Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs

Anderson, Kelley M.; McLaughlin, Maureen; Crowell, Nancy A.; Fall‐Dickson, Jane M.; White, Krista A.; Heitzler, Ella T.; Kesten, Karen; Yearwood, Edilma L.

doi:10.1016/j.outlook.2019.06.021

Cited by 42 publications

(25 citation statements)

References 33 publications

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“…Different studies indicate that a mentoring programme for undergraduate nursing students faces challenges despite the desirability for the implementation of various mentoring strategies in NEIs (Beepat 2015 :17; Manthata 2016 :17; Mlaba & Emmamally 2019 :3). These challenges include workload, time commitments, poor communication, lack of support and negative attitudes amongst undergraduate nursing students (Anderson et al 2019 :8; Foster, Ooms & Marks-Maran 2015 :19–20). During the researcher’s undergraduate tenure and community nursing service at one of the accredited health establishments, there was evidence that the undergraduate peer-group clinical mentoring programme was dysfunctional and ineffective as a result of various factors such as lack of communication and support within the clinical setting.…”

Section: Problem Statementmentioning

confidence: 99%

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Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution

Ntho

Pienaar

Sehularo

2020

Health SA Gesondheid

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Background: Clinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring.Aim: The objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province.Setting: The study was conducted at a nursing education institution in North West Province.Methods: A qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data.Results: Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings.Conclusion: The findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.

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Section: Problem Statementmentioning

confidence: 99%

“…Globally, the mentoring programme in nursing education and training has been a subject of discussion for decades and has been recognised as an essential communal relationship (Anderson et al 2019 :2; Seekoe 2013 :142). The concept of mentoring is as old as the nursing profession itself (Mariani 2012 :2; Olaolorunpo 2019 :142).…”

Section: Introductionmentioning

confidence: 99%

Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution

Ntho

Pienaar

Sehularo

2020

Health SA Gesondheid

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“…The number of doctoral‐educated nurses has been gradually increasing (e.g. Anderson et al, 2019; McNelis et al, 2019; Nersesian et al, 2019); however, their shortage is still debated. To educate nurses working in clinical settings, there is also the need to educate doctoral‐prepared nurses (Bice et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The role of doctoral‐educated nurses in the clinical setting: Findings from a scoping review

Dobrowolska

Chruściel²,

Maciejewski

et al. 2021

Journal of Clinical Nursing

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Aims and objectives: To map and summarise published studies on the career opportunities and roles of doctoral-educated (PhD and DNP) nurses in the clinical setting; to collate actions as proposed in the literature to promote career opportunities and roles for PhD and DNP nurses in the clinical setting.Background: To improve healthcare outcomes and strengthen leadership in nursing practice, there is the need to place nurses with a doctorate in clinical settings.However, available evidence has never been summarised to map the state of the science in this field. Design: A scoping review, in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews statement (PRISMA-ScR). Methods: An electronic database of literature was searched by accessing CINAHL Complete and Medline (on EBSCO Host) and SCOPUS to identify studies published between January 2009-December 2019. A thematic analysis was performed by identifying emerging patterns in the research questions. Results: Ten studies were found with three types of clinical engagement: (a) a practice influencer/developer; (b) a clinical leader; and (c) a clinical teacher for students. Working in clinical areas, doctoral-educated nurses might influence several outcomes at the patient, research, staff and organisational levels.Conclusions: Clinical roles for doctoral-educated nurses are still uncommon. However, in the last ten years, a debate has started to identify the possible careers in clinical settings, the needs and the challenges encountered while developing clinical academic roles, as well as the outcomes and actions that should be undertaken.Relevance to clinical practice: Academic nursing bodies, working with professional bodies and healthcare institutions at different levels, are called on to develop career frameworks, allowing the opportunity for doctoral-educated nurses to be involved in clinical practice and to influence its quality and performance; this might in turn lead to an increase in the quality of research.

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“…According to Anderson et al (2019), the focus of each program's culminating project differs. The DNP evidence‐based practice (EBP) project often translates new best‐evidence knowledge generated by Ph.D. dissertation research.…”

Section: The Need For Diffusionmentioning

confidence: 99%

Nurses as bridge builders: Advancing nursing through the diffusion of knowledge

Johnson

Stellwag

2022

Journal of Advanced Nursing

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Aims In 2001, the Institute of Medicine concluded that the American healthcare system failed in translating new knowledge into practice and applying for new technological advances. The Institute of Medicine suggested that knowledge dissemination in healthcare systems may never reach clinicians or patients because the available tools and incentives do not promote rapid dissemination efforts that improve clinical outcomes. This article describes a practical strategy that can bring the benefits of medical science and technology to all healthcare systems in the US and abroad. This involves building the capacity of thousands of new nurse doctors to use social network analysis and work as bridge builders in healthcare systems. Background Nurses have been working in research on evidence‐based practice since the time of Florence Nightingale. Since then, there have been many challenges that have limited progress in disseminating nursing knowledge from research to practice. One limitation has been the underutilization of social network analysis, an inter‐disciplinary approach used to leverage social structures and the linkages between “actors.” Design The article includes a literature review of social network analysis in healthcare and dissertation formats used in nursing programs. Methods Literature review and analysis. Results Although the use of social network analysis in healthcare dates back to 1957, research has found that reference to social network analysis was rare in the nursing literature and that there was poor knowledge diffusion about social network analysis in the nursing profession. This represents an untapped potential to improve the dissemination of new knowledge in nursing. Conclusions The use of social network analysis can help nurses advance care delivery, create more efficient healthcare facilities, and improve clinical outcomes. Nurse bridges represent ideal users of social network analysis because nurses enjoy a high level of interaction with patients, families, hospital personnel, and providers. To successfully build nursing's capacity as bridge builders, the nursing profession will need to change the traditional dissertation format to a publication format, build a new curriculum for nurses who will work as bridges in healthcare, and create a national academic‐practice campaign focused on the diffusion of new knowledge in nursing.

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Mentoring students engaging in scholarly projects and dissertations in doctoral nursing programs

Cited by 42 publications

References 33 publications

Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution

Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution

The role of doctoral‐educated nurses in the clinical setting: Findings from a scoping review

Nurses as bridge builders: Advancing nursing through the diffusion of knowledge

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