Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students
DOI:
https://doi.org/10.53638/phpma.2018.v6.i1.p09Keywords:
perception, behaviour, pattern of working relationship, mentoringAbstract
Background and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.
Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.
Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.
Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students’ achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.
References
Peraturan Pemerintah Nomor 93 Tahun 2015 tentang Rumah Sakit Pendidikan (Government Regulation No. 93, 2015, on Teaching Hospital). 2015. Available at: http://kelembagaan.ristekdikti.go.id/wp-content/uploads/2016/08/PP_Nomor_93_Tahun_2015.pdf
Hariningsih W. Implementasi kinerja perawat di rumah sakit , pendidikan dan komunitas (The implementation of nursing working performance in hospital, education, and community). Bandung: STIK Immanuel Bandung. 2007. Available at: http://igdrsudbuol.blogspot.com/2009/06/implementasi-kinerja-perawat-di-rumah.html
Koohestani HR, Baghcheghi N, Khosravi SH. Frequency, type, and causes of medication errors in student nurses. Iran Journal of Nursing. 2008. 21 (53):17-27
Seraji A, Koohestani HR, Baghcheghi N, Rezaei K. Barriers to the reporting of needlestick/sharps injuries among nursing and midwifery students in Arak, Iran. Iranian Journal of Epidemiology. 2011.
Khasanah U. Tindakan error prosedur keperawatan: jenis dan faktor penyebabnya pada mahasiswa profesi ners Program Studi Ilmu Keperawatan Fakultas Kedokteran dan Ilmu Kesehatan (Errors in nursing procedure: the types and causes among nursing students at School of Nursing, Faculty of Medicine and Health Sciences). Journal Universitas Airlangga. 2012; 7(2).
Omer TY, Suliman WA, Thomas L, et al. Perception of nursing students to two models of preceptorship in clinical training. Nurse Education in Practice. 2013. 13(3): 155-60
Lawal J, Weaver S, Bryan V, et al. Factors that influence the clinical learning experience of nursing students at a Caribbean school of nursing. Journal of Nursing Education and Practice. 2016; 6(4).
Carlson S, Kotze WJ, Rooyen DV. Accompaniment needs of first-year nursing students in the clinical learning environment.Curationis. 2003, 26 (2) : 30-39
Mabuda BT, Potgieter E, Alberts U. Student nurses ’ experiences during clinical practice in the Limpopo Province. Curationis. 2008; 31(1):19-27.
Swihart D. Nurse preceptor program builder. Second edition. 2007.
Jokelainen M, Turunen H, Tossavainen K, et al. A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing. 2011; 20(19-20):2854-67.
Chandan M, Watts C. Mentoring and pre-registration nurse education. 2012; 1–7. Available at: http://www.dphu.org/uploads/attachements/books/books_5513_0.pdf
Msiska G, Smith P, Fawcett T. The ‘life world’ of Malawian undergraduate student nurses: the challenge of learning in resource-poor clinical setting. International Journal of Africa Nursing Sciences. 2014;1:35-42
Waldock J. Facilitating student learning in clinical practice. Nursing New Zealand. 2010; 16(1):14-6.
Borrott N, Day GE, Sedgwick M, Levett-Jones T. Nursing students’ belongingness and workplace satisfaction: Quantitative findings of a mixed methods study. Nurse Education Today. 2016; 45:29-34.
Beskine D. Mentoring students: Establishing effective working relationships. Nursing Standard. 2010; 23(30):35-40.
Wilkes Z. The student-mentor relationship: a review of the literature. Nursing Standard. 2006; 20(37):42-7.
Hathorn D, Machtmes K, Tillman K. The lived experience of nurses working with student nurses in the acute care clinical environment. The Qualitative Report. 2006; 14(2): 227-244.
Lapeña-moñux YR, Cibanal-Juan L, Orts-cortés MI, et al. Nurses’ experiences working with nursing students in a hospital: A phenomenological enquiry. 2016; 4.
