What do midwifery mentors need? Priorities and impact of experience and qualification

Abstract

Mentoring is a feature of most professional education programmes, although its purpose may vary. In some cases, a mentor performs solely a supporting role, while in others it may include assessment of practice competence. The aim of this study was to explore and prioritize the needs of midwifery mentors and investigate any relationship between these and duration of experience and/or level of qualification. A two-stage cross-sectional correlational study of 82 mentors was carried out in a maternity unit in the southwest of England. Content, univariate and bivariate analysis of the data were performed. The focus group identified 15 needs which formed the basis of the subsequent questionnaire. Overall ranking showed that 'guidance' and 'frequent shifts' were important to all mentors. Of least importance were 'choice in allocation' and 'involvement in selection' . Statistically significant findings emerged relating to mentors' academic level of qualification, background of direct entry or Registered Nurse, length of experience and place of work. The programme followed by the students also had an impact. Some of the conclusions were that mentors need more overt recognition of their role, breaks between students and consideration of their area of work and the type of student allocated. Tutors need to offer increased availability, support, guidance and feedback. Students should have frequent shifts rostered with their mentor and be encouraged to provide feedback. A 'mentor pyramid of needs' was developed which could be used by educators and managers to audit and prioritize mentor support. The findings of the study are of particular relevance in the context of recent regulatory body standards.

A scoping study to explore the application and impact of grading practice in pre-registration midwifery programmes across the United Kingdom

“…The findings also concur with the literature that support from academics is needed to enable those assessing practice to fulfil their role (Bennett and McGowan, 2014;Black et al, 2013;Fisher and Webb, 2008;Fisher 2009;Gainsbury, 2010;Heaslip and Scamell, 2012). This is essential in order to avoid 'failure to fail' which continues to be an issue particularly in the nursing literature (Black et al, 2013;Duffy, 2004;Jervis and Tilki, 2011;20 Rutkowski, 2007).…”

“…The benefits and challenges of reflection, portfolios, observations and tripartite meetings in a range of professions are well documented in the wider literature (Doughty et al, 2007;Fisher and Webb, 2008;Fisher et al, 2011;Smith, 2007), and this study provided further evidence to support these. The findings also concur with the literature that support from academics is needed to enable those assessing practice to fulfil their role (Bennett and McGowan, 2014;Black et al, 2013;Fisher and Webb, 2008;Fisher 2009;Gainsbury, 2010;Heaslip and Scamell, 2012).…”

“…The responsibility of this role is therefore very evident as sign-off mentors are essentially the gatekeepers to the profession from a practice perspective. Practice assessment brings with it challenges and rewards, and the lived experience of fulfilling a role which is paramount in ascertaining a student's competence is described in both midwifery and nursing literature (Duffy, 2004;Fisher and Webb, 2008;Fisher, 2009;Fisher et al, 2011;Jervis and Tilki, 2011;Marsh et al, 2014;Rutkowski, 2007;Skingley et al, 2007). Grading adds a further dimension in that not only is competence itself determined, but a scale measuring the level of performance in practice is also required (Chenery-Morris, 2010).…”

Nurturing the next generation: Midwives' experiences when working with third year midwifery students in New Zealand

“…midwife mentor working regularly alongside the student (Fisher & Webb, 2009;Jones, Walters & Akehurst, 2001) and of the mentor being an effective role model (Fowler, 2008). The literature also discusses the need for midwife mentors to feel valued and supported in their role (Bray & Nettleton, 2007;Fisher & Webb, 2009), and the complexity of being an assessor and supporter of the student (Bray & Nettleton, 2007).…”

“…The literature also discusses the need for midwife mentors to feel valued and supported in their role (Bray & Nettleton, 2007;Fisher & Webb, 2009), and the complexity of being an assessor and supporter of the student (Bray & Nettleton, 2007). In the New Zealand context the concept of mentoring is usually applied to new graduate midwives and involves a negotiated relationship between two people (Kensington, 2006).…”