“…(Helen)…If I could assess students properly that would help me give better feedback. (Donna) (Ryan & McAllister, , p. 4)…”
Section: Resultsmentioning
confidence: 99%
“…We get no recognition and no paid study leave. (Ryan & McAllister, , p. 5)during our training, we are told to be careful, to take whatever time we need…that is why it is hard when we start working in the organization.… (Aubry et al, )…”
Section: Resultsmentioning
confidence: 99%
“…Old hierarchies and unchecked feelings of superiority may occur, and ENs can thus be on the receiving end of biases, and potential hostility. (Ryan & McAllister, , p. 5)…”
Section: Resultsmentioning
confidence: 99%
“…Synthesized findings are rarely reported in individual studies. This systematic review is timely, considering that the demand for mentorship programmes is high, in the context of a lack of staff education and training that could improve staff recruitment and retention, with the ultimate goal of providing high‐quality care for residents in a care setting (Ryan & McAllister, ).…”
Aim
To determine nursing home staff experiences in mentorship programmes, and staff perceptions of the enablers and barriers to implement mentorship programmes.
Background
Mentorship programmes are perceived as playing an important role in improving the quality of care in nursing homes. However, little is known about research evidence across the global about staff's experiences in the programmes.
Methods
A search for studies published from the earliest available date to April 2019 was undertaken. Two reviewers performed data extraction and an appraisal of eight studies using tools from the Joanna Briggs Institute. A pragmatic meta‐aggregative approach was applied to synthesise the findings. The qualitative research that was included was analysed to identify 63 findings that were organised into 12 categories and combined into three syntheses.
Results
The implementation of effective mentorship programmes is influenced by three factors: mentor capability, opportunity in the mentorship programmes, and motivation in the mentorship programmes.
Conclusions
There are a number of studies of nursing home staff experiences of mentorship programmes. However, systematic reviews that synthesise findings in this field are lacking. It is crucial to tailor the programme design to suit each unique nursing home care setting. We identified barriers and enablers, and learned that no barriers are insurmountable.
Implications for Nursing Management
Findings will inform nurse managers of an ideal environment for the implementation of a successful mentorship programme. Nursing homes need to establish and sustain mentorship programmes to help improve workforce capacity in delivering high‐quality care for residents.
“…(Helen)…If I could assess students properly that would help me give better feedback. (Donna) (Ryan & McAllister, , p. 4)…”
Section: Resultsmentioning
confidence: 99%
“…We get no recognition and no paid study leave. (Ryan & McAllister, , p. 5)during our training, we are told to be careful, to take whatever time we need…that is why it is hard when we start working in the organization.… (Aubry et al, )…”
Section: Resultsmentioning
confidence: 99%
“…Old hierarchies and unchecked feelings of superiority may occur, and ENs can thus be on the receiving end of biases, and potential hostility. (Ryan & McAllister, , p. 5)…”
Section: Resultsmentioning
confidence: 99%
“…Synthesized findings are rarely reported in individual studies. This systematic review is timely, considering that the demand for mentorship programmes is high, in the context of a lack of staff education and training that could improve staff recruitment and retention, with the ultimate goal of providing high‐quality care for residents in a care setting (Ryan & McAllister, ).…”
Aim
To determine nursing home staff experiences in mentorship programmes, and staff perceptions of the enablers and barriers to implement mentorship programmes.
Background
Mentorship programmes are perceived as playing an important role in improving the quality of care in nursing homes. However, little is known about research evidence across the global about staff's experiences in the programmes.
Methods
A search for studies published from the earliest available date to April 2019 was undertaken. Two reviewers performed data extraction and an appraisal of eight studies using tools from the Joanna Briggs Institute. A pragmatic meta‐aggregative approach was applied to synthesise the findings. The qualitative research that was included was analysed to identify 63 findings that were organised into 12 categories and combined into three syntheses.
Results
The implementation of effective mentorship programmes is influenced by three factors: mentor capability, opportunity in the mentorship programmes, and motivation in the mentorship programmes.
Conclusions
There are a number of studies of nursing home staff experiences of mentorship programmes. However, systematic reviews that synthesise findings in this field are lacking. It is crucial to tailor the programme design to suit each unique nursing home care setting. We identified barriers and enablers, and learned that no barriers are insurmountable.
Implications for Nursing Management
Findings will inform nurse managers of an ideal environment for the implementation of a successful mentorship programme. Nursing homes need to establish and sustain mentorship programmes to help improve workforce capacity in delivering high‐quality care for residents.
“…While a large body of nursing education research has repeatedly found the role of preceptor to be important to nursing students' learning outcomes within the clinical context (Ryan & McAllister, 2017), there are no studies that have explored the nurse preceptors' perceptions of teaching BNC to students in a school simulation lab. In a time of rapid demographic changes, financial constraints, and calls for innovation, new ideas and approaches have fertile ground in which to take root.…”
Research demonstrates that basic nursing care receives less attention in clinical settings and has become visually less prominent in nursing education curriculums. While much is known about the importance of preceptorship in clinical settings, little is known about how preceptors teach basic nursing care to students in a school simulation lab. This study explores the preceptors’ perceptions of teaching basic nursing care to nursing students in the school simulation lab compared to clinical settings. Data were collected through focus group interviews and participant observation and analyzed by using qualitative content analysis. Three main categories emerged: (i) Perceived advantages and disadvantages, (ii) Positive attitudes – remembering being a student, and (iii) Knowing what to do and showing how to do it. Awareness of the importance of having knowledge about basic nursing care may contribute to counterbalancing the devaluation of basic nursing care among nursing students.
Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role.
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