Experience of nurses regarding the clinical mentoring of student nurses in resource-limited settings

Clinical mentorship of midwifery students: The perceptions of registered midwives

Background

Clinical mentors are experienced practitioners who play an important role in encouraging the professional development of students in clinical areas. The responsibility of clinical mentorship in nursing is often difficult to maintain. However, there is a dire need for clinical mentorship in maternity units, especially in South African hospitals were high maternal mortality rates remain alarmingly high.

Aim

This study aimed to describe the perceptions of registered midwives regarding the clinical mentorship of midwifery students.

Setting

The study occurred in a semi-rural state regional hospital in the eThekwini district, KwaZulu-Natal.

Methods

A qualitative exploratory and descriptive design was conducted using in-depth individual interviews with midwives in maternity units. A purposive and convenient sampling method recruited 17 registered midwives from 3 maternity care areas within a single setting. Interviews were audio-recorded and all data were analysed using qualitative content analysis.

Results

Five categories emanated from this study namely, sharing knowledge and skills; encouraging role model behaviour; promoting self-worth; Is a challenging task; and requiring additional support.

Conclusion

Clinical mentorship has a reciprocal effect on teaching and learning in maternity care areas and encouraged registered midwives to lead as role-models. The process demands competence, professionalism, and leading by example. Despite the confidence, satisfaction and interest in clinical mentorship, registered midwives often find the process challenged by patient care priorities. Therefore, registered midwives require additional support to mentor students in clinical practice.

Contribution

This article shows that clinical mentorship places various challenges on registered midwives and formal mentorship training could be beneficial.

Exploring the complex realities of nursing work in Kenya and how this shapes role enactment and practice-A qualitative study

AIM

We explore how nurses navigate competing work demands in resource-constrained settings and how this shapes the enactment of nursing roles.

DESIGN

An exploratory-descriptive qualitative study.

METHODS

Using individual in-depth interviews and small group interviews, we interviewed 47 purposively selected nurses and nurse managers. We also conducted 57 hours of non-participant structured observations of nursing work in three public hospitals.

RESULTS

Three major themes arose: (i) Rationalization of prioritization decisions, where nurses described prioritizing technical nursing tasks over routine bedside care, coming up with their own 'working standards' of care and nurses informally delegating tasks to cope with work demands. (ii) Bundling of tasks describes how nurses were sometimes engaged in tasks seen to be out of their scope of work or sometimes being used to fill for other professional shortages. (iii) Pursuit of professional ideals describes how the reality of how nursing was practised was seen to be in contrast with nurses' quest for professionalism.

Education and Mentoring of Specialist Pediatric Palliative Care Medical and Nursing Trainees: The Quality of Care Collaborative Australia

BACKGROUND

The Quality of Care Collaborative Australia (QuoCCA) builds capability in the generalist and specialist paediatric palliative care (PPC) workforce throughout Australia. It supports regional and community services to provide care close to families' homes, as well as building expertise in tertiary centers.

OBJECTIVE

Medical Fellows and Nurse Practitioner candidates (specialist trainees) were funded by QuoCCA at four tertiary hospitals throughout Australia supported by an education and mentoring framework. This study explored the activity and experiences of clinicians who had occupied these roles to evaluate their effectiveness to build PPC capability.

METHODS

Online surveys recorded the monthly activity of Medical Fellows, with a point in time check of knowledge, skills and confidence in 2019. Discovery Interview methodology was used to collect detailed experiences of 11 trainees employed between 2018 to 2022 in Queensland.

RESULTS

A combination of mentoring and formal and informal education, peer support and practical experience was valuable for trainees. They found the support of the whole interdisciplinary team advantageous to learning. Shadowing experienced team members gave them the opportunity to learn practical skills, especially regarding communication with families. Practicing clinical skills was beneficial, through being on call, attending home visits, supporting families, prescribing medications and developing treatment plans in collaboration with the team. The trainee experience was optimised through learning from families, personal reflection, involvement in research projects and delivering QuoCCA education.

CONCLUSION

The QuoCCA trainee roles for Medical Fellows and Nurse Practitioner candidates exhibit a valuable and effective education and mentorship framework that could be applied to other specialties. The service leadership and collaborative interdisciplinary team support various modes of education and mentoring. The roles not only develop the trainees' specialised PPC clinical skills, they also improve their general clinical practice, including communication, empathy and holistic care. A structured curriculum of education is recommended to protect these positive outcomes.

