6 research outputs found
Development and testing of an evidence-based model of mentoring nursing students in clinical practice
Abstract
Background: Mentoring in clinical settings is an important factor in the development of nursing studentsâ professional knowledge and competences, but more knowledge of mentorsâ current and required competences is needed to improve nursing studentsâ clinical learning.
Objectives: This study aimed to develop and test an evidence-based model of mentoring nursing students in clinical practice.
Design: An international cross-sectional survey coordinated in five European countries: Finland, Italy, Lithuania, Slovenia and Spain.
Methods: Mentors, 4980 registered nurses working in both primary and specialist healthcare organizations, were invited to participate in the study during 2016â2019. The final sample consisted of 1360 mentors (mean age 41.9 ± 11). Data were collected with background questions and the Mentor Competence Instrument. The instrument was psychometrically validated then the data were used to construct a Structural Equation Model (SEM) with Full Imputation Maximum Likelihood (FIML) estimation.
Results: All of six hypotheses were verified. In summary: mentorsâ characteristics related to their motivation and reflection are positively related to mentoring practices in the workplace, which (together with constructive feedback) are positively related to and foster goal-orientation in studentsâ clinical learning and student-centered evaluation. All parameters in the SEM model were significant and the modelâs fit indexes were verified (RMSEA = 0.055; SRMR = 0.083; CFI = 0.914, TLI = 0.909).
Conclusion: Our evidence-based modeling confirms the research hypotheses about mentorship, and identifies focal competences for designing mentorsâ education to improve studentsâ clinical learning and establish a common European mentoring model. Mentorship is important for both healthcare organizations and educational systems to enhance studentsâ clinical competences, professional growth and commitment to the nursing profession and organizational environments
Mentorsâ competence in mentoring nursing students in clinical practice:detecting profiles to enhance mentoring practices
Abstract
Aims: To describe the mentoring competence of clinical practice nurse mentors and identify different mentor profiles.
Design: Cross-sectional research design, secondary analysis.
Methods: An international, cross-sectional study design was performed in five European countries. A total of 1 604 mentors from 33 healthcare organizations participated in the study between 2016â2019. The Mentorsâ Competence Instrument (MCI), which includes seven sub-dimensions and 44 items, was used to collect data. K-means cluster and binary regression analyses were performed to detect mentor profiles and determine how various factors affect competence, respectively.
Results: The K-means cluster analysis identified three distinct profiles: A (n = 926); B (n = 566); and C (n = 85). The profiles showed significantly different values (p < 0.001) across all seven areas of mentoring competence. In comparison with the other profiles, nurses in profile A were older, had more work experience and were more probably to have completed mentoring-specific training
Mentorsâ cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice:an international cross-sectional study
Abstract
Aims: This study aimed to identify mentorsâ cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors.
Background: Globalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure studentsâ safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring studentsâ high-quality and goal-oriented development of competence.
Design: This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia.
Methods: The data were collected using an online survey including the Mentorsâ Cultural Competence Instrument, Mentorsâ Competence Instrument and background questions during 2020â2021. The data were analyzed using a K-mean cluster algorithm to identify mentorsâ competency profiles.
Results: Three significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety.
Conclusions: This study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentorsâ work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals
Assessment of nursing studentsÂŽ competence in clinical practice:a systematic review of reviews
Abstract
Background: The assessment of nursing studentsâ nursing competence is a matter of concern worldwide and the complexity of assessing studentsâ clinical competence has challenged educators for decades. It has been recognized that there is inconsistency among assessment methods and tools between countries and institutions.
Objective: To identify the current best evidence on the assessment of nursing studentsâ competence in clinical practice.
Design: Systematic review of reviews.
Data sources: The electronic databases CINAHL, PubMed, Eric, Medic and the JBI Database of Systematic Reviews and Implementation Reports were searched in autumn 2018.
Review methods: Two researchers independently assessed the eligibility of the studies by title, abstract and full-text, and then assessed the methodological quality of the included studies. Analysis of study findings was conducted using the thematic synthesis approach.
Results: Six reviews were included following critical appraisal. Assessment tools used to assess studentsâ nursing competence commonly focus on the domains of professional attributes, ethical practices, communication and interpersonal relationships, nursing processes, critical thinking and reason. Clinical learning environments and mentoring provide important support structures and guide the learning of students. The availability of assessment tools and criteria along with providing individualized feedback and time for reflection strengthen the objectivity and reliability of assessment.
Conclusions: There continues to be a need to develop consistent and systematic approaches in assessment, and to use reliable and valid instruments in assessment. Mentors find assessment of studentsâ competence to be particularly challenging and emphasize the importance of clear assessment criteria, support from nurse educators and further education on assessment. Further development in feedback practices and providing students with opportunities for reflection are important in supporting the continuous learning process of students
Mentorsâ selfâassessed competence in mentoring nursing students in clinical practice:a systematic review of quantitative studies
Abstract
Aims and objectives: To examine registered nursesâ selfâevaluation of their competence in mentoring nursing students in clinical practice.
Background: Clinical mentors have significant roles and responsibility for nursing studentsâ clinical learning. Moreover, the mentorsâ 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 2000â2019 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 peerâreviewed studies met the inclusion criteria. The studies identified various dimensions of mentorsâ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting studentsâ learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentorâstudent and mentorâstakeholder pedagogical practices, as respectable or satisfactory.
Conclusion: The results indicate considerable scope for improving mentorsâ 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 nursesâ learning. This systematic review addresses a gap in knowledge of mentorsâ selfâevaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments
Mentoring of nursing students:a comparative study of Japan and five European countries
Abstract
Aims: This study aimed to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profiles and connections between different competence areas among five European countries and Japan.
Methods: The study implemented a cross-sectional design in Finland, Italy, Lithuania, Slovenia, Spain, and Japan during 2016 and 2019. In total, 6208 mentors were invited, and 1862 participated from 58 healthcare organizations. The data were collected with a survey questionnaire by including background question items with the Mentor Competence Instrument. K-clustering and structural equation modeling were used for data analysis.
Results: Four mentor profiles, A (43%), B (30%), C (18%), and D (9%), were identified according to the seven mentoring competence areas with high statistical significance (pâ<â0.001). Higher mentoring competence (mean >3.50) was observed among Finnish, Lithuanian, and Slovenian mentors with university education in nursing, older ages, more work experience, and previous education in mentoring. Lower competence (mean <2.49) was observed among Japanese and Italian mentors with diplomas in nursing, younger ages, less work experience, and no previous education in mentoring.
Conclusions: Mentoring requires motivated, highly competent mentors since mentoring is a critical aspect of nursing education. Mentoring roles should be given to nurses with higher education and mentoring training. Younger, less experienced nurses without formal mentoring training may need support from senior nurses when performing mentoring roles and could also facilitate a more balanced workload between patient care and mentoring for senior nurses