Helen Foster1, Ann Ooms2, Di Marks-Maran3. 1. Faculty of Health, Social Care and Education, Kingston University and St George's University of London, Room 6107, Frank Lampl Building, Kingston University, Kingston Hill Campus, Kingston upon Thames, Surrey KT2 7LB, UK. Electronic address: H.Foster@sgul.kingston.ac.uk. 2. Faculty of Health, Social Care and Education, Kingston University and St George's, University of London, Grosvenor Wing, Cranmer Terrace, London, SW17 0RE, UK. Electronic address: a.ooms@sgul.kingston.ac.uk. 3. Kingston University and St George's University of London, 30 Beacon Crescent, Hindhead, Surrey GU26 6UG, UK. Electronic address: Marksmaran@btopenworld.com.
Abstract
BACKGROUND: The literature related to nursing students' mentorship experiences is surprisingly limited and research findings related to students' experiences of mentorship is often integrated with other components of clinical placement experiences. OBJECTIVES: This study aimed to gain a greater understanding of students' expectations and experiences of mentorship and to identify the kind of support provided by the mentor that is most valued by the student, the role of the link lecturer in mentorship and how the university might further enhance the mentorship experience of their students. DESIGN: Mixed-methods exploratory sequential design was used. SETTING: This study was conducted in one university in south west London. PARTICIPANTS: All final year pre-registration nursing students enrolled on a Diploma/BSc in Health Studies course (n=129) were invited to participate. Participation was voluntary resulting in a convenience sample. Fifty-three students completed the questionnaire (response rate=45%). METHODS: The research involved two stages: a semi-structured focus group in the first stage and an online questionnaire in the second. Quantitative analysis was undertaken of Likert-style questions using SPSS version 18 and qualitative analysis was undertaken using the Framework Method. RESULTS: Students' experiences were largely positive. A picture emerged about the most valued mentor activities which included teaching and explaining, support and supervision and encouragement. Students differentiated encouragement from what they labelled as support. Contrary to the literature, the mentor role in practice assessment was not identified as highly important. Support from link lecturers was less well evaluated and students felt that the university needs to support mentors better. CONCLUSION: Students in this university valued the teaching, support and encouragement they received from mentors but the university needs to address ways of strengthening the link lecturer involvement in mentorship which includes the imperative for the university to explore ways of better supporting mentors in their role.
BACKGROUND: The literature related to nursing students' mentorship experiences is surprisingly limited and research findings related to students' experiences of mentorship is often integrated with other components of clinical placement experiences. OBJECTIVES: This study aimed to gain a greater understanding of students' expectations and experiences of mentorship and to identify the kind of support provided by the mentor that is most valued by the student, the role of the link lecturer in mentorship and how the university might further enhance the mentorship experience of their students. DESIGN: Mixed-methods exploratory sequential design was used. SETTING: This study was conducted in one university in south west London. PARTICIPANTS: All final year pre-registration nursing students enrolled on a Diploma/BSc in Health Studies course (n=129) were invited to participate. Participation was voluntary resulting in a convenience sample. Fifty-three students completed the questionnaire (response rate=45%). METHODS: The research involved two stages: a semi-structured focus group in the first stage and an online questionnaire in the second. Quantitative analysis was undertaken of Likert-style questions using SPSS version 18 and qualitative analysis was undertaken using the Framework Method. RESULTS: Students' experiences were largely positive. A picture emerged about the most valued mentor activities which included teaching and explaining, support and supervision and encouragement. Students differentiated encouragement from what they labelled as support. Contrary to the literature, the mentor role in practice assessment was not identified as highly important. Support from link lecturers was less well evaluated and students felt that the university needs to support mentors better. CONCLUSION: Students in this university valued the teaching, support and encouragement they received from mentors but the university needs to address ways of strengthening the link lecturer involvement in mentorship which includes the imperative for the university to explore ways of better supporting mentors in their role.
Authors: Kristina Mikkonen; Marco Tomietto; Anna-Maria Tuomikoski; Boris Miha Kaučič; Olga Riklikiene; Flores Vizcaya-Moreno; Rosa M Pérez-Cañaveras; Bojana Filej; Giedre Baltinaite; Giancarlo Cicolini; Maria Kääriäinen Journal: Nurs Open Date: 2021-11-02