Nursing students’ experiences of nurse teacher mentoring and beneficial digital technologies in a clinical practice setting

Abstract Due to educational reforms in Finland, the nurse teacher’s role is being reduced in mentoring of nursing students in the clinical practice. Students reported experiencing a lack of instruction and feeling abandoned in the clinical practice. The aim of this study was to describe nursing student experiences of mentoring by nurse teachers in clinical practice, as well as the benefits of digital technology in this context. Qualitative study design was used with semi-structured focus group interviews. Nursing students (n = 15) who had completed at least one clinical placement during their nursing education. Data were collected in autumn 2017 from two universities of applied sciences in northern Finland. The data were analyzed using inductive content analysis. Mentoring by nurse teacher was perceived as a key part of learning evaluation, integrating theoretical and practical knowledge, understanding the student’s role and emotional support. The results also revealed that mentoring can be improved by using digital technology. However, technology cannot completely replace face-to-face mentoring. The mentoring provided by nurse teachers plays an important role in the success of a nursing student’s clinical practice. Digital technology can be leveraged to enhance the learning experience when easy-to-use and ubiquitous applications are integrated into the clinical learning setting

Suuhygienisti liikkuvassa yksikössä

Tiivistelmä Lähtökohdat: Tulevaisuudessa liikkuvien palveluiden toteuttaminen edellyttää liikkuvassa yksikössä tarvittavan osaamisen tarkempaa määrittelyä. Tämän tutkimuksen tarkoituksena oli selvittää, millaista osaamista suuhygienistit kokevat tarvitsevansa liikkuvassa hammashoitoyksikössä. Menetelmät: Tutkimusaineisto kerättiin teemahaastattelemalla eri kuntien ja yksityisten toimijoiden palveluksessa toimivia suuhygienistejä (N=9). Aineisto analysoitiin laadullisella sisällönanalyysillä. Tulokset: Suuhygienistien työssä tarvittavaa osaamista kuvaavia tekijöitä olivat hammashoitotyön osaaminen, jatkuva ammatillinen kehittyminen, yhteistyöosaaminen sekä johtamis- ja yrittäjyysosaaminen. Suuhygienistien osaamisen kehittämiseen vaikuttavia tekijöitä olivat toimintaympäristö sekä työyhteisön osaamisen kehittäminen ja jatkuva oppiminen. Johtopäätökset: Suuhygienistien osaamisen systemaattiseen määrittelyyn sekä osaamisen arviointiin ja kehittämiseen tulisi kiinnittää huomiota myös jatkossa sekä arvioida koulutuksen tuottaman osaamisen vastaavuutta työelämän tarpeisiin

Clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students:a qualitative study

Abstract Background: Intercultural communication has become increasingly important in nursing due to the cross-border mobility of patients, health professionals and students. Development of cultural competence continues to be a challenge, particularly among professionals such as educators or healthcare providers who work in professions requiring communication across cultural boundaries. Despite challenges in nursing education related to cultural diversity, competence in intercultural communication has been proven to empower students and to help them grow professionally. Objectives: The aim of this study was to describe clinical mentors’ experiences of their intercultural communication competence in mentoring culturally and linguistically diverse nursing students during completion of their clinical practice. Design: Qualitative study design. Participants: The participants were 12 nurses who had previously mentored at least two culturally and linguistically diverse nursing students. Methods: Data were collected during spring 2016 using semi-structured interviews of 12 mentors working in specialized nursing care at one hospital located in central Finland. Data were analyzed using deductive-inductive content analysis. The main concepts of the Integrated Model of Intercultural Communication Competence were used during the semi-structured theme interviews and during analysis. These concepts include empathy, motivation, global attitude, intercultural experience and interaction involvement. Results: Mentors stated that empathy motivates them in the development of intercultural communication. Mentors experienced a lack of resources and support from their superiors, which caused psychological and ethical strain and reduced mentors’ motivation. Mentors openly admitted that they had experienced fear towards unknown cultures, but that this fear was reduced through positive mentoring experiences and cultural encounters. Conclusions: Continuous education on intercultural communication competence could succeed to further develop clinical mentors’ mentoring expertise, which could have the potential to greatly benefit students, patients and staff. Such education could be designed, implemented and measured for its effect in collaboration between health care organizations and higher educational institutions

