Developing a digital learning version of a mentorship training programme

Casey, Debbie; Clark, Liz; Gould, Kathryn

doi:10.12968/bjon.2018.27.2.82

Cited by 6 publications

(5 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, significant barriers were identified that could undermine these gains. Aside from the pragmatic issues of the strict firewalls in practice environments, the NQNs related anxieties around how they would access forums given the time pressures at work, as also noted by Casey et al, (2018). Similarly, our participants were reluctant to contribute to an online forum in their own time.…”

Section: Discussionmentioning

confidence: 81%

Exploring newly qualified nurses’ experiences of support and perceptions of peer support online: A qualitative study

Jenkins

Oyebode

Bicknell

et al. 2021

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aims and Objectives: To explore newly qualified nurses' support needs and their perceptions of online peer support. Background:The experience of being a newly qualified nurse is stressful and isolating. Support from colleagues and peers can enhance perceptions of competence and confidence in newly qualified nurses, improve well-being and aid retention. However, despite initiatives such as preceptorship, support needs may remain unmet in busy clinical environments. Online support has potential to offer a partial solution to professional isolation, but there is a lack of research into how technology can support nurses' emotional and social well-being.Design: A qualitative exploratory study was designed, employing semi-structured focus groups, analysed using thematic analysis. The study is reported in accordance with the COnsolidated criteria for REporting Qualitative research checklist.Methods: Eight focus groups, supplemented by one individual interview, were conducted with newly qualified nurses between June 2018-January 2019.Findings: Two main themes arose. The first was Drowning, a lot of the time with two subthemes: (i) Feelings and emotions about being a Newly Qualified Nurse: 'Absolutely terrified' and (ii) Support within the role: 'Somebody you can count on'. The second was Potential advantages and disadvantages of online modality: 'Somebody is going to get in that phone!' which included three sub-themes (i) Potential advantages, (ii) Potential disadvantages and (iii) Preferences and recommendations. Conclusions:This study demonstrates that if barriers can be overcome, then online support has potential to contribute to newly qualified nurses' well-being. Further research is needed to explore technical and ethical issues around online support and evaluate its effectiveness for newly qualified nurses. Relevance to clinical practice:Online support has the potential to add to existing strategies to support nurses during stressful times. This may be particularly relevant when many staff are working under increased pressure due to the COVID-19 pandemic. | 2925 JENKINS Et al.

show abstract

Section: Discussionmentioning

confidence: 81%

Exploring newly qualified nurses’ experiences of support and perceptions of peer support online: A qualitative study

Jenkins

Oyebode

Bicknell

et al. 2021

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…Further research is necessary to understand factors such as optimal dose, the importance of readiness for change for success [82], and which contextual factors, resources, and structures are important. Research can inform the optimal design of the intervention, how to adapt it based on the implementation context, uncover best practices, and measure impact [83][84][85][86]. This research can support effective policy and practice by elucidating how and where resources should be spent, and can be used as the basis for effectively scaling up for impact.…”

Section: Future Researchmentioning

confidence: 99%

Implementing surgical mentorship in a resource-constrained context: a mixed methods assessment of the experiences of mentees, mentors, and leaders, and lessons learned

et al. 2022

View full text Add to dashboard Cite

Background A well-qualified workforce is critical to effective functioning of health systems and populations; however, skill gaps present a challenge in low-resource settings. While an emerging body of evidence suggests that mentorship can improve quality, access, and systems in African health settings by building the capacity of health providers, less is known about its implementation in surgery. We studied a novel surgical mentorship intervention as part of a safe surgery intervention (Safe Surgery 2020) in five rural Ethiopian facilities to understand factors affecting implementation of surgical mentorship in resource–constrained settings. Methods We designed a convergent mixed-methods study to understand the experiences of mentees, mentors, hospital leaders, and external stakeholders with the mentorship intervention. Quantitative data was collected through a survey (n = 25) and qualitative data through in-depth interviews (n = 26) in 2018 to gather information on (1) intervention characteristics including areas of mentorship, mentee-mentor relationships, and mentor characteristics, (2) organizational context including facilitators and barriers to implementation, (3) perceived impact, and (4) respondent characteristics. We analyzed the quantitative and qualitative data using frequency analysis and the constant comparison method, respectively; we integrated findings to identify themes. Results All mentees (100%) experienced the intervention as positive. Participants perceived impact as: safer and more frequent surgical procedures, collegial bonds between mentees and mentors, empowerment among mentees, and a culture of continuous learning. Over 70% of all mentees reported their confidence and job satisfaction increased. Supportive intervention characteristics included a systems focus, psychologically safe mentee-mentor relationships, and mentor characteristics including generosity with time and knowledge, understanding of local context, and interpersonal skills. Supportive organizational context included a receptive implementation climate. Intervention challenges included insufficient clinical training, inadequate mentor support, and inadequate dose. Organizational context challenges included resource constraints and a lack of common understanding of the intervention. Conclusion We offer lessons for intervention designers, policy makers, and practitioners about optimizing surgical mentorship interventions in resource-constrained settings. We attribute the intervention’s success to its holistic approach, a receptive climate, and effective mentee-mentor relationships. These qualities, along with policy support and adapting the intervention through user feedback are important for successful implementation.

