Anita J Hughes1, Diane M Fraser. 1. Academic Division of Midwifery, School of Nursing, Midwifery and Physiotherapy, University of Nottingham, B Floor, East Block, Queen's Medical Centre, Nottingham NG7 2UH, UK. anita.hughes@nottingham.ac.uk
Abstract
OBJECTIVE: to explore student midwives' experience and views on the role of the mentor in practice, and to survey perceptions of the qualities required for mentorship. DESIGN: qualitative longitudinal cohort study using focus groups. SETTING: an academic division of midwifery at a university in the East Midlands region of the UK. PARTICIPANTS: 58 women enrolled in a three-year midwifery education programme at the university. MEASUREMENTS: the focus groups were conducted with two cohorts of midwifery students at four time points during their three-year education programme. FINDINGS: the themes that emerged from the data were: qualities of good mentors; relationships; expectations of mentors; role models; and mentorship experience. CONCLUSIONS: mentors are used as role models by the students in both positive and negative ways. The relationship that the student has with a mentor is fundamental to their confidence in practice, although there is an appreciation that sometimes there are problems with personality clashes. Expectations of the mentor are a major issue for student midwives, and this can be affected by the length of time they have worked with a mentor. There was general consensus about the qualities of a good mentor.
OBJECTIVE: to explore student midwives' experience and views on the role of the mentor in practice, and to survey perceptions of the qualities required for mentorship. DESIGN: qualitative longitudinal cohort study using focus groups. SETTING: an academic division of midwifery at a university in the East Midlands region of the UK. PARTICIPANTS: 58 women enrolled in a three-year midwifery education programme at the university. MEASUREMENTS: the focus groups were conducted with two cohorts of midwifery students at four time points during their three-year education programme. FINDINGS: the themes that emerged from the data were: qualities of good mentors; relationships; expectations of mentors; role models; and mentorship experience. CONCLUSIONS: mentors are used as role models by the students in both positive and negative ways. The relationship that the student has with a mentor is fundamental to their confidence in practice, although there is an appreciation that sometimes there are problems with personality clashes. Expectations of the mentor are a major issue for student midwives, and this can be affected by the length of time they have worked with a mentor. There was general consensus about the qualities of a good mentor.