Development and testing of an evidence-based model of mentoring nursing students in clinical practice

Mikkonen, Kristina; Tomietto, Marco; Cicolini, Giancarlo; Kaučič, Boris Miha; Filej, Bojana; Riklikienė, Olga; Juškauskienė, Erika; Vizcaya-Moreno, María Flores; Pérez-Cañaveras, Rosa M.; Raeve, Paul De; Kääriäinen, Maria

doi:10.1016/j.nedt.2019.104272

Cited by 41 publications

(41 citation statements)

References 48 publications

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“…Students make follow-up plans for nursing care based on evidence-based practice following the problems found. Educational interventions to improve the competence of mentors must be designed 16,25,26 . Evidence-based practice is very important for nursing education because Florence Nightingale is a pioneer of evidence-based practice and technology is a key component of the evolution of evidence-based practice 27,28 Diagnostic procedures that were analyzed included abnormal values of cardiac output, fluid balance, acidbase, blood chemistry, IWL, mean arterial pressure, fluid balance, and CBC.…”

Section: Discussionmentioning

confidence: 99%

“…Satisfaction increased significantly in satisfaction surveys that were routinely collected over one year related to the curriculum by providing material related to evidence-based nursing practice 15 . The results of previous studies show that overall, there is no significant difference between groups with e-learning and conventional learning or face-to-face relating to the knowledge, skills, and satisfaction of nursing students, and also E-learning can be used in offering alternative education method [15][16][17] . The study uses an e-learning model with a journal sharing approach to work on nursing care reports, measure competence, and exam results in critical nursing periods.…”

Section: Introductionmentioning

confidence: 99%

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E-Learning Innovation in Indonesia: Journal Sharing of Critical Care (JSCC) for Nursing Students in the Pandemic Covid-19

2020

MLU

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The challenge during the COVID-19 pandemic was Nursing Students studying at home. The innovation of e-learning encourages Clinical Reasoning, patient safety, self-actualization, clinical decision, professionalism, and, competences. The purpose of this study was to determine the effectiveness of the E-Learning Innovation: Journal of Sharing Critical Care (JSCC) in Critical Nursing Students during the Pandemic COVID-19.Research Design uses Descriptive Analysis. The population was all professional nursing students. The sample size was 39 respondents using purposive sampling. Inclusion criteria are students who can complete the learning process for 2 weeks. The independent variable was JSCC. The dependent variable was primary assessment, diagnostic procedures, nursing care, Soft skills, and Outcome. Instrument use Edlink Application. Data analysis uses Partial Least Square (PLS).The results showed that the variable The ability to explain theory had a positive relationship with The ability to make nursing care (ρ = 0,000), primary assessment with the ability to make nursing care (ρ = 0,000), The ability to explain diagnostic procedures with nursing care (ρ = 0,000), The ability to make nursing care with Soft skill (ρ = 0,000), and soft skill has with Outcome (ρ = 0,000) with t statistic> 1.96 in The ability to make nursing care (t statistic = 25,273), Soft skill (t statistic = 8,15), Outcome (t statistic = 9,267).The innovation of learning method using e-learning journal sharing of critical care has a positive impact on explaining deeper cases, strengthening learning competencies, and critical thinking.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

E-Learning Innovation in Indonesia: Journal Sharing of Critical Care (JSCC) for Nursing Students in the Pandemic Covid-19

2020

MLU

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“…The questionnaire included 12 background questions and the Mentors´ Competence Instrument (MCI) 16,19 . The background questions covered areas such as education, unit of work, work experience and mentor tasks.…”

Section: Methodsmentioning

confidence: 99%

“…The mentor needs to offer students opportunities to develop their cognitive, psychomotor and affective skills, all of which are essential in facilitating the transition from student to healthcare professional 1,2,16 . Previous research has identified several mentor characteristics, (eg positive attitude, effective communication skills, commitment, ability to listen to students), that positively affect students’ learning experiences and adaptation to professional practice 5 …”

Section: Introductionmentioning

confidence: 99%

The dental healthcare professionals’ competence in mentoring students in the clinical practice

