Developing mentorship in clinical practice: Psychometrics properties of the Mentors' Competence Instrument

Critical care nurses' competence in mentoring students in intensive care units-A cross-sectional study

BACKGROUND

Mentors play an important role in the practical education of critical care nursing students in intensive care units, yet little is known about the mentoring competencies of critical care nurses.

AIM

The aim of this study was to assess Norwegian critical care nurses' competence in mentoring students in intensive care units.

DESIGN

This study has a descriptive, cross-sectional design, utilising a self-administered online survey.

SETTINGS

The study population consisted of critical care nurses who mentor students in Norwegian intensive care units.

PARTICIPANTS

178 critical care nurses participated in the study. The participants were recruited by contacting the units directly, through social media, and at a national critical care nursing conference.

METHODS

The study utilised the Mentors' Competence Instrument, a self-evaluation tool for evaluating mentoring competence.

RESULTS

The Norwegian critical care nurses generally evaluated their mentoring competence as middle to high level. The "reflection during mentoring" dimension was rated as the highest and "student-centered evaluation" as the lowest competence dimension. The critical care nurses who had formal mentoring education reported significantly higher mentoring competences, but the other demographic characteristics were not related to mentoring competence. Regardless of previous mentoring education, most participants reported a need to further develop their mentoring competencies.

CONCLUSIONS

Employers should collaborate with educational institutions to establish a system for continuous competence development for critical care nurse mentors.

Evidence-Based Investigation of Nurses' Nutrition Interventions in Intensive Care Patients Regarding Enteral Nutrition

AIM

The aim of this study was to examine the practices and knowledge levels of nurses regarding enteral nutrition interventions in intensive care unit patients in terms of evidence.

METHOD

This cross-sectional study was conducted in 2 hospitals between May and August 2021. A total of 136 nurses working in the intensive care units of the hospitals completed online questionnaires including demographic characteristics and questions about enteral nutrition.

RESULTS

According to the nurses' knowledge level about the indication of enteral nutrition formulas, the following were incorrect or incomplete: their knowledge about transition to parenteral nutrition in case of nutritional contraindications, what to do when the amount of gastric residual volume in tolerance is >500 mL every 6 hours, the conditions for starting enteral nutrition, and which formulas are appropriate to use. Regarding their knowledge about enteral feeding tubes/sets, their knowledge about radiologic imaging after tube placement, measurement of gastric pH level, and marking the tube location was insufficient. Differently, the correct answer percentages of the nurses in 11 of the 13 questions regarding the principles of enteral nutrition practice were above 70%.

CONCLUSION

Nurses had adequate knowledge of the principles of enteral nutrition practice, but their knowledge of the indication of enteral nutrition formulas and the evidence for enteral feeding tubes/sets varied. The results showed that nurses need to gain information about the indication of enteral nutrition formulas and evidence related to enteral feeding tubes/sets.

Core competencies for Registered Nurse preceptors: A mapping review of quantitative studies

AIMS

To review the contemporary international literature on nurse preceptor competencies and map the components and their descriptors.

REVIEW METHODS

A mapping review.

DATA SOURCES

Articles reporting evidence-based and validated Registered Nurse (RN) preceptor competencies published between 2013 and 2022 were identified. Open access databases such as PubMed and Google Scholar and the library healthcare databases Scopus and CINAHL were searched. The authors collaborated at each review stage that included screening, article selection, tabulation, mapping and preparation of findings.

RESULTS

Seven quantitative studies were included. Three were based on existing nurse preceptor competency data sets and four were purposely developed using collaborative research methods. Each study validated findings through a survey of nurse stakeholders. Three key competencies shared across all studies were 'facilitating teaching', 'being a role model' and 'evaluating student's performance'. The number of competency categories ranged from three to 10 and the accompanying item descriptors from 9 to 83. Although terminology describing data sets was inconsistent, similarity was seen across competency domains.

CONCLUSION

The contemporary nursing preceptor role is considered an emerging specialist education role. The results offer a set of validated preceptor competency descriptors, applicable to practice, that provide insight into ways employers may recruit, support and retain nurse preceptors.

