post self-assessment on their level of competency in caring for surgical patients. FINDINGS Using Wilcoxon signed rank test, improved competency was found in all service areas except for pediatric care. CONCLUSIONS Nursing competency in the perianesthesia area is critical in fulfilling one's role as a nurse. A robust CBO protocol for the perianesthesia nurse is important when integrating an employee into the organization and preparing the nurse for success.
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Affiliation(s)
- Helen C Fong
- California Department of Public Health, Roseville, CA.
| | - Janet L Sohal
- Kaiser Permanente Sacramento Medical Center, Sacramento, CA
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Elce Y. The Mentor-Mentee Relationship, Addressing Challenges in Veterinary Medicine Together. Vet Clin North Am Small Anim Pract 2021; 51:1099-1109. [PMID: 34238600 DOI: 10.1016/j.cvsm.2021.04.023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
This article provides a summary of the current veterinary and medical literature concerning mentor-mentee relationships. In particular, the authors discuss how mentorship may be expanded and improved to address current challenges faced by the veterinary profession. They consider both the positive effects of mentorship on retention and recruitment, mental well-being, and competency, as well as the potential negatives or downsides of mentorship. Although rigorous, controlled studies are rare, the available evidence indicates that mentorship may be a key method to restore career satisfaction in veterinary medicine. Further studies are needed as well as monitoring programs.
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Affiliation(s)
- Yvonne Elce
- Atlantic Veterinary College, University of PEI, Department of Health management, 550 University Avenue, Charlottetown, PEI Canada C1A 4P3.
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Fernández-García D, Moreno-Latorre E, Giménez-Espert MDC, Prado-Gascó V. Satisfaction with the clinical practice among nursing students using regression models and qualitative comparative analysis. NURSE EDUCATION TODAY 2021; 100:104861. [PMID: 33756175 DOI: 10.1016/j.nedt.2021.104861] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 02/24/2021] [Accepted: 03/03/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Clinical practice is considered fundamental in nursing studies for the effective education of nurses and students' satisfaction. Both the clinical environment and the clinical educator are key factors in students´ satisfaction. OBJECTIVES To analyze the influence of the socio-demographic variables of clinical educators and nursing students on satisfaction with the clinical practice. DESIGN This was an observational, cross-sectional study. SETTINGS A clinical practice course at a private university in Valencia, Spain. PARTICIPANTS The study included 527 nursing students enrolled on the clinical practice, supervised by 187 clinical educators. METHODS Two statistical methodologies were used for data analysis: hierarchical regression models (HRM) and fuzzy-set qualitative comparative analysis model (fsQCA). RESULTS The results indicate that sociodemographic variables such as sex, being a woman, and being in the second grade year group, influence student satisfaction in both methodologies. CONCLUSIONS According to our results, establishing specific academic plans for students in higher years (3rd and 4th) could improve nursing students' satisfaction with their clinical practice. Adequate training of students is a key factor in the provision of high-quality nursing care.
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Affiliation(s)
- David Fernández-García
- Department of Nursing, Catholic University of Valencia San Vicente Martir, C/ Jesús, 10, 46007, Spain.
| | - Esther Moreno-Latorre
- Department of Mathematics, Natural Sciences and Social Sciences applied to Education, Catholic University of Valencia San Vicente Martir, C/Sagrado Corazón de Jesús, 5, 46110, Spain.
| | | | - Vicente Prado-Gascó
- Department of Social Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain.
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Zhang YP, Huang X, Xu SY, Xu CJ, Feng XQ, Jin JF. Can a one-on-one mentorship program reduce the turnover rate of new graduate nurses in China? A longitudinal study. Nurse Educ Pract 2019; 40:102616. [DOI: 10.1016/j.nepr.2019.08.010] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Revised: 07/28/2019] [Accepted: 08/18/2019] [Indexed: 11/24/2022]
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Affiliation(s)
- Geraldine S Pearson
- Geraldine S. Pearson, PhD, PMH-CNS, FAAN, University of Connecticut, Farmington, CT, USA
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