Jefford Elaine, Nolan Samantha, Munn Joanne, Ebert Lyn
School of Health & Human Sciences (Midwifery), Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
School of Health and Human Sciences (Midwifery), Southern Cross University, Locked Mail Bag 4, Coolangatta, QLD 4225, Australia.
Nurse Educ Today. 2021 Apr;99:104791. doi: 10.1016/j.nedt.2021.104791. Epub 2021 Jan 29.
A key element in the provision of safe and competent midwifery care is how learning experiences are construed and translated into practice. This process can be supported through clinical/professional mentoring. What constitutes 'good mentorship' has been the topic of much debate. While research exploring mentorship exists, there is less research exploring co-created perceptions of mentorship by the mentee and mentor.
To explore student and registered midwives' co-created perspectives of what matters, what is valued and what is important in mentorship.
An adapted Appreciative Inquiry methodology guided this study with thematic analysis used for data analysis.
One regional Australian university.
A convenience sampling, from a population of 39 third-year Bachelor of midwifery students and 39 registered midwives providing clinical supervision for students enrolled in a specific unit of study and concurrently undertaking midwifery practice experience were recruited into this study.
Following the four-step process of Appreciative Inquiry; Appreciate, Envision, Co-create and Embed, imagery cards were provided, and participants selected the image that resonated with their understanding of mentorship. Shared understandings were cultivated to co-create what worked well and what was valued in facilitating a positive learning experience.
Trust developed over time is a valued component of mentorship relationships. Similarly valued is the sense of belonging and feeling safe, elements reliant on the establishment of effective and respectful communication.
What matters, what is valued and what is important in midwifery mentorship is a mutually respectful relationship between mentee and mentor. This requires time and trust and the creation of a space where the student can develop a sense of professional belonging and feel safe to learn. Further research is needed to explore ways to co-create safe learning environments. Appreciative Inquiry is a method suited to studying this area.
提供安全且胜任的助产护理的一个关键要素是学习经验如何被理解并转化为实践。这一过程可通过临床/专业指导得到支持。什么构成“良好的指导”一直是诸多辩论的主题。虽然存在探索指导的研究，但较少有研究探讨被指导者和指导者共同创造的对指导的认知。
探讨学生和注册助产士对指导中重要之事、被重视之事以及重要之事的共同创造的观点。
本研究采用了适应性的积极探究方法，并运用主题分析法进行数据分析。
澳大利亚一所地区性大学。
采用便利抽样法，从39名三年级助产士本科学生以及39名注册助产士中招募参与者，这些注册助产士为参加特定学习单元并同时进行助产实践经验的学生提供临床监督。
遵循积极探究的四步流程；即欣赏、展望、共同创造和融入，提供意象卡片，参与者选择与他们对指导的理解产生共鸣的图像。培养共同理解以共同创造在促进积极学习体验方面效果良好且被重视的内容。
随着时间推移建立的信任是指导关系中被重视的组成部分。同样被重视的是归属感和安全感，这些要素依赖于有效且相互尊重的沟通的建立。
助产指导中重要之事、被重视之事以及重要之事是被指导者和指导者之间相互尊重的关系。这需要时间和信任，并创造一个空间，让学生能够培养职业归属感并感到安全地学习。需要进一步研究探索共同创造安全学习环境的方法。积极探究是适合研究该领域的一种方法。
