Managerial perceptions of mentor, lecturer practitioner and link tutor roles

Carnwell, Ros; Baker, Sally-Ann; Bellis, Mike; Murray, Ruth

doi:10.1016/j.nedt.2007.01.005

Cited by 35 publications

(15 citation statements)

References 40 publications

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“…2008), which needs enhancing. Moreover, the roles of stakeholders in supporting nursing students in clinical practice vary internationally and need to be reviewed closely (Carnwell et al. 2007).…”

Section: Discussionmentioning

confidence: 99%

A systematic review of mentoring nursing students in clinical placements

Jokelainen

Turunen

Tossavainen

et al. 2011

Journal of Clinical Nursing

224

175

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Aim and objective. This systematic review describes mentoring of nursing students in clinical placements. Background. Mentoring in nursing has been widely investigated, but mentoring among students has remained vague. There is no universal agreement on student mentoring in nursing placements; therefore, mentoring approaches vary. A unified description of student mentoring is needed to ensure the quality of placement learning in nursing organisations. Design. Systematic review. Method. The data were collected from nursing research articles over 20 years . The articles (n = 23) were analysed using inductive content analysis. Results. Mentoring of nursing students in clinical placements was described according to two themes: (1) facilitating nursing students' learning by creating supportive learning environments and enabling students' individual learning processes, (2) strengthening students' professionalism by empowering the development of their professional attributes and identities and enhancing attainment of students' professional competence in nursing. Discussion. This description of student mentoring in nursing clinical placements integrates environmental, collegial, pedagogical and clinical attributes. To ensure effective student mentoring, an individual mutual relationship is important, but also essential is organisation and management to provide adequate resources and systematic preparation for mentors. Conclusions. The description of student mentoring needs to be systematically reviewed to reflect changes in nursing and education and compared within related concepts to achieve and maintain a workable description. A clear and systematic strategy for student mentoring in nursing organisations could be one opportunity to enhance recruitment of nursing students to the workforce. Relevance to clinical practice. A unified description of student mentoring will help improve the quality of placement learning opportunities and support for students, also for exchange students. A clear description of student mentoring enables the development of systematic provisions for mentoring of nursing students in placements and adequate mentor preparation programmes for nurses.

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Section: Discussionmentioning

confidence: 99%

A systematic review of mentoring nursing students in clinical placements

Jokelainen

Turunen

Tossavainen

et al. 2011

Journal of Clinical Nursing

224

175

View full text Add to dashboard Cite

show abstract

“…This deviation away from the original aims is typical of ethnographic research in which data are shaped and re‐shaped as knowledge deepens (Gadamer 1989) to the extent that ethnographers can be seen to abandon their initial aims (Sharkey & Aggergaard Larsen 2005). The findings from this phase of the study were integrated into the subsequent two stages, during which clear differences between the roles of LPs, mentors and link tutors emerged (Carnwell 2005; Carnwell et al . 2007).…”

Section: Discussionmentioning

confidence: 99%

Working in the theory–practice gap: the lecturer practitioner's story

Carson

Carnwell

2007

Learn Health Soc Care

Self Cite

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Narrowing the theory–practice gap through clinical education of pre‐registration nurses is of international importance. Difficulties arising from supervising students in clinical education have been reported in Nepal, Hong Kong and Turkey and different countries also make various provisions for pre‐registration clinical experience. In the UK, pre‐registration nursing education standards and course content equip nurses to practice safely and are defined in statute. Students spend 50% of the course in clinical practice where they apply theoretical concepts under the guidance of a mentor, lecturer practitioner (LP) and link tutor. This paper presents the results of the first phase of a three‐phase study, which sought to explore differences between mentors, LPs and link tutors and how they work together to enable pre‐registration nursing students to integrate theory and practice. The aim of this phase of the study was to explore how LP roles were implemented across the study area and how they worked with mentors and link tutors to enable students to integrate theory and practice. Eleven semistructured interviews of LPs were conducted. The constant comparison method was used to analyse the data. Three themes emerged from the data — participants’ perceptions of their role and how they relate to others (a foot in both camps); participants’ concern to fit students for practice (look at it the right way); participants’ perceptions of how their work could be enhanced (making the job better). This paper discusses these three themes in relation to how the LP role differs from that of mentors and link tutors and how they work together to facilitate theory/practice integration in pre‐registration nursing students.

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“…However, the lack of support provided by university staff, particularly when students are failing assessments in practice settings, has previously been criticised. [11][12][13][14] There have been suggestions that there are insufficient numbers of university staff to support mentors and practice learning, [15] that their insufficient presence in practice can leave some mentors feeling vulnerable [16,17] and that input provided by link tutors is often instigated by specific issues in practice [18] rather than being a developmental constant.…”

Section: Support For Nursing and Midwifery Students In Clinical Practmentioning

confidence: 99%

“…[20] Unless managed, the conflicting demands placed on mentors in balancing their clinical, managerial and educational responsibilities can present challenges to the success of the role. [15,18,[21][22][23] Robinson et al [24] described a diversity of posts, roles, relationships, responsibilities, resources and activities involved in delivering mentorship for student nurses and midwives in the UK. Roles include practice organisation employees who have a strategic overview of placement and mentor provision, senior staff within Higher Education Institution (HEIs), and the commissioners of education.…”

Section: Support For Nursing and Midwifery Students In Clinical Practmentioning

confidence: 99%

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

Maxwell

Black

Baillie

2014

JNEP

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High quality, supportive practice learning experiences are crucial for ensuring that student nurses and midwives develop into competent practitioners who are fit for practice. The practice educator role is one model of practice learning support but the role is relatively new and has been little investigated. This paper reports on an appreciative inquiry that explored the current practice educator role at one university in England, with the aim of reaching a consensus for how the role could be enhanced. The first phase involved in-depth interviews with 18 participants: practice educators (n = 10); student nurse representatives (n = 5) and practice based education leads (n = 3). The interviews were analysed thematically. Three themes related to social processes involved in the role: being a bridge, being there, and social identity. The other themes described contributions to the practice learning environment: safeguarding, support, critical thinking. The second phase used a modified Delphi technique. Participants ranked trigger statements, related to the themes, in order of importance. Two consensus workshops were held where the statements were reviewed by practice educators, students and learning environment leads, following which principles and practices of the practice educator role were agreed. In conclusion, the strength of the practice educator role is that it bridges the worlds of university and practice. This bridging resulted from social processes that required a sustained presence in practice to engage in the reality of everyday practice and gain the shared social identity of a practitioner.

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Managerial perceptions of mentor, lecturer practitioner and link tutor roles

Cited by 35 publications

References 40 publications

A systematic review of mentoring nursing students in clinical placements

A systematic review of mentoring nursing students in clinical placements

Working in the theory–practice gap: the lecturer practitioner's story

The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry

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