The competence of nurse mentors in mentoring students in clinical practice – A cross-sectional study

Tuomikoski, Anna-Maria; Ruotsalainen, Heidi; Mikkonen, Kristina; Miettunen, Jouko; Kääriäinen, Maria

doi:10.1016/j.nedt.2018.09.008

Cited by 56 publications

(59 citation statements)

References 23 publications

(32 reference statements)

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“…In addition, Meden et al () reported that 58% of mentors included reflection during their mentoring, supported with the ability to use evaluation tools. Other studies also found that mentors regarded their reflection during mentoring (Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and provision of feedback (Oikarainen et al, ; Tuomikoski et al, ) as fairly high.…”

Section: Resultsmentioning

confidence: 93%

“…In the studies, mentors' competence was self‐assessed with instruments including: unnamed instruments developed by the authors (Borch et al, ; Hall‐Lord et al, ; Heffernan et al, ; Helminen et al, ; McInnes et al, ; Meden et al, ; Omer et al, ; Skela‐Savič & Kiger, ; Smith et al, ); the Involvement, Motivation, Satisfaction, Obstacles and Commitment Instrument (Cervera‐Gasch et al, ); Mentor´s Competence Instrument (MCI) (Kälkäjä et al, ; Karjalainen et al, ; Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and Nursing Students' Contributions to Clinical Agencies (NSCCA) instrument (Morrison & Brennaman, ). Validated instruments are categorised in terms of competence areas covered in Table .…”

Section: Resultsmentioning

confidence: 99%

“…The studies reported RNs' self‐assessed competence in mentoring nursing students and associated environmental factors in various dimensions (see Table ). Mentoring practices in the workplace and resources were assessed as highly in several studies (Kälkäjä et al, ; Morrison & Brennaman, ; Ruuskanen et al, ; Tuomikoski et al, ). Pedagogical practices of mentors with respect to both students and the students' host universities were as rated satisfactory in studies by Kälkäjä et al () and Tuomikoski et al ().…”

Section: Resultsmentioning

confidence: 99%

“…Mentoring practices in the workplace and resources were assessed as highly in several studies (Kälkäjä et al, ; Morrison & Brennaman, ; Ruuskanen et al, ; Tuomikoski et al, ). Pedagogical practices of mentors with respect to both students and the students' host universities were as rated satisfactory in studies by Kälkäjä et al () and Tuomikoski et al (). McInnes et al () found that only a third of mentors (32%) regarded themselves as enablers of students' clinical placements.…”

Section: Resultsmentioning

confidence: 99%

“…Mentors' identification of students' needs for mentoring was rated well (Oikarainen et al, ; Tuomikoski et al, ). Several studies noted that mentors require competence in goal orientation in mentoring and supporting students' learning processes (Karjalainen et al, ; Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and student motivation (Kälkäjä et al, ; Meden et al, ; Oikarainen et al, ). Meden et al () found that up to 86% of mentors rated their motivation of students as at least satisfactory.…”

Section: Resultsmentioning

confidence: 99%

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Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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Section: Resultsmentioning

confidence: 93%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Practical nursing students' learning and assessment during work‐based placement: A qualitative study

Virpi,

Anna‐Maria,

Kristina

2023

Nursing Open

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Aim To describe practical nursing students', mentors' and educators' perceptions of student learning and assessment of learning progress during work‐based learning. Design A qualitative descriptive study. Methods The research data were collected by interviewing eight practical nursing students, 12 mentors and eight educators (total n = 28) from three vocational institutions and four social‐ and health care organizations in Finland during November 2019–September 2020. The interviews were conducted as focus group interviews, after which the collected material was subjected to content analysis. The researchers had received appropriate research permits from the target organizations. Results Work‐based learning depends on the student, who must be goal‐oriented and responsible for their own learning. The mentor also plays a key role in the learning process as the supporter and enabler of a student's goal‐oriented learning process. The educator is responsible for instructing both students and mentors, and supporting a student's goal‐oriented learning process. The vocational institution also has a role in successful learning among practical nursing students as an enabler of students' individual learning process. The participants shared that the workplace is responsible for ensuring a secure learning environment.

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Midwives’ perspectives of the challenges in mentoring students: A qualitative survey

Gray

Downer

2021

Collegian

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The competence of nurse mentors in mentoring students in clinical practice – A cross-sectional study

Cited by 56 publications

References 23 publications

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Practical nursing students' learning and assessment during work‐based placement: A qualitative study

Midwives’ perspectives of the challenges in mentoring students: A qualitative survey

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