The effect of a peer‐mentoring strategy on student nurse stress reduction in clinical practice

Li, Hui-Chi; Wang, Liching Sung; Lin, Yu-Hua; Lee, I

doi:10.1111/j.1466-7657.2010.00839.x

Cited by 67 publications

(41 citation statements)

References 30 publications

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“…There is also greater potential for social interaction within the peer-mentor relationship, which in the context of training may increase the sense of community. Peer-mentoring among medical students is well established in many countries (11, 12), and its value in the postgraduate training of healthcare professionals has been described in the fields of academic medicine (13) and nursing (14, 15), among others. Unfortunately, there is currently no system to facilitate peer-mentoring in core surgical training (CST), a 2-year program that constitutes the initial phase of surgical training in the United Kingdom.…”

Section: Introductionmentioning

confidence: 99%

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program

Vulliamy

Junaid

2013

Medical Education Online

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BackgroundPeer-mentoring has attracted substantial interest in various healthcare professions, but has not been formally integrated into postgraduate surgical training. This study aimed to assess the feasibility and acceptability of a peer-mentor scheme among junior surgical trainees in the United Kingdom.MethodTrainees entering the first year of core surgical training (CST) in a single postgraduate school of surgery were allocated a mentor in the second year of CST. Allocation was based on location of the initial clinical placement. An anonymised questionnaire regarding the mentorship scheme was sent to all participants in the third month following its introduction.Results18 trainees participated in the scheme, of whom 12 (67%) responded to the questionnaire. All respondents had made contact with their allocated mentor or mentee, and no trainees had opted out of the scheme. Areas in which the mentees received guidance included examinations (83%), CV development (67%), and workplace-based assessments (67%). All respondents felt that the mentor scheme was a good addition to CST. Suggestions for improvement of the scheme included introduction of structured meetings and greater engagement with allocated mentors.ConclusionsA pilot peer-mentoring scheme was well received by junior surgical trainees. Consideration should be given to expansion of this scheme and more rigorous assessment of its value.

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Section: Introductionmentioning

confidence: 99%

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program

Vulliamy

Junaid

2013

Medical Education Online

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“…[42,43] Furthermore, ensuring that students are given ample opportunity to report, educated on the importance of it, and shifting to a culture of accountability can reduce some of the known fears that nursing students, and even practicing nurses, experience. [38] Within the classroom setting, further educational initiatives that aim to reduce fears are needed.…”

Section: Implications For Education/practicementioning

confidence: 99%

Baccalaureate nursing students’ confidence on patient safety

Raymond

Medves

Godfrey³

2017

JNEP

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High rates of patient safety events led to media attention and litigation that sparked the patient safety movement. Gaining awareness of nursing students' confidence levels on patient safety will reveal their perceptions of their competency. A quantitative descriptive cross-sectional method was employed. The Health Professional Education in Patient Safety Survey was used to determine how 458 baccalaureate nursing students from two nursing programs in Ontario, Canada rate their confidence levels on patient safety. Nursing students are the most confident on Clinical Safety topics and least confident on topics related to Human and Environmental Factors and Culture of Safety. Overall, they are more confident in the classroom than in the clinical settings with fourth year students expressing lower degrees of confidence on many of the areas. Education programs need to reinforce patient safety and educate students on their responsibilities to protect patients/clients. Programs need to target strategies to reduce student fears, promote error reporting, and system improvements.

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“…Students in DEU had a more positive attitude than those in the traditional practice group about most aspects of clinical practice, and they had a better understanding of the synergy between theory and practice (15) . Some dimensions of the peer learning process (20) appeared in our study, since it was perceived to be a satisfactory experience by students, who experienced learning facilitation and emotional support from their classmates. This positive assessment of the CS focused on the fact that first year students noticed improvements in their cognitive and motor skills, increased confidence in their capacity to ask questions and discuss concerns, and a deeper understanding of the functions each member of the health team performed (19) .…”

Section: Discussionmentioning

confidence: 93%

“…Another author proposed a better understanding of the components in clinical education from the student's point of view (4) . Other authors developed a cooperative learning model where advanced students supervise beginners (18)(19)(20) . Concerned with the stressful effect of the first clinical placement, and the integration of theory and practice for nursing students in the Faculty of Health Science (FHS) in the University of Almeria (UAL), the teaching staff for the first year designed and implemented the Clinical Seminar (CS).…”

Section: Introductionmentioning

confidence: 99%

The clinical seminar as a learning methodology: an evaluation of nursing students' views

et al. 2012

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Objective: To explore students' assessments of the clinical seminar as a complementary teaching method to the clinical practicum experience. Methods: This was a qualitative study based on the hermeneutic phenomenology of Gadamer.Twenty-three open-ended interviews were conducted from among the 132 first-year students who attended an initial clinical practicum. We performed a qualitative analysis of the data using ATLAS.ti software. Results: The students agreed that the clinical seminar gave them the opportunity to learn about procedures, nursing care and interpersonal relationships. They also found it very helpful when they encountered challenging stressful situations as they performed their practice, and believed it allowed them to make a connection between the theory in the classroom and the clinical practice. Conclusions: These seminars can contribute to reducing levels of stress during clinical practice. They can also help students obtain significant learning from their fellows and reduce the theory-practice gap. Keywords: Clinical clerkship; Students, nursing; Problem-based learning RESUMOObjetivo: Avaliar a importância que os alunos atribuem ao seminário clínico como método de ensino complementar às práticas clínicas em estágio. Método: Estudo qualitativo baseado na fenomenologia hermenêutica de Gadamer. Foram realizadas 23 entrevistas abertas entre um universo de 132 alunos do primeiro ano da licenciatura de enfermagem, que assistiram a um seminário clínico, durante o seu primeiro ensino clínico/estágio. Foi realizada uma análise qualitativa dos dados através do software ATLAS.ti. Resultados: Os entrevistados coincidiram na opinião de que o seminário lhes deu oportunidades de aprendizagem sobre procedimentos, cuidados de enfermagem e relações interpessoais. Referiram também que o mesmo foi útil para lidar com situações estressantes e relacionar os conteúdos teóricos com a prática. Conclusões: Este tipo de seminários pode contribuir para a redução dos níveis de estresse durante a prática clínica, para a aquisição e partilha de aprendizagens significativas em grupo e para colmatar lacunas teórico-práticas. Descritores: Estágio clínico; Estudantes de enfermagem; Aprendizagem baseada em problemas RESUMEN Objetivo: Evaluar la importancia atribuida por los alumnos al seminario clínico como método de enseñanza complementaria a las prácticas clínicas. Método: Estudio cualitativo basado en la fenomenología hermenéutica de Gadamer. Se realizaron 23 entrevistas abiertas entre un universo de 132 alumnos del primer año del pregrado en enfermería, que asistieron a un seminario clínico, durante su primera enseñanza clínica/práctica. Se llevó a cabo un análisis cualitativo de los datos a través del software ATLAS.ti. Resultados: Los entrevistados coincidieron en la opinión de que el seminario les dio oportunidades de aprendizaje sobre procedimientos, cuidados de enfermería y relaciones interpersonlaes. Refirieron también que el mismo fue útil para lidiar con situaciones estresantes y relacionar los contenidos teór...

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The effect of a peer‐mentoring strategy on student nurse stress reduction in clinical practice

Cited by 67 publications

References 30 publications

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program

Peer-mentoring junior surgical trainees in the United Kingdom: a pilot program

Baccalaureate nursing students’ confidence on patient safety

The clinical seminar as a learning methodology: an evaluation of nursing students' views

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