Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries

Dobrowolska, Beata; Mcgonagle, Ian; Kane, Ros; Jackson, Christine; Kegl, Barbara; Bergin, Michael; Cabrera, Esther; Cooney-Miner, Dianne; Cara, Veronika Di; Dimoski, Zvonko; Kekuš, Divna; Pajnkihar, Majda; Prlić, Nada; Sigurðardóttir, Árún K; Wells, John; Palese, Alvisa

doi:10.1016/j.nedt.2015.07.010

Cited by 63 publications

(54 citation statements)

References 29 publications

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“…Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined (Warne et al, ). 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, ).…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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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.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Pramila‐Savukoski

Juntunen

Tuomikoski

et al. 2019

Journal of Clinical Nursing

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“…There is a broad range of international studies (Saarikoski et al, 2007;Warne et al, 2010;Antohe et al, 2015;Dobrowolska et al, 2016) developed and published as part of multiple European projects comparing clinical learning environment in relation to organizational aspects of clinical learning or clinical supervision. Early comparative studies were mainly carried out in Western European countries.…”

Section: Introductionmentioning

confidence: 99%

Factors influencing the effectiveness of clinical learning environment in nursing education

Gurková¹,

Žiaková²,

Cibríková³

et al. 2016

Cent Eur J Nurs Midw

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Aim: The purpose of the cross-sectional descriptive study was to investigate how nursing students evaluate particular factors of clinical learning environment during their professional placement in hospitals. We explored which factors of clinical environment contribute significantly to students' evaluation of it. Design: A descriptive cross-sectional study. Methods: The sample included 503 nursing students in their second or third year of study at six Slovak universities. A valid and reliable questionnaire, the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T), was used to evaluate the student nurses' experiences and clinical placement. The data were analysed using descriptive statistics, Pearson's chi-square test, multifactorial ANOVA procedure and Pearsons' correlations, and p-value < 0.05 was taken to indicate statistical significance for all comparisons. Results: A significant proportion of students experienced a traditional model of group supervision. Supervision method, supervisory session frequency, and duration of clinical placement had a significant impact on their evaluation of clinical environments. Conclusion: Supervision methods are a significant factor influencing student evaluation of their clinical placement environment. Compared to other European studies, we found a less frequent application of individual supervision and that the Slovak university setting is dominated by a traditional group model of supervision. The study offers a valuable insight into the analysis of factors contributing to improvements in clinical learning environment and models of clinical or workplace training.

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“…(22,31,32) Other research describes similar situations that highlight the lack of specific pedagogic formation and training, especially in reference to assessing student learning; due to this standardized directives are needed for the functions and a support system that backs the functions and limits the duality of roles. (7,8,22,27,33) …”

Section: Big Responsibilitymentioning

confidence: 99%

In-depth Knowledge of the Role of the Clinical Mentor

Núñez¹,

Reinoso

Raies

et al. 2017

Invest Educ Enferm

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Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries

Cited by 63 publications

References 29 publications

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

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

Factors influencing the effectiveness of clinical learning environment in nursing education

In-depth Knowledge of the Role of the Clinical Mentor

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