IMPLICATIONS FOR THE PROFESSION

The mapped results provide a concise summary of nurse preceptor competency research internationally that can inform further development of RN preceptors.

IMPACT

This review addresses the lack of consensus around nursing preceptor competencies for clinical supervision of undergraduate nursing students. Seven competency domains were identified describing key preceptor role capabilities. The domains Facilitator', 'Role model' and 'Evaluator' featured across the included studies: 'More than 300 competency descriptors were reported'. Our review results could better prepare RN preceptors for their important role. Employers of RN preceptors could use the results to design performance competencies that may enhance nursing preceptorship.

REPORTING METHOD

This review adheres to the PRISMA-ScR EQUATOR guidelines as the recommended reporting method for mapping reviews.

Systematic review of tools to measure preceptors' perceptions of their role in undergraduate health clinical education

OBJECTIVE

Evaluate tools used to measure preceptors' perceptions of their role in the clinical education of health undergraduate students.

BACKGROUND

Measurement of preceptors' perceptions of their role in students' learning in practice lacks consistency. The preceptor role makes an important contribution to quality clinical education.

DESIGN

A systematic literature review informed by PRISMA Guidelines.

DATA SOURCES

Major databases CINAHL, ProQuest, Nursing and Allied Health, Medline, Health Reference Centre, Joanna Briggs Institute, PsychInfo and Google Scholar were searched.

REVIEW METHODS

The search strategy yielded a total of 166 papers. Screening for inclusion resulted in 28 papers for critical appraisal and review.

RESULTS

Twenty-two individual tools were identified. Fourteen were named. Nine tools were new, study-specific and untitled. Eight tools were informed by previous research. A third of studies were appraised as being of good quality. A lack of consistency in measures, use of small convenience samples and reliance on self-reported outcomes limited the generalisability of findings.

CONCLUSIONS

Two tools were suitable measures of preceptors' perceptions of their role or an appropriate measure for preceptor effectiveness in students' learning in practice. These tools were tested on the nursing profession only. Ensuring quality in clinical education requires consideration of experiences of key stakeholders and standard measurement of perspectives, effectiveness and preparedness to achieve quality clinical learning outcomes for students.

Australian clinical facilitator professional development needs: A cross-sectional study

BACKGROUND

Registered Nurses are recruited from clinical positions to work as clinical facilitators, supervising nursing students' clinical learning. Few studies have reported on the capabilities of the group, nor offered clinical facilitators validated tools to support their professional development.

OBJECTIVE

To test the validated Capabilities of Nurse Educator (CONE) questionnaire with expert clinical facilitators. To use the modified CONE to investigate the Australian clinical facilitator capability for the role.

DESIGN

Cross-sectional survey design.

PARTICIPANTS

A purposive sample of 235 Australian clinical facilitators.

METHOD

Face validity testing was completed with five members of the target group. The modified CONE was emailed to the 235 Australian nurses with a link for the CONE to complete online. Appropriate statistical analysis was applied to the aggregate data.

RESULTS

All 93 items and six subscales remained in the modified CONE following minor rewording, of some items. Eight-one (n = 81) participants responded. Clinical facilitators are committed to supporting students to learn, and to their own life-long learning, however the survey results identified gaps in leadership and research capabilities.

CONCLUSION

The modified CONE is suitable for use with clinical facilitators as both a self-assessment tool and for understanding group professional development needs. The results of this study will be beneficial in the design of future professional development for clinicians working with students in clinical settings.

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

BACKGROUND

Although mentorship can bring many benefits to medical education, mentors' need for professional development is typically ignored. This study aims to acquire insight into the development of pharmacy mentors' competence by comparing differences between mentors' and postgraduates' perspectives.

METHODS

We used ANOVAs, independent-sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey, which included a prepared questionnaire completed by 118 pharmacy mentors and 118 pharmacy postgraduates from 8 Chinese universities and colleges.

RESULTS

1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors' educational competence was significantly more important to mentors than to postgraduates, and mentors' supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor's degree than to mentors with a master's or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students.

CONCLUSIONS

Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of a student's characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors' competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.