The learning experiences of mentees and mentors in a nursing school's mentoring programme
The duration isn't cast in stone; it is an ongoing relationship that will last as long as the mentor and mentee find meaning and value in it. What are the experiences of mentees and mentors in a School of as being a relationship between two people that is interdependent. tive mentors enable mentees to grow across spheres of life and career therefore The evolving mentoring relationship is often defined in terms of universal.
Participants were seated in a horseshoe or U-shaped format Dobbie et al. The feedback from the participants was captured electronically by the facilitator using MindManager, a software program designed to visualise information and to refine it into results.
The learning experiences of mentees and mentors in a nursing school's mentoring programme
A four-step process was used to conduct the nominal-group interviews: An experienced facilitator emphasised the importance of each member's contribution, then introduced and clarified the instructions. Team members were given time to think, reflect on and write down their responses. The cycle was repeated until all the responses had been obtained. Data treatment and analysis Data treatment and analysis were completed during the nominal-group interview discussion and voting process.
The data were analysed and checked by the researchers according to the multiple-group analysis of Van Breda Suggestions by Potter et al. McNiff and Whitehead The same authors quote Stringer who states that rigour assured by utilising the criteria of trustworthiness, namely credibility, transferability, dependability, and confirmability, as indicated by Lincoln and Guba The researchers adhered to the criteria described by Lincoln and Guba Furthermore, the researchers explained to the participants what their roles and responsibilities during the process of data collection will be.
The participants confirmed that the information discovered during the NGTs was a true reflection of their experiences. The pledge of confidentiality made to the participants was kept. The researchers had no hidden agenda and ensured that the interests of the subjects, as well as their input into the inquiry, were honoured. Ethical issues An ethics number issued by the Ethics Committee Faculty of Health Sciences was obtained by the researchers before the implementation of the research.
The participants provided written consent and had the right to discontinue their participation in the study without being discriminated against Cherry To ensure confidentiality, no personal information is mentioned in the article. Results This section describes the results regarding the learning experiences of the mentors and mentees according to the categories identified by each group.
A consensus method was used to determine the priorities, with all five mentors voting. Learning experiences of mentors critical-care students, post-basic programme The learning experiences of the mentors were evident in the five categories that they identified. Allocation The statements made by mentors indicated that performing the role of a mentor in a critical-care unit environment was considered difficult under certain circumstances. For example, striking a balance between overloading the mentees with work and underexposing them to important nursing issues was a challenge.
On the one hand, the mentors found it overwhelming to look after two students on a busy day. On the other hand, they mentioned that the time they the mentees were exposed to the mentor was too short for the amount of information that needed to be disseminated.
From the perspective of mentors working in critical-care units, the number of mentees that was allocated could make it difficult to assist them all. The mentors were also convinced that they were able to provide the mentees with the opportunity to experience evidence-based practice.
Unfortunately, instances where mentees did not meet the expectations of mentors were also experienced. According to the mentors, some students did not show enough interest and came unprepared to the clinical areas. Learning experience The mentors stated that mentoring required much more than just the willingness to participate in a mentoring programme. Being a mentor made them reflect on their own competencies and, according to them, forced them to go back to their books to read up again.
Learning experiences of mentees students in undergraduate programme The same task with regard to their learning experiences was given to the mentees. The five issues that received priority were: A consensus method was used to determine the priorities, with all 14 mentees voting. Availability The mentees perceived the limited availability of the mentors as being problematic. In some cases, the mentors were available only very late in the year or not available at all.
Mentees mentioned that they were placed with the mentors in October for the first time. Furthermore, the mentees stated that the registered nurse in the unit had to explain the work because the mentors had not been there.
They described the mentors as being knowledgeable and competent. Attitude of mentor and support rendered The characteristics of mentors and their supportive role influenced the way the mentees experienced their exposure to mentors in the mentoring programme.
- Mentoring Nurses Toward Success
The mentees stated that they found the mentors to be positive and appreciated the fact that mentors participated voluntarily in the programme because they wanted to teach the mentees. The mentees also acknowledged and appreciated the support that was rendered by the mentors, stating that the mentors were there to assist them.
Theory and practice integration The participants experienced mentoring as being positive with regard to the integration of theory and practice. The mentees confirmed that theory and practice integration had taken place and that they subsequently understood more about patients and patient care in all its facets in critical-care units. Vital role The educators involved in the design and implementation of this mentoring programme were serious about the outcome.
Recommendations by mentors and mentees on how to improve the existing programme Despite previous efforts to upgrade and facilitate the student mentoring programme before the study was completed, the mentors and mentees still made the following recommendations to address their needs.
Orientation It is stressed that the orientation of mentors and mentees regarding their roles, responsibilities and the outcomes of the programme could be underestimated. More attention should be paid to the timing of orientation, the expected outcomes stated for mentees and the introduction of mentors to the mentees.
