Formalising the precepting process: A concept analysis of preceptorship

Ward, Amanda; McComb, Sara

doi:10.1111/jocn.14203

Cited by 17 publications

(18 citation statements)

References 50 publications

(103 reference statements)

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“…Moreover, mentors’ motivation is apparently increased by students asking questions and showing clear signs of professional interest, while lack of mentors' encouragement to make students feel part of the nursing team impairs students' experiences in clinical environments (Ford et al, ). Good experiences in mentoring increase nurses' retention (Ward & McComb, ), and positive attitudes, engagement and dedication of healthcare workers enhance learning environments (Tomietto et al, ). In addition, planning clinical practices improves mentors’ attitudes (O'Brien et al, ), and mentors play important roles as role models (ideally displaying high levels of professional patient‐centredness and leading by example) in developing students' professional identity (Felstead & Springett, ).…”

Section: Discussionmentioning

confidence: 99%

“…(Ford et al, 2016). Good experiences in mentoring increase nurses' retention (Ward & McComb, 2018), and positive attitudes, engagement and dedication of healthcare workers enhance learning environments (Tomietto et al, 2016). In addition, planning clinical practices improves mentors' attitudes (O'Brien et al, 2014), and mentors play important roles as role models (ideally displaying high levels of professional patient-centredness and leading by example) in developing students' professional identity (Felstead & Springett, 2016 Jack et al, 2018;Pitkänen et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

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Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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“…Mentorship projects are symbiotic and reciprocal, providing a win–win situation for both mentor and mentee, and have demonstrated success in improving the quality of care in nursing homes (Feng et al, ; Morrow, ). Numerous studies have shown that mentorship programmes can promote nurse retention, improve nursing staff ability and professionalism and establish a supportive learning environment, resulting in positive resident care outcomes (Burr, Stichler, & Poeltler, ; Schoonbeek & Henderson, ; Schroyer, Zellers, & Abraham, ; Ward & McComb, ). Although there are differences between mentors, preceptors and champions, all serve as helpers who assist mentees or preceptees in improving their knowledge and skills (Agrell‐Kann, ; Greggs‐McQuilkin, ; Wensel, ; Woo et al, ).…”

Section: Introductionmentioning

confidence: 99%

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

et al. 2020

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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.

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“…Employee precepts refer to the guidelines and support planned to be provided to employees transferred from other units or services or newly admitted (2) . The qualification and the accompaniment of the new employee demand adequate time and space, so that there is no overlapping of educational and caring functions, thus increasing the workload (18) . This aspect was perceptible to the nurses in the study, and when the number of staff is reduced, the increase in workload may be even greater.…”

Section: Resultsmentioning

confidence: 99%

Nursing workload: influence of indirect care interventions

Souza

Cucolo

Perroca

2019

Rev. esc. enferm. USP

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Objective: To evaluate nurses’ perception of the degree of interference of indirect care interventions on the team’s workload and to verify the association between these interventions and the professional and institutional variables. Method: A research survey through e-mail conducted with clinical nurses, unit managers and service managers from eight Brazilian states. A questionnaire containing 28 indirect care interventions and their definitions proposed by the Nursing Interventions Classification was applied. Results: A total of 151 clinical nurses participated, and a response rate of 14.8% was obtained. The indirect care interventions reported as those which most increase the workload were: Preceptor: employee (M = 3.2), Employee Development (M = 3.1), Physician Support (M = 3.0) and Conflict mediation (M = 3.0). Statistically significant associations between the investigated interventions and the institutional variables (legal nature and size) were evidenced. Conclusion: Nurses in different practice scenarios perceive that indirect care interventions influence the workload in a differentiated way, with emphasis on the demands related to the monitoring and qualification of employees.

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Formalising the precepting process: A concept analysis of preceptorship

Cited by 17 publications

References 50 publications

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

Nursing workload: influence of indirect care interventions

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