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

Abstract

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.

Magnet hospital attributes in nursing work environment and its relationship to nursing students’ clinical learning environment and satisfaction

“…Nevertheless, sometimes this is jeopardized due to budget cuts or work overload (Wu et al., 2015). Additionally, nursing instructors need to undergo specific training that enhances their teaching competence, which most European countries presently lack (Pramila‐Savukoski et al., 2019).…”

“…Nursing students' perception of the clinical work environment affects not only learning and acquisition of competence (Ramsbotham et al., 2019) but also recruitment and intention to stay (Lamont et al., 2015). In most European countries, a significant part of undergraduate education in nursing is carried out in a clinical context in hospitals (Pramila‐Savukoski et al., 2019). During their clinical placement, students are expected to gain clinical competencies such as independence, critical thinking, clinical judgment, problem solving skills, ethics, safety practices, and sense of responsibility as they progress (D’Souza et al., 2015).…”

Collaboration, culture and communication: Preparing the next generation to provide rural primary health care

“…We structured these preceptor outcomes based on findings from a recent study that identified a knowledge gap of preceptors' self-evaluated competence and a gap in preceptor confidence in determining the match between the rural preceptor and the APRN graduate student trainees they would precept during the rural traineeship. [26] The scoring of preceptor process and outcome measures is as follows: N/A -no opportunity, 1-Never Occurs, 2-rarely occurs 0%-39% of the time, 3-Occurs Sometimes 40%-69% of the time, 4-Usually Occurs 70%-89% of the time and 5-Occurs 90%-100% of the time.…”

Kombinerte stillingers betydning for sykepleiere som veileder studenter i praksisstudier

“…Disse forholdene krever at sykepleieren som veileder har fagkunnskaper, pedagogiske ferdigheter og kommunikasjonsferdigheter (20). Sykepleierens veiledningskompetanse, motivasjon og engasjement er viktig for å understøtte studentenes laeringsprosesser (13,15,(20)(21)(22). Stillingenes omfang er 20 prosent ressurs, og de er organisert i klinikkvise team med en til to sykepleiere og en laerer i hvert team (3).…”

“…Kombinerte stillinger trekkes frem som et viktig virkemiddel i arbeidet med å styrke kvaliteten på studentenes laering i praksisstudier (3,4,8,10). Kvaliteten på sykepleiernes veiledning har betydning for studentenes laering (11)(12)(13)(14)(15).…”