Mentoring community service nurses in public health settings: Guidelines for nurse managers

Background

Adequate mentoring and support of community service nurses (CSNs) in transitioning from the learning environment to the public health setting is pivotal. Despite this notion, the mentoring of CSNs is inconsistently implemented. It was therefore imperative that the researchers developed the guidelines that can be used by managers to mentor the CSNs.

Aim

This article shares nine guidelines to ensure adequate mentoring of CSNs in public health settings.

Setting

The study was conducted in public health settings designated for placement of CSNs, in South Africa.

Methods

This study followed a convergent parallel mixed-methods design whereby qualitative data were obtained from purposefully selected CSNs and nurse managers. Quantitative data were obtained from 224 CSNs and 174 nurse managers, with the use of mentoring questionnaires. Semi-structured interviews were used on focus groups of nurse managers (n = 27) and CSNs (n = 28). Quantitative data were analysed with Statistical Package for Social Science software version 23, ATLAS.ti 7 software was used to analyse qualitative data.

Results

The merged results evidenced that CSNs were not adequately mentored. The public health setting was not conducive to mentoring CSNs. Mentoring activities were not well structured. Monitoring and evaluation of mentoring of CSNs were not properly done. Evidence from merged results and literature were applied to develop mentoring guidelines for operationalising a mentoring programme for CSNs.

Conclusion

The guidelines were: (1) creation of a positive mentoring environment, (2) enhancement of collaboration between stakeholders, (3) attributes of CSNs and nurse managers in the mentoring relationship, (4) enhance orientation for nurse managers and CSNs, (5) facilitation of mentor-mentee matching process, (6) conducting mentoring meetings, (7) capacity development for CSNs and nurse managers, (8) monitoring and evaluation of mentoring process, and (9) reflections and feedback.

Contribution

This was the first CSNs' guidelines to be developed in the public health setting. These guidelines could facilitate adequate mentoring of CSNs.

Rearrangement of mentoring components for Student Achievement of medical universities

INTRODUCTION

Mentoring programs are the most important factor in the achievement of students' human capital. However, in Iran's higher health education system, these initiatives have received less attention. The goal of this research is to reorganize the components of mentoring for medical university student achievement.

METHODS

This qualitative study was conducted using a Meta synthesis method. Keywords of mentoring medical students, mentoring academics students, human capital development, student development, and mentoring were searched in database: Science Direct, Springer, Wiley Online Library, ERIC, Sage, Emerald, Pub Med from 2000 to 2021. Out of total 91 studies, finally 51 studies were selected.

RESULTS

The findings are divided into two parts. The first part deals with the characteristics of faculty members and students in the mentoring programs of medical universities. These features include student-specific characteristics, faculty-specific characteristics and common characteristics. In the second part of findings, the components of mentoring programs were extracted. These components include university, communication, soft capacities; before the implementation of the program, during program implementation, monitoring and evaluation of program implementation, and consequences of program implementation.

CONCLUSION

The suggested components should be examined by managers of the higher health education system for student human capital development due to the relevance of mentoring programs in the development of medical students' human capital.

Factors which influence the effectiveness of clinical supervision for student nurses in Sri Lanka: A qualitative research study

BACKGROUND

Clinical placements are an essential part of student nurse education, but their effectiveness is influenced by the type and availability of supervision and existing resources. In Sri Lanka, the specific socio-political context in which nursing, and nurse education, operate may also be important.

OBJECTIVES

To examine the impact of socio-political factors on Sri Lankan nurses' supervisory practices and student nurses' experiences of clinical supervision.

DESIGN

Qualitative descriptive.

SETTINGS

Four teaching hospitals and four educational establishments in Colombo district, Sri Lanka.

PARTICIPANTS

217 student nurses in years 2-4 of their programmes. 205 qualified nurses (clinical and academic) with a minimum of two years' supervisory experience.

METHODS

Written responses to three open questions, followed by reflexive thematic analysis with inductive, semantic coding.

RESULTS

Two themes were identified: 1. Personal and professional development 2. Tensions and conflicts. Sociocultural norms and governance structures, which limited nurses' professional recognition and self-determination, negatively affected clinical supervision.

CONCLUSIONS

The sociocultural changes necessary to raise the professional status of Sri Lankan nurses will take time to occur. Approval of a mentorship education programme for supervisors, recognition of their role and greater support for students are important first steps in this process.