What do nursing students contribute to clinical practice? The perceptions of working nurses

Morrison, Theresa; Brennaman, Laura

doi:10.1016/j.apnr.2016.03.009

Cited by 15 publications

(21 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the studies, mentors' competence was self‐assessed with instruments including: unnamed instruments developed by the authors (Borch et al, ; Hall‐Lord et al, ; Heffernan et al, ; Helminen et al, ; McInnes et al, ; Meden et al, ; Omer et al, ; Skela‐Savič & Kiger, ; Smith et al, ); the Involvement, Motivation, Satisfaction, Obstacles and Commitment Instrument (Cervera‐Gasch et al, ); Mentor´s Competence Instrument (MCI) (Kälkäjä et al, ; Karjalainen et al, ; Oikarainen et al, ; Ruuskanen et al, ; Tuomikoski et al, ) and Nursing Students' Contributions to Clinical Agencies (NSCCA) instrument (Morrison & Brennaman, ). Validated instruments are categorised in terms of competence areas covered in Table .…”

Section: Resultsmentioning

confidence: 99%

“…The studies reported RNs' self‐assessed competence in mentoring nursing students and associated environmental factors in various dimensions (see Table ). Mentoring practices in the workplace and resources were assessed as highly in several studies (Kälkäjä et al, ; Morrison & Brennaman, ; Ruuskanen et al, ; Tuomikoski et al, ). Pedagogical practices of mentors with respect to both students and the students' host universities were as rated satisfactory in studies by Kälkäjä et al () and Tuomikoski et al ().…”

Section: Resultsmentioning

confidence: 99%

“…They were conducted in Australia (McInnes, Peters, Hardy, & Halcomb, 2015), Finland (Helminen, Johnson, Isoaho, Turunen, & Tossavainen, 2017;Kälkäjä et al, 2016;Karjalainen et al, 2015;Oikarainen et al, 2018;Ruuskanen et al, 2017;Tuomikoski, Ruotsalainen, Mikkonen, Miettunen, & Kääriäinen, 2018), Ireland (Heffernan, Heffernan, Brosnan, & Brown, 2009), Saudi Arabia (Omer, Suliman, & Moola, 2016), Slovenia (Meden et al, 2017;Skela-Savič & Kiger, 2015), Spain (Cervera-Gasch et al, 2018), Sweden (Hall-Lord et al, 2013), Sweden and Norway (Borch, Athlin, Hov, & Sörensen Duppils, 2013) and the USA (Morrison & Brennaman, 2016;Smith, Swain, & Penprase, 2011). Most were descriptive cross-sectional studies (Hall-Lord et al, 2013;Heffernan et al, 2009;Helminen et al, 2017;Kälkäjä et al, 2016;Karjalainen et al, 2015;McInnes et al, 2015;Morrison & Brennaman, 2016;Skela-Savič & Kiger, 2015;Smith et al, 2011;Tuomikoski et al, 2018). Designs of a few were descriptive and comparative (Borch et al, 2013;Omer et al, 2016), observational, cross-sectional and descriptive (Cervera-Gasch et al, 2018), descriptive (Meden et al, 2017) or descriptive, cross-sectional and exploratory .…”

Section: Characteristics Of Included Studiesmentioning

confidence: 99%

“…In the studies, mentors' competence was self-assessed with instruments including: unnamed instruments developed by the authors (Borch et al, 2013;Hall-Lord et al, 2013;Heffernan et al, 2009;Helminen et al, 2017;McInnes et al, 2015;Meden et al, 2017;Omer et al, 2016;Skela-Savič & Kiger, 2015;Smith et al, 2011) Oikarainen et al, 2018;Ruuskanen et al, 2017;Tuomikoski et al, 2018) and Nursing Students' Contributions to Clinical Agencies (NSCCA) instrument (Morrison & Brennaman, 2016). Validated instruments are categorised in terms of competence areas covered in Table 4.…”

Section: Ta B L E 1 Inclusion and Exclusion Criteria Formulated In Pimentioning

confidence: 99%

“…in four analytical themes (Figure 2): Mentors' competence in nursing and continuous professional development, Supporting students' leaning processes, The clinical learning environment and mentoring for students and Mentors' characteristics and attitudes. Mentors' competence in nursing and continuous professional development reportedly includes their theoretical competence in nursing(Borch et al, 2013;Hall-Lord et al, 2013;Heffernan et al, 2009;Omer et al, 2016), clinical competence(Borch et al, 2013;Hall-Lord et al, 2013;Heffernan et al, 2009;Morrison & Brennaman, 2016;Smith et al, 2011), competence in verifying patient safety culture and nursing ethics(Omer et al, 2016;Skela-Savič & Kiger, 2015) and professional development through regular education(Heffernan et al, 2009;Smith et al, 2011). Supporting students' learning processes (in clinical learning environments) reportedly encompasses understanding students' curricula(Hall-Lord et al, 2013;Heffernan et al, 2009), competence in goal orientation(Borch et al, 2013;Hall-Lord et al, 2013;Omer et al, 2016;Smith et al, 2011), practising student-centred mentoring(Borch et al, 2013;Omer et al, 2016;Smith et al, 2011), ability to evaluate students(Hall-Lord et al, 2013;Heffernan et al, 2009;Omer et al, 2016;Smith et al, 2011) and provision of regular, constructive feedback(Borch et al, 2013;Hall-Lord et al, 2013;Heffernan et al, 2009).…”

mentioning

confidence: 99%

See 4 more Smart Citations

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

View full text Add to dashboard Cite

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.

show abstract