Experiences of nursing students in A peer mentoring program during their clinical practices. A qualitative study

BACKGROUND

Clinical placements allow nursing students to develop the skills and attitudes necessary to provide care. Peer mentoring programmes seem to facilitate these achievements, but there are very few studies on the effects of peer mentoring on clinical placements and what it can bring to both mentors and mentees.

AIM

To describe the perspectives of nursing students on a peer mentoring programme during their clinical placements.

DESIGN

A qualitative descriptive and exploratory study.

SETTINGS AND PARTICIPANTS

First year and third year nursing students were included.

METHODS

Focus groups were conducted with students after they participated in a peer mentoring programme during their clinical practice rotation.

RESULTS

The support received from the student mentors was very important both academically and personally. Mentors also acknowledged having improved their teaching and leadership skills.

CONCLUSIONS

Our results can be applied to future studies to inform peer mentoring programmes as a complementary teaching tool in clinical placements to improve leadership and empowerment in nursing students.

Enhancing perceived leadership of nursing students through a student-led dedicated education unit in a community setting: A feasibility study

BACKGROUND

Leadership competence is important to ensure the provision of safe and high-quality care in hospitals.

PURPOSE

The aim was to demonstrate the feasibility of enhancing the perceived leadership competence of nursing students through an innovative health education strategy, consisting of a student-led dedicated education unit (DEU) informed by a service-learning approach in a community setting.

DESIGN

Feasibility study in a three-phase process: I: Design; II: Acceptability and implementation; III: Expansion to a different setting. In phase II the DEU was piloted with 62 students using a pretest/post-test with control group design. In phase III it was piloted with 20 students in the expansion setting.

METHODS

The DEU was implemented and tested in Barcelona (Spain) between 2014 and 2019. To assess acceptability and implementation, students' perceived leadership competence was measured using the Self-Assessment Leadership Instrument. We also obtained satisfaction ratings using an ad hoc questionnaire.

RESULTS

Satisfaction was high among students, as well as among service users who received health education. In phase II, students' post-test self-ratings of their leadership competence were higher in both the intervention and control groups, but the increase was significantly greater among students who participated in the DEU (25.84 % vs. 16.72 %, p = .012). Similar results were obtained in the expansion phase, with students in the intervention group once again showing a significant increase in perceived leadership skills (12.89 %, p = .005).

CONCLUSIONS

Student-led DEUs appear to be an effective way of enhancing perceived leadership competence among senior nursing students.

Nursing leaders' perceptions of the state of nursing leadership and the need for nursing leadership education reform: A qualitative content analysis from South Korea

AIM

This study aimed to clarify nursing leaders' perceptions of nursing leadership education and practice.

BACKGROUND

Leadership is an essential competency that is required in nursing practice. It is also necessary to pay more attention to the development of nurses' leadership to improve patient safety and outcomes.

METHODS

Participants were 15 nursing leaders. We adopted qualitative content analysis for data collected through individual and/or focus group interviews and analysed using the process of coding, condensing and categorizing.

RESULTS

The results revealed the following five major themes with categories: (1) nursing leadership-commitment to nurses, the nursing profession and the organisation; (2) nursing leadership abilities-competency and compatibility, personality and traits; (3) importance of nursing leadership education to enhance educational efficiency and to nurture next-generation nursing leaders; (4) difficulties in nursing leadership education: lack of perception and difficulty of implementation; and (5) strategies for nursing leadership education: contents and methods.

CONCLUSIONS

Nursing leaders' perception of nursing leadership was extended to nurses, organisations and nursing professions. Competency, capability, innate personality and traits are required nursing abilities that are acquired through education.

IMPLICATIONS FOR NURSING MANAGEMENT

Experience and theoretical-based nursing leadership education should be introduced gradually and systematically from the beginning of nurses' careers.

Fostering leadership competence and satisfaction in nursing undergraduates through a student-led conference: A quasi-experimental pre-post study

BACKGROUND

Numerous benefits have been reported for student-led conferences, such as increased leadership. This competence has been recognized as important for nurses so as to ensure the provision of safe and high-quality care in complex environments. However, research has yet to examine empirically the impact of student-led conferences on students' leadership behaviours.

OBJECTIVES

To examine the impact that participation in a student-led conference had on the self-perceived leadership competence of nursing undergraduates.

DESIGN

Quasi-experimental single group pre-post intervention study.

SETTING

Faculty of Medicine and Health Sciences at the Universitat Internacional de Catalunya.

PARTICIPANTS

31 students enrolled in two elective modules offered during the final year (fourth year) of a nursing degree programme.

METHODS

Pre-post assessment of self-perceived leadership behaviours among nursing students involved in planning and organizing a scientific conference. In addition to carrying out the tasks of organizing the Conference, all students participated as co-authors of an oral communication, thus being able to develop both cognitive and non-cognitive domains. Leadership was measured using ES_SALI scale, the Spanish version of the Self-Assessment Leadership Instrument.

RESULTS

Involvement in the student-led conference led to a statistically significant increase in self-perceived leadership competence among nursing undergraduates (p < .001). Both the total ES_SALI score and scores on each of its four dimensions (Strategic thinking, Emotional intelligence, Impact and influence, and Teamwork skills) increased significantly, and the percentage change was above 8% in all cases (p < .01). The greatest increase (10.99%) corresponded to the 'Impact and influence' dimension of leadership.

CONCLUSIONS

The results suggest that student-led conferences are an effective way of helping nursing undergraduates to develop their leadership competence.