Eta VEA, Atanga MBS, Atashili J, et al. Nurses and Challenges faced as clinical educators: A survey of a group of nurses in Cameroon. The Pan African Medical Journal. 2011. 8(28).
Emvula O. Perceptions of registered nurses regarding their role in clinical teaching of student nurses at state training hospital in Windhoek, Namibia (Thesis). The University of Namibia. 2016. Available at: http://repository.unam.edu.na/bitstream/handle/11070/1694/Emvula_2016.pdf?sequence=1&isAllowed=y
Levett-Jones T, Lathlean J, McMillan M, et al. Belongingness: A montage of nursing students stories of their clinical placement experience. Contemporary Nurse. 2007. 24(2):162-74.
Mongwe RN. Student nurses’ experiences of the field in the Limpopo Province as learning field: A phenomenological study (Thesis). University of South Africa. 2007. Available at: http://uir.unisa.ac.za/bitstream/handle/10500/1512/thesis.pdf
Hayajneh F. Role model clinical instructor as perceived by Jordanian nursing student. Journal of Research in Nursing. 2011; 16(1).
Baltimore JJ. The hospital clinical preceptor: Essential preparation for success. Journal of Continuing Education in Nursing. 2004; 35(3):133-40.
Gardner G, Chang A, Duffield C. Making nursing work breaking through the role confusion of advanced nursing. Journal of Advance Nursing. 2007. 57(4):382-91
Brault I, Kilpatrick K, D’Amour D, et al. Role clarification processes for better integration of nurse practitioners into primary healthcare teams: A multiple-case study. Nursing Research and Practice. 2014.
Uukule N. Guidance of student nurses by clinical instructors in a training hospital of Oshana Region (Thesis). The University of Namibia. 2006. Available at: http://repository.unam.na/bitstream/handle/11070/313/Uukule2006.pdf?sequence=2&isAllowed=y
Hasibuan MSP. Manajemen sumber daya manusia (Management of human resources). 2010. Bumi Aksara. Jakarta.
Leshem S. The many faces of mentor-mentee relationships in a pre-service teacher education programme. Creative Education. 2012; 3(4): 413–421.
Cho CS, Ramanan RA, Feldman MD. Defining the ideal qualities of mentorship : A qualitative analysis of the characteristics of outstanding mentors. The American Journal of Medicine. 2011; 124(5): 453–458.
Okoronkwo IL, Onyia-Pat JL, Agbo ME, et al. Students’ perception of effective clinical teaching and teacher behaviour. Open Journal of Nursing. 2013; 3: 63-70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Ayu Sugiantari, Komang Ayu Kartika Sari, Pande Putu Januraga
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
**Creative Commons Attribution 4.0 International License (CC BY 4.0)**
*Welcome to the world of open collaboration and shared creativity! The Creative Commons Attribution 4.0 International License (CC BY 4.0) empowers creators to share their work with the world while maintaining certain rights.*
**Key Points:**
1. **Freedom to Share:** CC BY 4.0 allows creators to share their work globally, granting others the freedom to use, remix, and build upon it.
2. **Attribution Requirement:** Users can use the work for any purpose, even commercially, as long as they provide appropriate credit to the original creator.
3. **Flexibility:** Applicable to various content types—text, images, music, videos—the license fosters a diverse range of creations.
**Common Use Cases:**
- **Education:** Widely used for educational materials, promoting open learning environments.
- **Research:** Applied to scholarly articles, accelerating the dissemination of knowledge.
**How to Use:**
1. **Share:** Share your work with the world, marking it with the CC BY 4.0 license.
2. **Attribution:** Users, when utilizing the work, must provide proper attribution to honor the original creator.
**Conclusion:**
CC BY 4.0 contributes to a more open and collaborative digital landscape. Join the movement of shared knowledge and creativity!
*For full license details, visit [Creative Commons](https://creativecommons.org/licenses/by/4.0/).*