show abstract

“…The value of mentorship is well supported, and nursing education institutions are calling for more mentorship initiatives Bradshaw, McAllister, Mulvogue, Ryan and Happell, 2021;. Recent findings by Casey, Clark and Gould (2018) and Bradshaw, McAllister, Mulvogue, Ryan and Happell (2021) The purpose of the program was to train and support midwifery practitioners in mentorship skills, roles and responsibilities so that mentorship in clinical placements can be undertaken with ease. By so doing, midwifery practitioners will be knowledgeable of mentorship roles, processes and expectations and thus midwifery students placed at clinical sites will reap the benefits of mentorship.…”

Section: Focus Group Resultsmentioning

confidence: 99%

“…Aside from patient care, which precedes the responsibility of student supervision, the challenges of clinical placements are compounding. These challenges well known, and calls to improve clinical support through formal mentorship training has become a global initiative; however, developing a mentorship training program is no easy task (Casey, Clark, and Gould, 2018;Sheehan, Elmir, Hammond, Schmied, Coulten, Soreneson, Arundell, Keedle, Dahlen, and Burns, 2021). The voluntary role of midwifery practitioners in supporting midwifery students during clinical placement maybe advantageous, and efforts to strengthen this role through mentorship training is likely to improve the overall clinical support of students (Amod and Mkhize, 2022, in review).…”

Section: Discussionmentioning

confidence: 99%

“…highlighted that mentorship training using online methods in nursing programs is uncommon, and there is little literature available for discussion; consequently, the need for more robust mentorship training programs exists. Developing mentorship training programs is generally not an easy task(Casey, Clark, and Gould, 2018), and developing successful midwifery mentorship training requires persistence, reassurance, encouragement, and support(Sheehan et al, 2021). As described by some participants in this study, the mentorship training was well organized and provided adequate guidance to undertake mentorship of midwifery students during clinical practice.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Analyzing and strengthening the clinical support of undergraduate midwifery students and developing a mentorship training program at a higher education institution in KwaZulu-Natal, South Africa: a mixed method and action research design.

Amod

View full text Add to dashboard Cite

The competence of midwifery students is highly dependent on the quality of clinical support they receive during clinical placement. Offering support and training to midwifery practitioners, who supervise students during placement, is necessary in South Africa. This study aimed to analyze and strengthen the clinical support of undergraduate midwifery students, and develop a mentorship-training program. This study adopted a mixed-method and action research approach incorporating a descriptive and exploratory design. A convenient and purposive sampling technique, multiple research tools (systematic scoping review protocol, questionnaires, interviews and focus groups), and three different study populations (60 midwifery students, 28 practitioners and 10 educators) complimented the aim of conducting a mixed-methods study. Data collection commenced for Cycle 1 in May 2019 and concluded with Cycle 4 in April 2022. Quantitative data was inserted into SPSS version 27 for descriptive and comparative analysis whilst qualitative data used a thematic content analysis approach. Cycle 1 results highlighted that 93% of students had support from midwifery practitioners and found that the clinical placement benefitted their learning outcomes. Although students received three types of clinical support, namely clinical supervision, mentorship and preceptorship, 80% of clinical support was clinical supervision. Postclinical placement, students were incompetent in 11.4% of their clinical requirements. In Cycle 2, a two-round Delphi method evaluated the quality of a mentorship-training program using midwifery experts in round 1 and midwifery practitioners in round 2. There was an overall quality score achieved of 81% round 1 and 96% in round 2. In Cycle 3, three themes emanated from the focus group discussions. Mentorship training was a new phenomenon, empowered mentorship abilities, and an investment toward midwifery leadership. Interview results showed that the mentorship training program was a new, well-structured and valuable program; a refresher course for midwifery clinical practitioners and educators, adequate to support midwifery practitioners in their mentorship roles and responsibilities, and produced recommendations for midwifery practice and education. Mentorship during clinical placement is likely to strengthen the clinical support of midwifery students. A mentorship training program for midwifery practitioners developed in this study is valuable to midwifery educators and practitioners in South Africa.

show abstract

Developing a digital learning version of a mentorship training programme

Cited by 6 publications

References 9 publications

Exploring newly qualified nurses’ experiences of support and perceptions of peer support online: A qualitative study

Exploring newly qualified nurses’ experiences of support and perceptions of peer support online: A qualitative study

Implementing surgical mentorship in a resource-constrained context: a mixed methods assessment of the experiences of mentees, mentors, and leaders, and lessons learned

Analyzing and strengthening the clinical support of undergraduate midwifery students and developing a mentorship training program at a higher education institution in KwaZulu-Natal, South Africa: a mixed method and action research design.

Contact Info

Product

Resources

About