Mentoring in nursing education: Perceived characteristics of mentors and the consequences of mentorship

Huybrecht, Sabine; Loeckx, Wim; Quaeyhaegens, Yvo; Tobel, Danielle De; Mistiaen, Wilhelm

doi:10.1016/j.nedt.2010.10.022

Cited by 101 publications

(100 citation statements)

References 12 publications

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“…[13] Supporting students in the workplace is not the responsibility of a single person because peers, learning facilitators, supervisors and clinical practitioners all contribute to the support of students. [8] A supportive learning climate is characterised by competent nurse clinicians with advanced clinical skills [14,15] who have open communication channels, a willingness to assist and teach students [15,16] and who genuinely respects students as novice colleagues. [17] The systemic model of transfer of learning developed because researchers realised that multiple factors, for example student characteristics, educational design, learning climate and work environment, influence transfer of learning.…”

Section: Figure 1 Systemic Model Of Transfer Of Learning Adopted Anmentioning

confidence: 99%

Perspectives on transfer of learning by nursing students in primary healthcare facilities

Botma

2016

JNEP

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Supportive work environments promote professional socialisation and integration of theory in practice. Qualitative data generated through four nominal groups were deductively analysed using the components of the systemic model of training transfer. This article reports on the perspectives of nurse clinicians, clinical facilitators, and students from the training institution regarding aspects of student characteristics, educational design, transfer climate and work environment that influence nursing students' transfer of learning in primary healthcare (PHC) facilities. A perception exists that students lack the desire to use knowledge and skills mastered in the training programme in clinical practice. Although the educational design strives to promote transfer of classroom learning, students may not be motivated to transfer classroom learning. The learning climate hampers transfer of learning because the students' perceptions are that they are unwelcome, not taken into consideration and not respected. The lack of essential equipment demotivates students. This study confirms the interrelatedness of the systemic transfer of training model and emphasises the importance of considering all elements that influence learning transfer when planning clinical placements of students.

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Section: Figure 1 Systemic Model Of Transfer Of Learning Adopted Anmentioning

confidence: 99%

Perspectives on transfer of learning by nursing students in primary healthcare facilities

Botma

2016

JNEP

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“…From a global perspective, mentorship in nursing academia provides structured guidance to new nursing faculty and may prevent the premature departure of those with potential to become future nursing leaders. [4][5][6][7][8][9] The next generation of nurses will depend on strategic, focused plans to increase the pool of qualified nursing faculty.…”

Section: Introductionmentioning

confidence: 99%

“…[6][7][8] A recent systematic review, conducted by Wyte-Lake, Tran [9] recommended the implementation of a mentorship program for new nursing faculty to provide guidance to those entering into academia. Despite the call for mentorship, research on mentorship in nursing academia is a relatively recent development.…”

Section: Introductionmentioning

confidence: 99%

Exploring mentorship programs and components in nursing academia: A qualitative study

Nowell

White

Benzies

et al. 2017

JNEP

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Objective: Nursing education institutions globally have issued calls for mentorship to address the nursing faculty shortage; however, little is known about the current state of mentorship for faculty members in Canadian schools of nursing. The purpose of this study is to describe the current state of mentorship in Canadian schools of nursing and explore definitions and goals of mentorship programs, mentorship models and components, and mentorship evaluation.Methods: A qualitative descriptive study was conducted. Within the Canadian Association of Schools of Nursing there are 81 English-speaking schools of nursing and 2,284 permanent faculty members spread over four regions. Participants were recruited from the 81 schools of nursing through the CASN newsletter list serve and publically accessible email addresses. Inclusion was limited to English speaking faculty. Purposive sampling aimed to capture variation across rank and tenure, school, size and areas within Canada. Semi-structured interviews were utilized to explore the participant’s (n = 48) perspectives and involvement with mentorship. Interviews were audio-recorded and transcribed verbatim. NVivo was used to code and analyze the data for significant statements and phrases, which were organized into themes and sub-themes.Results: Mentorship remains largely informal in nursing academia without common definitions or goals. Current mentorship in nursing academia employed dyad, peer, group, constellation, and distance mentorship models. Common mentorship program components included guidelines, training, professional development workshops, purposeful linking of mentors and mentees, and mentorship coordinators. Evaluation of mentorship in nursing academia, where it exists, remains mostly descriptive, anecdotal, and lacks common evaluative metrics.Conclusions: Our results confirm mentorship in Canadian schools of nursing remains largely informal. In developing mentorship programs, academic leaders need to consider the mentorship models and components to meet their specific needs. Further rigorous evaluation of mentorship programs and components is needed to identify if mentorship programs are achieving specified goals.

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“…Entre ellos encontramos los realizados en la Universidad de Vigo (España) (9) , en la Universidad Complutense de Madrid (España) (10), en la Universidad de Córdoba (España) (11) , y en un Colegio Universitario de Amberes (Bélgica) (12) , que se centran en el abordaje de temas académicos. En otras investigaciones, como las realizadas en la Universidad de Santiago de Compostela (España) (13) y en la Universidad de Salford (Reino Unido) (14) , el abordaje es más amplio, centrándose tanto en temas académicos, como profesionales y personales.…”

Section: Introductionunclassified

Opiniones de profesores y estudiantes de enfermería respecto al contenido de las tutorías

Guerra-Martín

Lima‐Serrano

Lima-Rodríguez

2016

eglobal

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RESUMENObjetivos: Comparar opiniones de profesores y estudiantes de enfermería de la Universidad de Sevilla (España) sobre las cuestiones abordadas en las tutorías, e identificar preferencias temáticas de los estudiantes.Método: Se aplicaron cuestionarios previamente validados a 181 profesores y 1015 estudiantes. Se realizó análisis descriptivo y bivariante apoyado en SPSS 18.0 (p<0,05) y para la pregunta sobre preferencias temáticas de los estudiantes, se realizó un análisis cualitativo apoyado en ATLAS.ti 6.Resultados: 56,7% profesoras, edad media 46,8 años. 77,3% alumnas, edad media 21,4 años. 93,4% profesores y 63,2% de estudiantes afirmaron abordar cuestiones académicas, y 62,4% y 36%, respectivamente, sobre cualquier tema (p<0,05). Se observaron diferencias favorables a los profesores con formación en tutorías (p<0,05). Los de mayor grado académico y tiempo completo abordaron más cuestiones académicas y universitarias mientras que los de menor grado académico y tiempo parcial las asistenciales (p<0,05). Hubo 868 comentarios sobre preferencias temáticas de los estudiantes, subrayando los temas académicos (62,4%) y los profesionalizantes (18,2%). Conclusión:Las características sociodemográficas y la formación previa sobre tutorías del profesorado influyen en el abordaje temático en la tutoría. Es importante dar a conocer las opiniones de estos colectivos y fomentar la formación del profesorado en este tópico.

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Mentoring in nursing education: Perceived characteristics of mentors and the consequences of mentorship

Cited by 101 publications

References 12 publications

Perspectives on transfer of learning by nursing students in primary healthcare facilities

Perspectives on transfer of learning by nursing students in primary healthcare facilities

Exploring mentorship programs and components in nursing academia: A qualitative study

Opiniones de profesores y estudiantes de enfermería respecto al contenido de las tutorías

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