An innovation in a diploma program: the future potential of mentorship in nursing

175

Nurses who had just completed their training in Scotland were interviewed with regard to their experiences on placements. The nurses had either completed a traditional training course or came from the first cohort of the Project 2000 diploma level course. The interviews focused on the way in which the student nurses had learned in their practice placements. The results suggest that the placement is a complex social and cognitive experience in which there are elements of situated learning. Acceptance into the community of practice is important but this can be separated, conceptually at least, into a social acceptance which might be extended to any student and a professional acceptance which relies on the display of appropriate competence. The nurses described the way in which their mentors had interacted with them in terms which suggested that cognitive apprenticeship strategies had been used to further their learning in practice. It is concluded that, in view of the central importance of the placement for training nurses, explicit use of mentoring techniques derived from situated learning and cognitive apprenticeship might be beneficial.

Section: Discussionmentioning

confidence: 99%

Situated learning in the practice placement

Cope

Cuthbertson

Stoddart

2000

175

“…Tbe relahonship between the mstructor and nursmg staff on the umt was found to make a difference in tbe manner m which students were accepted on the umt Tbe facilitative mstructor worked with botb staff emd students to create a positive leaming environment This would concur with Wnght's (1990) observahons that the quahty of the student-mentor and staff-mentor relahonship was an important determinant of effechve leaming Although instructors were an invaluable resource for student leammg, students were frequently reluctant to ask them questions as tbey did not want to appear ignorant Therefore, peer group support became cntical at this tune In an earlier study, Simpson (1979) found that students sought peer support withm the nurses' residence In tbe imiversity setting this opportunity was not available but students used their clinical group, wrtuch remained constant over the year, to share their concems and to provide support While students were highly compehhve m the classroom, they collaborated in the clmical settmg, assishng each otber by shanng their knowledge and in developing their tecbmcal skills It was miportant for them to know that their ovwi fears and emxiehes were shared by their peers There was evidence that the students became a hgbtknit, family group serving as a supporhve network for one another This helped relieve tension and decreased anxiety, thus facilitating their abihty to leam…”

Section: Instructor's Relationshipsmentioning

confidence: 93%

“…The factors which influence how students leam m the cial to student learmng Effechve chmcal teachers have chmcal settmg is knowledge which is cnhcal for nurse-been found to be good role models, who enjoy teachmg educators The findings reported m this study are part of and demonstrate clmical skill and sound judgement It has a major study on student sociahzahon into nursmg As far also been noted that the efiFechve chmcal lnstmctor demback as 1968, Olesen & Whittaker found that students had onstrates canng behaviours toward the students m the a significant effect on the sociahzahon of their peers The leammg environment (Beck 1991) These behaviours are infiuence of role models, both practismg nurses (Olesen & Another factor which has been found to affect students' IE Campbelleial abihty to leam is the structure of the climcal environment Tbe quahty of tbe relationship between the student and clinical mentor (Wnght 1990), and the mentor's knowledge, athtude and commumcahon skills are also cntical to student leaming (Bailhe 1993) While students seek out role models, their image ofthe 'good nurse' is built through personal observation of divergent prachce and reconciliation of conflictmg philosophies (Wilson & Startup 1991) However, the student nurse's own role-enactment is constantly subject to modification and adaptation because educahon takes place m an ever-changmg social setting wbere pahents/clients receive care (Olsson & Gullberg 1987) Melia (1987) noted that students had difficulty differentiating between their role of learner and worker The students are thrust into the clinical area as short-term members of the patient care team, thus their position is anomalous and the motive for involvement m patient care is usually different from tbat of permanent employees (Ashworth & Morrison 1989) The findings reported m this paper are part of a major study on student socialization Initially, the overall study IS described This is followed by the presentation and discussion of the findings relating to the students' descnptions of factors which facilitated their leaming to nurse in the clinical setting…”

Section: Introduction ^Gg^ Nehnng 1990) Has Over Hme Been Identifiedmentioning

confidence: 99%

Learning to nurse in the clinical setting

Campbell

Larrivee

Field

et al. 1994

The findings reported in this paper are part of a larger study examining student socialization into nursing. In analysing the data, it became evident that two major factors influenced the students' learning in the clinical setting: the first was the clinical instructor, the second peer support. Instructors who were organized, encouraging, outgoing, and who had good relationships with students, patients and nursing staff were seen as 'good' role models. When instructors were unable to establish rapport on a unit, negative feedback from nursing staff could be detrimental to student learning. Peer support encompassed three dimensions: facilitating learning, providing emotional support, and assisting with physical tasks. There was evidence that practising faculty had a stronger influence in shaping students' attitudes towards nursing than classroom teachers.

“…(Morle 1990, Anforth 1992). Wright (1990), following an evaluative study of the experiences of ®nal year students claimed the importance of preparation for the role of mentor. That successful mentoring depends on appropriate preparation of both mentors and students where the mentors are experienced practitioners, was a key feature of this study.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The main strength of Wright's (1990) evaluative study was its multi-method approach of triangulation, which considered the views of both students and their mentors, although the primary focus was on the views of the mentors rather than the students. The work was restricted because of the narrow review of available literature, considering the date of publication and the smallness of the sample size.…”

Section: Literature Reviewmentioning

confidence: 99%

Mentoring today — the students’ views. An investigative case study of pre‐registration nursing students’ experiences and perceptions of mentoring in one theory/ practice module of the Common Foundation Programme on a Project 2000 course

Watson

1999

The study reported in this paper investigated the mentoring experiences and perceptions of pre-registration nursing students in one organization, on a theory/practice nursing module. It considered the extent to which students' understanding and expectations matched their actual experiences. Interviews were conducted with 35 students on a Common Foundation Programme, and 15 allocated mentors, using a semi-structured interview guide. These were done within the clinical setting of the wards on which the students were placed as part of their requirements for completion of the module. A distortion of the actual meaning of mentoring appears to be present because of the lack of clarity provided, both internally by organizations and by the English National Board (ENB) who have provided loose guidelines. The implications of this distortion are discussed. The application of a mentoring role in practice needs to be re-examined, with the provision of a clear structured guide internally and externally, with regard to the needs of students and staff who are expected to act as mentors. The study was small scale and cannot be generalized. Mentoring, however, is now widely used within pre-registration nursing education, even though it is generally considered that its use may not be appropriate. Follow-up studies need to be undertaken on an ongoing basis, to examine what actually happens in practice, and to consider ways of ensuring that the benefits for staff and students are enhanced.