Job satisfaction among occupational therapy practitioners:a systematic review of quantitative studies

Abstract A comprehensive description of the factors associated with job satisfaction among occupational therapy practitioners is needed to promote their work well-being. This systematic review aimed to describe occupational therapy practitioners’ job satisfaction and the related intra-, inter-, and extra-personal factors. Original peer-reviewed studies published between 2010 and 2019 were retrieved from four databases with the review including fourteen studies. The review was conducted according to the Joanna Briggs Institute guideline. The data were analyzed by narrative synthesis. Occupational therapy practitioners experienced high job satisfaction. Job satisfaction was found to be associated with significantly lower rates of turnover intention and higher rates of rewards. The relationships between job satisfaction, professional identity, exhaustion, and social environment showed conflicting results

Hoitotyön opiskelijoiden osallistuminen hoitoon:potilaiden kokemuksia

Tiivistelmä Tutkimuksen tarkoituksena oli kuvata potilaiden kokemuksia hoitotyön opiskelijoiden osallistumisesta heidän hoitoonsa sekä opiskelijapalautteen antamisesta ohjatussa harjoittelussa. Tutkimusaineisto kerättiin teemahaastattelemalla 15 potilasta erään yliopistollisen sairaalan vuodeosastoilta, joissa hoitotyön opiskelijoiden harjoittelu toteutettiin opetusmoduulissa. Aineisto analysoitiin induktiivisella sisällönanalyysilla. Potilaiden kokemukset opiskelijoiden osallistumisesta heidän hoitoonsa muodostuivat potilaan merkityksellisestä roolista opiskelijan ammatillisessa kasvussa, potilaskeskeisen hoitotyön toteutumisesta, opiskelijoiden ammatillisesta toiminnasta ja kehittymisestä sekä ohjaavan hoitajan vastuullisesta osallisuudesta. Potilaiden kokemukset opiskelijapalautteen antamisesta liittyivät potilaan palautteenantotaitoon, potilaan asenteeseen palautteenantoa kohtaan ja palautteenannon mahdollistamiseen. Tutkimus tuo uutta tietoa potilaiden kokemuksista opiskelijoiden osallistumisesta heidän hoitoonsa ja opiskelijapalautteen antamisesta. Kokemukset opiskelijoiden osallistumisesta ja opiskelijoiden toteuttamasta hoidosta olivat pääasiassa positiivisia ja potilaat kokivat opiskelijoiden oppimisen mahdollistamisen tärkeäksi. Tutkimustuloksia voidaan hyödyntää kehitettäessä opiskelijaohjauskäytänteitä ja vahvistettaessa ohjaavien hoitajien opiskelijaohjausosaamista. Lisäksi potilaiden antamaa palautetta on mahdollista hyödyntää monipuolisemmin ja systemaattisemmin opiskelijan osaamisen kehittymisen tukena.Nursing students’ participation in nursing care : patients’ experiences The purpose of the study was to describe patients’ experiences of nursing students’ participation in their care and of giving feedback to the students during their clinical practice. The data were collected with theme interviews from 15 patients from university hospital clinical education wards. The data were analyzed with inductive content analysis. The experiences of students’ participation in patients’ care were described by the momentous role of the patient in the professional growth of the student, fulfillment of patient-centered nursing, professional performance and development of students, responsible involvement of the mentor. In respect of giving feedback, the patients experiences were related to patients’ feedback skills, patients’ attitude towards the feedback and enabling of patient feedback. This study offers new information on patients’ experiences of nursing students’ participation in their care and of giving feedback to the students during their clinical practice. Patients had mainly positive experiences of nursing care and felt that it was important to play a role in enabling students learning. The results of this study can be utilized when developing standards of clinical practice and intensifying mentors’ competence in mentoring students in clinical practice. In addition, it is possible to utilize the feedback provided by patients in a more versatile and systematic way to support the development of the student’s competence