Mentees requested that critical-care unit mentors be oriented early in the year and that mentees should be updated on what is expected of them, for example, regarding their scope and clinical outcomes.
Furthermore, enough time should be allocated for mentors and mentees to bond and for mentees to be briefed on important matters. Mentors must meet beforehand to discuss what the mentees will learn and to explain to mentees what is expected. Allocation From the research, it was evident that better allocation of mentors and mentees with regard to the number, duration and time would be needed. The mentors were willing to accompany more than one student.
Mentors indicated that they preferred to accompany a maximum of three students per month and per unit. The mentees were also less satisfied with the duration of placements and their recommendation that they should be allocated for one week of full-time mentoring would definitely be considered.
The time when placements would be done was critical and an important recommendation was that mentees should be placed earlier. It was further evident from the research that much more effort had to be made when dealing with the day-to-day critical-care unit staff. The tendency to use mentees and mentors for daily activities did create problems with regard to the outcome of the programme.
It was reported that the responsibility of the mentoring programme coordinator is to inform the matrons responsible for training. Multidisciplinary approach Facilitation and coordination of the involvement of a multidisciplinary team in the training of nurses are difficult. However, as suggested by the mentors, the possibility of involving other members of a multidisciplinary team in a SMP should be investigated.
Opportunities and outcomes The mentees considered the learning opportunities and identified clinical outcomes as being important. They requested that learning opportunities should be practical; for example, mentors should explain the difference and interaction between diagnostic results and laboratory results.
An increased number of opportunities learning opportunities related to caring for critical-care patients were also recommended.
The fact that the mentors had to be aware of the importance of the objectives was also voiced. Selection The mentees suggested that more attention be paid to the selection process. The mentees requested that the selection of mentors be done with care. Discussion Both mentors and mentees mentioned both positive and negative experiences and were more than willing to make recommendations to improve the quality of the existing programme.
Importance of Nursing Mentorship
From the research findings, it is evident that careful consideration should be given to the preparation and orientation, not only of mentors and mentees, but also of unit staff and unit managers. Wilson, Sanner and McAllister The results of the focus-group interviews showed that the deliberate and extensive preparation and orientation to become mentors contributed to the uniqueness of the programme Wilson et al.
The mentees who participated in our study definitely viewed as important the orientation or guidance that critical-care unit mentors received before they were allocated to third-year mentees. Giordana and Wedin Not only is the coordinator responsible for matching mentors and mentees, but the placement and responsibilities should be done in consultation with the mentors Metcalfe Allocations, specifically with regard to the duration or number of hours that mentees should spend with the mentor, were also addressed by other researchers.
The final analysis of their research regarding the number of hours mentees spent with mentors correlates positively with socio-emotional support. According to Taylor and Neimeyer The outcomes stated in a mentoring programme are crucial. For example, when it comes to the development of critical thinking and the application of knowledge, the value of mentoring cannot be ignored. She felt fortunate to have found a position at a medical center about miles from her family. Jill is encountering many new things at once: One of the reasons Jill selected the medical-surgical unit at her new hospital is because her interview with the nurse manager and the unit staff went so well.
She found them to be welcoming, caring, friendly, professional, and patient-centered. Jill had the opportunity to interview with a mentor and mentee in the program, and it was this interview that sealed the deal for her decision to accept the position.
So what exactly is mentoring? Mentoring is a reciprocal and collaborative learning relationship between two individuals with mutual goals and shared accountability for the success of the relationship.
The mentor is the guide, expert, and role model who helps develop a new or less experienced mentee. In many instances, mentoring is a spontaneous relationship that develops between two people. However, mentoring can also be successful when the mentor and mentee are paired or matched intentionally.
This is often the case in health care facilities when a mentee transitions into a new role. The mentee is paired with an experienced nurse to learn a new position and develop in the role.
Importance of Nursing Mentorship | UTA Online
Mentoring is more than orientation or preceptorship, which may last a few weeks or through a three-month probationary period. Some nurses may also become a mentor themselves one day, using their knowledge, wisdom, and experience to provide meaningful learning experiences for a mentee. Mentoring is a partnership between the mentor as a teacher and the mentee as a learner. As adult learners, mentees are responsible for their own learning and behaviors.
As teachers, mentors act as guides or facilitators of learning. There is fear of the unknown, uncertain confidence, fear of making a mistake, and just the uncomfortable feeling of not being in control. In the role of a mentor, it is very helpful to remember what it was like being new to a position or task. It helps to get in the frame of reference of the mentee. Novice to expert continuum Patricia Benner, Ph. Excellence and Power in Clinical Nursing Practice, says learning new skills requires a progression through stages or levels.