Undergraduate nursing students' mentoring experiences in the clinical practicum: The United Arab Emirates (UAE) perspective

Abstract

Aim: This study explored undergraduate nursing students' mentoring experiences during their final clinical practicum as they prepared to enter the workforce. Methods:We used a qualitative case study design with data collected in two focus group discussions involving 19 students. Data were analysed using inductive thematic analysis.Results: Students' descriptions of their mentoring experiences fell under three themes: 'great experience', 'being treated like part of the family', and 'gaining confidence and skills'. Students described their mentors as having critical roles in providing feedback and learning opportunities to interns. Students also reported that ungraded initial assessment, friendlier workplaces, and mentors with patience were required to strengthen their professional learning at the workplace. Conclusion:These results suggest that prompt and constructive feedback, warmer workplace environments, and passionate mentors' involvement may help enhance students' mentoring experiences during their clinical practicum.Implications for Nursing Management: Management and academia should work jointly to develop mentorship programs to achieve better student outcomes. Doing this will lead to role clarity, higher levels of satisfaction, and increased productivity.Management needs to consider compensating mentors for their time in student learning and select experienced nurses willing to mentor others to promote enjoyable relationships and effective mentoring engagements. Management needs to find creative ways to build mentoring into appraisals, for at present, it is considered a voluntary activity for educating the next generation of nurses. Management should ensure adequate training and ongoing support for mentors and mentees in clinical mentoring.

Approaches for boosting self-confidence of clinical nursing students: A systematic review and meta-analysis

“…In a study comparing conventional and simulation-based teaching techniques in undergraduate nursing students, significant results were not achieved after a single simulation session [ 46 ]. However, when both educational methods were used effectively, the self-confidence and critical thinking abilities of nursing students were strengthened successfully [ 47 ].…”

Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates

“…Introducing simulation in the skills lab with standardized patients and the use of moulage to demonstrate wounds, ostomies, and purulent dressings enhances students' practical skills and prepares them for real-world clinical scenarios. Organizing orientation days at clinical facilities helps familiarize students with the clinical environment, identify potential stressors, and introduce interventions to enhance professionalism, social skills, and coping abilities Furthermore, creating a WhatsApp group facilitates communication and collaboration among hospital staff, clinical tutors, nursing faculty, and students, enabling immediate support and problem-solving for clinical situations as they arise, Moreover, involving chief nursing officers of clinical facilities in the Nursing Advisory Group at the Department of Nursing promotes collaboration between academia and clinical practice, ensuring alignment between educational objectives and the needs of the clinical setting [62].…”