“My mentor didn't speak to me for the first four weeks”: Perceived Unfairness experienced by nursing students in clinical practice settings

Abstract

Exploring student nurse perceptions of their learning is important when attempting to enhance educational practice in the clinical setting.

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

“…Finally, to improve mentoring in clinical learning environments, regular mentor education needs to be planned together with the goals for nurses' individual career growth. Education is valuable for enhancing mentoring competence according to O'Brien et al (), and both mentors and students have expressed wishes for further basic and advanced level education (Hvalič‐Touzery et al, ; Jack et al, ; Pitkänen et al, ). Education helps mentors not only to develop pedagogical competences, but also to improve their knowledge of nursing curricula and bridge the theory‐practice gap, which often hinders clinical learning and contributes to the shock of transition from undergraduate education to a professional nursing career (Duchscher, ; Lavoie‐Tremblay et al, ).…”

“…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). Education helps mentors not only to develop pedagogical competences, but also to improve their knowledge of nursing curricula and bridge the theory-practice gap, which often hinders clinical learning and contributes to the shock of transition from undergraduate education to a professional nursing career (Duchscher, 2009;Lavoie-Tremblay et al, 2019).…”

“…Now, both clinical mentors and nurse teachers are responsible for supporting students' learning, and consequently, mentor's workloads have increased (Dobrowolska et al, ; Omansky, ). However, in most EU countries there are no specific educational requirements or education for clinical mentors (Dobrowolska et al, ), although they need targeted education to increase their competence in mentoring nursing students (Hvalič‐Touzery et al, ; Jack et al, ; Pitkänen et al, ). In countries such as Croatia, Czech Republic, Poland, Ireland, the UK and the USA, mentoring practices are regulated by national policies and requirements (Dobrowolska et al, ), which enhances the quality of mentoring practices.…”

The impact of mentor–mentee rapport on nurses’ professional turnover intention: Perspectives of social capital theory and social cognitive career theory

“…Moreover, our study highlighted one important source of such willingness (rapport). Jack et al (2018) indicated that unfair treatment in mentorship during clinical practice can lead to nursing students' intention to leave the nursing profession. Like Jack et al (2018), this study examines the impact of mentorship on nurses' professional turnover intentions.…”

“…Mentorship (or peer-mentoring) refers to the structural support that a mentor provides to ensure role transition and talent development among mentees (Tiew, Koh, Creedy, & Tam, 2017). Mentorship has been shown as crucial to nursing students during clinical placement (Jack et al, 2018). Effective mentorship could reduce anxiety among nursing students (Sprengel & Job, 2004) and helps them persist in their educational programmes (ten Hoeve, Castelein, Jansen, & Roodbol, 2017).…”