Ntho Tshepo A, Pienaar Abel J, Sehularo Leepile A
School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa.
Department of Psychology, Faculty of Health Sciences University of Venda, Thohoyandou, South Africa.
Health SA. 2020 Oct 13;25:1435. doi: 10.4102/hsag.v25i0.1435. eCollection 2020.
Clinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring.
The objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province.
The study was conducted at a nursing education institution in North West Province.
A qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data.
Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings.
The findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.
护理专业学生的临床能力和职业成长是护理教育项目的基石。护理专业学生要求高且复杂的培训需要各种临床教学策略，如同伴小组临床指导。
本研究的目的是探索和描述在西北省一所特定护理教育机构的本科同伴小组临床指导项目中，同伴被指导者所经历的挑战。
该研究在西北省的一所护理教育机构进行。
采用定性、回顾性案例研究设计。根据吉布斯反思循环，按照半结构化日程安排，与51名在临床实践中接受指导的同伴被指导者进行了两场独立的世界咖啡馆会议。采用四个层次的定性主题数据分析方法对数据进行分析。
研究结果出现了五个主题，即同伴小组临床指导项目实施不力、本科同伴小组临床指导项目无效、指导者态度不佳、指导者行为不专业以及沟通挑战。研究结果还出现了十个子主题。进行了文献对照以支持研究结果。
研究结果表明，本科护理专业学生在临床环境中对同伴被指导者进行有效学习和教学时面临多种挑战。给出了该研究的局限性和建议。针对护理实践、教育和研究提出了建议。
