Novice clinical nurse educator’s experience of a self-directed learning, education and mentoring program: a qualitative study

Sheppard‐Law, Suzanne; Curtis, Sharon; Bancroft, Jodie; Smith, Wendy; Fernandez, Ritin

doi:10.1080/10376178.2018.1482222

Cited by 16 publications

(14 citation statements)

References 35 publications

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“…Regarding self-efficacy, we found a significant increase in the post-test scores of both groups. This finding is supported by previous studies with nursing students [ 2 ], medical students [ 20 ], and nurses [ 33 ]. Self-efficacy was also found to positively affect nursing students’ academic performance [ 2 , 6 ].…”

Section: Discussionsupporting

confidence: 88%

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Jeon

Park

2021

Healthcare

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Effective teaching methods are vital for cultivating advanced professional skills in nurses and equipping them with the necessary training. Problem-based learning (PBL) and self-directed learning (SDL) have been consistently used in nurse education. Therefore, their effects on nursing students’ academic performance warrant comparison. This study compared the effects of PBL and SDL on an adult nursing university curriculum. Participants in this quasi-experimental study with a pre-post non-equivalent control group design were 106 third-year nursing students divided into the PBL and SDL groups. Data collection, conducted from April to June 2019, included a pre-test before an eight-week intervention, followed by a post-test. Changes in the scores of each group were analyzed for learning motivation, self-directed learning ability, self-efficacy, learning confidence, learning satisfaction, and academic performance using paired and independent t-tests. The PBL group scored higher on learning motivation, self-directed learning ability, and academic performance than the SDL group. Based on these results, the PBL method was more effective than the SDL method in an adult nursing curriculum. To maximize the learning effect in adult nursing education, it is necessary to apply SDL education, including the PBL method, with a clearer learning process.

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Section: Discussionsupporting

confidence: 88%

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Jeon

Park

2021

Healthcare

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“…A positive relationship between mentor and mentee can be helpful in providing acceptance, thereby reducing mentees’ anxiety by emphasizing their value (Alisic, Boet, Sutherland, & Bould, ). The lack of defined mentor accountabilities is a barrier to implementing the mentorship programmes, as role ambiguity shifts participant and mentor focus away from programme objectives (Sheppard‐Law, Curtis, Bancroft, Smith, & Fernandez, ). Mentors who are seldom available is another serious obstacle that may lead to long‐term mentor stress, and insufficient supervision and training for mentees (Chen & Lou, ).…”

Section: Discussionmentioning

confidence: 99%

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

et al. 2020

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Aim To determine nursing home staff experiences in mentorship programmes, and staff perceptions of the enablers and barriers to implement mentorship programmes. Background Mentorship programmes are perceived as playing an important role in improving the quality of care in nursing homes. However, little is known about research evidence across the global about staff's experiences in the programmes. Methods A search for studies published from the earliest available date to April 2019 was undertaken. Two reviewers performed data extraction and an appraisal of eight studies using tools from the Joanna Briggs Institute. A pragmatic meta‐aggregative approach was applied to synthesise the findings. The qualitative research that was included was analysed to identify 63 findings that were organised into 12 categories and combined into three syntheses. Results The implementation of effective mentorship programmes is influenced by three factors: mentor capability, opportunity in the mentorship programmes, and motivation in the mentorship programmes. Conclusions There are a number of studies of nursing home staff experiences of mentorship programmes. However, systematic reviews that synthesise findings in this field are lacking. It is crucial to tailor the programme design to suit each unique nursing home care setting. We identified barriers and enablers, and learned that no barriers are insurmountable. Implications for Nursing Management Findings will inform nurse managers of an ideal environment for the implementation of a successful mentorship programme. Nursing homes need to establish and sustain mentorship programmes to help improve workforce capacity in delivering high‐quality care for residents.

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“…They dedicated general work practices both in acute and community-based hospitals [6]. Nurse educators are regularly used in the intensive and emergency ward in acute hospital settings in the UK [7]. In the United States, the requirement for educators that have a graduatelevel of academics.…”

Section: Definition and Requirement Of Nurse Educatormentioning

confidence: 99%

“…The conceptual framework by Benner's novice to an expert framework [10], recommends that confidence levels will increase concurrently as transitions from beginner to expert their knowledge, ability, and critical thinking skills increase [11]. Facilitating the CNE transition program is crucial as it will enable the success to fulfil the nursing's educational needs [7]. Nurse educators have an essential role in nursing professional development education and research development in health care.…”

Section: Standard Requirements Of Cnementioning

confidence: 99%

“…The World Health Organization [1] had mentioned the role of CNE. It developed a minimum of eight core competencies for CNE should possess, including (1) adult learning theories and principles, (2) application and curriculum, (3) nursing practice, (4) evidence-based research, (5) communication, collaboration, and partnership, (6) professionalism and ethic, (7) management with monitoring and evaluation, (8) leadership and advocacy skills. Nevertheless, many terminologies that CNE should be prepared to provide effective teaching and learning for nurses.…”

Section: Introductionmentioning

confidence: 99%

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Benefits and Challenges of Clinical Nurse Educator Roles: A Qualitative Exploratory Study

Nuryani

Arnyana

Parwati

et al. 2022

Open Access Maced J Med Sci

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BACKGROUND: The nurse will successfully apply high quality of care if maintaining their comptencies. The quality of nursing care is dynamic, and competency is needed to be adapted. Besides, The presence of clinical nurse educator (CNE) able to strengthen nurses’ knowledge and skill in the clinical setting. AIM: This study aimed to explore the benefits and challenges of CNEs. METHODS: A qualitative exploratory design was used in this study. Data were collected by focus group discussion with eight CNEs at Sanglah General Hospital Bali. Content analysis was used for analyzing the data. RESULTS: The findings of this study suggest certain advantages for the hospital, such as continuing professional education and becoming a role model. Greater incentive to learn, as well as personal rewards such as increased self-confidence, being appreciated, and trust. A lack of support from management related to educational preparation for this function, the ambiguous role, the necessity to continue giving direct care, and the CNE ratio with the number of nurses is not equal were some of the challenges that arose. CONCLUSION: CNEs serve a critical role in the clinical context. They help nurses with ongoing education and competency maintenance. While numerous excellent outcomes have developed for hospitals and CNEs personally, many of them confront several obstacles in fulfilling their work properly.

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Novice clinical nurse educator’s experience of a self-directed learning, education and mentoring program: a qualitative study

Cited by 16 publications

References 35 publications

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Self-Directed Learning versus Problem-Based Learning in Korean Nurse Education: A Quasi-Experimental Study

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

Benefits and Challenges of Clinical Nurse Educator Roles: A Qualitative Exploratory Study

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