Anna-Maria Tuomikoski1, Heidi Ruotsalainen2, Kristina Mikkonen3, Maria Kääriäinen4. 1. Nursing Research Foundation, Asemamiehenkatu 2, FI-00520 Helsinki, Finland; The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Finland. Electronic address: annukka.tuomikoski@gmail.com. 2. Oulu University of Applied Sciences, Oulu, Finland. Electronic address: heidi.ruotsalainen@oamk.fi. 3. University of Oulu, Faculty of Medicine, Research Unit of Nursing Science and Health Management, P:O:Box 5000, FI-90014 Oulu, Finland. Electronic address: kristina.mikkonen@oulu.fi. 4. The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Centre of Excellence, Finland; University of Oulu, Faculty of Medicine, Research Unit of Nursing Science and Health Management, P:O:Box 5000, FI-90014 Oulu, Finland; University Hospital of Oulu, PL 10, FI-90029, Finland. Electronic address: maria.kaariainen@oulu.fi.
Abstract
Aim To identify and synthesize the best available evidence on nurse mentors' experiences of their competence in mentoring nursing students during clinical practice. DESIGN: The research employed a systematic literature review that followed the guidelines of the Joanna Briggs Institute (JBI). DATA SOURCES: The databases CINAHL, Medline Ovid, Scopus, Eric, Web of Science, Medic, and OATD were systemically searched from 2000 to 2017. REVIEW METHODS: The identified studies were screened by title, abstract (n = 3080) and full-text (n = 91) using the following inclusion criteria: registered nurses, nurses' experiences of competence in mentoring nursing students, acute and primary care organizations providing clinical practice for nursing students, qualitative study. Quality appraisal was performed, data extracted and findings from the included studies (n = 21) were pooled using meta-aggregation with the Qualitative Assessment and Review Instrument (JBI-QARI). RESULTS: A total of 92 extracted findings were aggregated into 21 categories and then further grouped into five synthesized findings: 1) creating an interactive relationship with the student; 2) developing mentor's characteristics and cooperation with stakeholders; 3) providing goal-oriented mentoring; 4) supporting students' development to nurse profession; 5) supporting the student's learning process. CONCLUSIONS: This review demonstrated that multifaceted mentoring competence is essential to supporting students' learning processes and helping them become confident professionals. For this reason, the findings suggest that healthcare organizations which provide clinical practice for students should emphasize developing the mentoring competence of nurses by offering nurse mentors adequate education, ensuring that the organizational structure affords them sufficient support, and creating a receptive learning atmosphere.
Aim To identify and synthesize the best available evidence on nurse mentors' experiences of their competence in mentoring nursing students during clinical practice. DESIGN: The research employed a systematic literature review that followed the guidelines of the Joanna Briggs Institute (JBI). DATA SOURCES: The databases CINAHL, Medline Ovid, Scopus, Eric, Web of Science, Medic, and OATD were systemically searched from 2000 to 2017. REVIEW METHODS: The identified studies were screened by title, abstract (n = 3080) and full-text (n = 91) using the following inclusion criteria: registered nurses, nurses' experiences of competence in mentoring nursing students, acute and primary care organizations providing clinical practice for nursing students, qualitative study. Quality appraisal was performed, data extracted and findings from the included studies (n = 21) were pooled using meta-aggregation with the Qualitative Assessment and Review Instrument (JBI-QARI). RESULTS: A total of 92 extracted findings were aggregated into 21 categories and then further grouped into five synthesized findings: 1) creating an interactive relationship with the student; 2) developing mentor's characteristics and cooperation with stakeholders; 3) providing goal-oriented mentoring; 4) supporting students' development to nurse profession; 5) supporting the student's learning process. CONCLUSIONS: This review demonstrated that multifaceted mentoring competence is essential to supporting students' learning processes and helping them become confident professionals. For this reason, the findings suggest that healthcare organizations which provide clinical practice for students should emphasize developing the mentoring competence of nurses by offering nurse mentors adequate education, ensuring that the organizational structure affords them sufficient support, and creating a receptive learning atmosphere.
Authors: Nancy Innocentia Ebu Enyan; Sarah Ama Amoo; Christian Makafui Boso; Patience Fakornam Doe; Dianne Slager Journal: Nurs Res Pract Date: 2021-01-18
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