Keinänen

Mikkonen

Lähdesmäki

et al. 2020

Eur J Dental Education

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Objective The aim of this study was to evaluate dentists’, dental hygienists’ and dental assistants’ competence in mentoring students and to identify distinct mentor profiles. Methods The study employed a cross‐sectional design. Data were collected using the Mentors’ Competence Instrument (MCI), which includes 45 items structured under seven mentoring competence sub‐dimensions. The data were collected during autumn 2017 from dentists, dental hygienists and dental assistants working in the Finnish primary healthcare (n = 1097) using a paper survey, whilst dentists (n = 26) who have completed mentoring education in one university completed an electronic questionnaire. Cases with more than 5% missing data (n = 164) were listwise deleted, whilst the remaining data (n = 933) underwent analysis. K‐mean clustering was used to identify significantly different mentor profiles, whilst comparisons of mentoring competence between the identified profiles were performed with Kruskal‐Wallis and Mann‐Whitney tests. Results Three distinct mentor profiles (A, B and C) that differed in the level of mentoring competence were identified. The participants in profile A encompassed mostly dental assistants, profile B included mostly dental assistants and dentists, and profile C mainly comprised dentists and dental assistants. Profiles A, B and C differed significantly in terms of education, job title, role of mentor and participation in mentoring education. The largest difference in competence was observed between participants of profiles A and C. Each profile differed significantly from the other two across all seven competence areas. Most of the participants had not previously received any mentoring education. Conclusion There is room for improvement in the competence of dentistry student mentors, especially regarding knowledge of effective mentoring practices, goal‐oriented mentoring, mentor characteristics and motivation for mentoring. Every mentor that works with oral healthcare students should receive mentoring training.

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“…Positive role modelling and work-based mentoring have been shown to strengthen the context and culture of learning, support the learning process and enhance overall learning outcomes. 24,25 Horsburgh and Ippolito (2018) provide useful insights to the value of positive role models and mentors in clinical contexts. Characteristics valued by students was the presence of a role model and/or mentor who is present and involved, has aligned values, engaged in meaningful reflection, provides time for a student to write things down, give abundant opportunity for practice, and provides feedback.…”

Section: Role Modelling and Mentoringmentioning

confidence: 99%

A Curriculum Model for Multidisciplinary Training of Midwife Sonographers in a Low Resource Setting

Vinayak¹,

Temmerman²,

Villeirs³

et al. 2021

JMDH

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In many low-resource settings, less than 5% of pregnant women can access ultrasound during pregnancy. Thus, gestational age is often difficult to determine, multiple pregnancies are diagnosed late and foetal and pregnancy-related anomalies can go undetected. A pilot solution was designed beyond the traditional approach of increasing numbers of qualified radiologists, gynaecologists and sonographers. An innovative Human Resource for Health (HRH) task sharing, and maternal child health (MCH) workforce training and capacity building initiative was designed, involving development and testing of a curriculum to train midwife sonographers via a teleradiology innovation platform and a partnership between specialist radiologists, sonographers and midwives. The setting was a tertiary-level private university hospital in Nairobi with implementation in three outreach locations. Direct oversight, support and supervision of specialist radiologists and ultrasonographers effectively addressed issues of quality and safety across the 3-week training period and project implementation. Concepts from sociocultural learning theory informed an initial interactive e-learning module for each midwife at their respective site. Midwives were introduced to ultrasound equipment with a series of didactic and interactive lectures delivered by an expert sonographer at the tertiary hospital teaching site. Lectures were supported by hands-on practical experience, role modelling and mentoring over a four-week period. Assessments included both written examination and practical assessment with an exit examination requiring demonstration of competency in both written and practical format. Final confirmation of scanning accuracy was confirmed with post-delivery verification of results. The pilot was highly successful with an image interpretation accuracy of 99.63% for the midwives. Lessons from this initiative provides guidance in the curriculum development process along with a curriculum outline; pedagogical framework; teaching methods; assessment processes; credentialing; resourcing; and other considerations in scaling up the program. Importantly, the paper details processes for maintaining a high level of quality control and patient safety.

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Development and testing of an evidence-based model of mentoring nursing students in clinical practice

Cited by 41 publications

References 48 publications

E-Learning Innovation in Indonesia: Journal Sharing of Critical Care (JSCC) for Nursing Students in the Pandemic Covid-19

E-Learning Innovation in Indonesia: Journal Sharing of Critical Care (JSCC) for Nursing Students in the Pandemic Covid-19

The dental healthcare professionals’ competence in mentoring students in the clinical practice

A Curriculum Model for Multidisciplinary Training of Midwife Sonographers in a Low Resource Setting

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