Dias Jacqueline Maria, Aderibigbe Semiyu Adejare, Abraham Mini Sara
Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.
College of Arts, Humanities and Social Sciences, Department of Education, Institute of Leadership in Higher Education, University of Sharjah, Sharjah, United Arab Emirates.
J Nurs Manag. 2022 Nov;30(8):4304-4313. doi: 10.1111/jonm.13833. Epub 2022 Oct 14.
This study explored undergraduate nursing students' mentoring experiences during their final clinical practicum as they prepared to enter the workforce.
We used a qualitative case study design with data collected in two focus group discussions involving 19 students. Data were analysed using inductive thematic analysis.
Students' descriptions of their mentoring experiences fell under three themes: 'great experience', 'being treated like part of the family', and 'gaining confidence and skills'. Students described their mentors as having critical roles in providing feedback and learning opportunities to interns. Students also reported that ungraded initial assessment, friendlier workplaces, and mentors with patience were required to strengthen their professional learning at the workplace.
These results suggest that prompt and constructive feedback, warmer workplace environments, and passionate mentors' involvement may help enhance students' mentoring experiences during their clinical practicum.
Management and academia should work jointly to develop mentorship programs to achieve better student outcomes. Doing this will lead to role clarity, higher levels of satisfaction, and increased productivity. Management needs to consider compensating mentors for their time in student learning and select experienced nurses willing to mentor others to promote enjoyable relationships and effective mentoring engagements. Management needs to find creative ways to build mentoring into appraisals, for at present, it is considered a voluntary activity for educating the next generation of nurses. Management should ensure adequate training and ongoing support for mentors and mentees in clinical mentoring.
本研究探讨了本科护理专业学生在最后临床实习期间准备进入职场时的指导经历。
我们采用定性案例研究设计，通过两次焦点小组讨论收集了19名学生的数据。数据采用归纳主题分析法进行分析。
学生对其指导经历的描述分为三个主题：“很棒的经历”、“被当作家人对待”和“获得信心和技能”。学生们将他们的导师描述为在为实习生提供反馈和学习机会方面发挥着关键作用。学生们还报告说，需要无评分的初始评估、更友好的工作场所和有耐心的导师来加强他们在工作场所的专业学习。
这些结果表明，及时且有建设性的反馈、更温暖的工作环境以及热情的导师参与可能有助于提升学生在临床实习期间的指导体验。
管理部门和学术界应共同努力制定指导计划，以取得更好的学生成果。这样做将带来角色明确、更高的满意度和更高的生产力。管理部门需要考虑为导师投入到学生学习中的时间给予补偿，并挑选愿意指导他人的经验丰富的护士，以促进愉快的关系和有效的指导互动。管理部门需要找到创造性的方法将指导纳入评估，因为目前它被视为一项教育下一代护士的自愿活动。管理部门应确保为导师和 mentees 在临床指导方面提供充分的培训和持续支持。
