Creating a Mentoring Partnership Model

Abstract

The purpose of this project was to increase the number of students participating in public health nursing experiences at Vermont Department of Health through creation of a mentoring partnership model. The model targeted preceptor needs, including roles and responsibilities when working with students; educational needs of faculty, particularly related to evolving roles of public health nurses; and creation of additional clinical opportunities for students. Outcomes included improved working relationships among students, faculty, and public health mentors as measured by narrative evaluative comments of project participants; a 150% increase in the number of students participating in public health nursing clinical experiences; expanded involvement of Vermont Department of Health district offices and central office, with the addition of two new clinical sites and increased numbers of students in sites used prior to this project. Guidelines for preceptors working with students were also developed.

Indices of successful partnerships in academic and clinical nursing: A literature review

“…This type of partnership allows academic and clinical services, utilizing evidence-based practice in care paradigms, will allow both institutions to foresee problems and be able to identify and evaluate them (Frank, 2008). Technological advancements have increased anxiety in the profession since they may require innovative interventions that have not been taught in schools and healthcare institutions (Sowan et al, 2004). However, working collaboratively provides a strategic approach that can accelerate adaptation and response to technology.…”

The Role of the Nurse Lecturer Situated within a Practice–Education Partnership

“…Indeed, one of the strengths of the international practice-education partnerships is the defined role that nurse lecturers play in meeting the aims of the partnership. Roles performed include support and preparation for the preceptor (Haas et al 2002, Sowan et al 2004) and the development of specific student related activities (Hall-Long 2004). Chapple & Aston (2004) report on role flexibility, with the role activities performed by the multiple members of the Practice Learning Team being dependent on the local needs of the clinical learning environment.…”

Team Preceptorship Model: A Solution for Students' Clinical Experience

“…In the past decade, several investigators [8–13] reported positive findings of collaborative preceptor models between schools of nursing and service agencies. Results of these studies showed that nursing students had a positive experience, expanded their knowledge, increased their confidence, and integrated their skills with real-life situations.…”