Effectiveness of mentoring education on health care professionals´ mentoring competence:a systematic review

Abstract Background: Different types of educational approaches are needed to build a mentor's competence in guiding students during clinical practice; this education should be provided in an interprofessional setting. Objektives: The objective of this review was to evaluate how effective mentoring education interventions are at improving mentoring competence among health care professionals. Desing: A systematic review. Data sources: A systematic search was conducted across five electronic databases: CINAHL, PubMed, ProQuest, Scopus, and Medic. The search did not have any time limitations and included original studies published in English, Finnish or Swedish. Review methods: JBI critical appraisal tools for quasi-experimental studies and randomized controlled trials were used to assess the quality of the selected studies. The eligibility of potentially relevant studies was assessed by two independent researchers based on title, abstract, and full text, along with overall methodological quality. The study findings were synthesized using data tabulation and narrative analysis. Results: A total of two randomized controlled trials and six quasi-experimental studies were included in the review. The described mentoring education interventions were carried out in university hospitals, central hospitals, tertiary care centers, and other health service settings. All of the described educational interventions involved the pedagogical method of blended learning, while three studies also involved web-based learning. The presented educational interventions included versatile pedagogical frameworks, e.g., interactive practical training sessions, teaching workshops, and technology-mediated interactions. One study contained a control group. Conclusion: This systematic review can provide insight and evidence-based that can be used to design effective mentoring education. Further research is needed and would ideally include randomized controlled trials and quasi-experimental studies with reference groups; this type of research could further elucidate which aspects of mentoring education are most important for improving the guidance skills of health care professionals

Healthcare educators’ experiences of challenging situations with their students during clinical practice:a qualitative study

Abstract During clinical practice, students become acquainted with the key work tasks associated with their professions. Students need more support from healthcare educators during clinical practice learning, particularly in challenging situations. This study aimed to describe healthcare educators’ experiences of challenging situations during clinical practice placements. A qualitative study design was used to collect data through interviews with ten healthcare educators from two higher education institutions. The data were analyzed with inductive content analysis. The SRQR reporting guidelines were used to improve the transparency of the study. Educator reactions commonly involved emotional, goal-oriented and pedagogical support towards their students. The interviewed educators felt that mentors — when facing a challenging situation during clinical practice — are tasked with creating an atmosphere that supports student learning. Students faced challenges that were related to self-evaluation, goal-oriented activities, and their attitudes towards feedback. The building of a safe clinical learning environment involves collaboration between students, their clinical mentors and educators

The influence of digital learning on health sciences students’ competence development:a qualitative study

Abstract Background: Health care experts need high levels of competence, yet there is little evidence on the influence of digital learning on health science students’ competence development. Objectives: This study aims to describe health sciences students’ experiences of the development of their competence and the influences of digital learning upon their competence. Design: A qualitative descriptive research. Participants: A total of 15 health sciences students were interviewed. Methods: The data was collected by using individual semi-structured interviews during the spring of 2021. The data was analyzed using content analysis. Results: The health sciences students felt that their expertise encompasses motivation for future career development, understanding the social and professional influences on their career development, versatile expertise in various aspects of health sciences, and developing competence in different learning environments. The students recognized that digital learning requires the active participation, digitalization is a part of a successful learning environment, and digital learning challenges social interactions. The students’ digital learning facilitated competence development, which broadened their understanding of skills relevant to health sciences; however, these benefits could only be obtained when including adequate support. Conclusions: The results hold social value for the development of health sciences education as policy-makers can use the presented information to develop high-quality, digital learning procedures