Student nurses’ experience of supervision and Mentorship in clinical practice: A cross cultural perspective

Abstract

This paper reports a study, which explored student nurses experience in clinical practice. The aims of this study were to describe nurse education systems in clinical practice in eight nursing schools and compare the supervisory experiences of student nurses working in clinical settings. The nursing schools taking part in the study were members of the thematic european nursing network (TENN). A quantitative survey method was chosen for the method of this study. The sample (N=411) was collected using a validated research instrument from eight nursing schools participating in the TENN. The schools are located in Estonia, Belgium, Finland, Lithuania, Portugal, Romania, Turkey and United Kingdom. The data were collected during 2005. Although the nursing schools involved in TENN are in different development phases, however, the organisation of clinical practice is mainly similar. The percentage of clinical practice in a complete nursing programme varies from 38 to 57. Moreover, the duration of the clinical placements varies substantially across the nursing schools; from a couple weeks to 34 weeks. Students in this study evaluated their supervision experience positively. In three schools group or team supervision is the most common model. In the clinical placements where the pedagogical activities of staff nurses are notable, is a clear tendency towards a Mentorship model. However, approximately 10% of respondents perceived some practical problems in the organisation of Mentorship. Students' total satisfaction was observed to link with crucial variables but only connection with the variable Occurrence of supervision was statistically significant (p=0.000).

Effective Mentorship to Improve Clinical Decision Making and a Positive Identity: A Comparative Study in Turkey and Portugal

“…Mentor, facing real situations, is a key person in the student's development, conditioning the self-awareness, the self-concept, the self-esteem and the social identity [7].…”

Mentorship provision for student nurses: Conceptions of Finnish and British mentors in healthcare placements

“…Finland and United Kingdom (UK) as members of the EU have similar principles of theoretical and clinical nursing education in line with the EU directives. The academic level is equal, but the duration of nursing programme varies; in the UK it takes three years, whereas in Finland three and half years [3] .…”

“…For example, the Bologna Treaty called for the harmonisation of educational systems within the EU. The need for a comprehensive educational system, which integrates the academic and clinical competencies, has been established [3] . Furthermore, the unification of clinical education would enhance the employability and mobility of nursing students in Europe [8] .…”

“…It has been presented that a mentor acts as a role model, guides and advises a student [14] . A mutual relationship between mentor and student is essential [3] . Mentors are also expected to facilitate a supportive learning environment and make assessment judgement about student's performance and attainment of clinical skills [15] .…”

“…Usually students spend practice periods of one to three months in one clinical placement during semesters. In both countries the student nurses have a role of a learner in placements with the supernumerary status not being part of the workforce [3] .…”