A clinical teaching project. Evaluation of the mentor-arranged clinical practice by RN mentors.
This paper explores the relationship between nursing students and mentors and its influence on nursing students' development of professional knowledge during their clinical practice. The paper is based on an evaluation of a new initiative supplementing other clinical experiences for students of nursing, Mentor-Arranged Clinical Practice (MACP), by registered nurse mentors. Sixty-five (95.6%) mentors returned their questionnaires in a self-addressed envelope. Results of the study indicated that there were benefits and rewards for both students and mentors. The mentors felt that students gained more practicum time, confidence and independence in their practice, time management skills, rapport between staff and student, and better integration into the hospital environment. Mentors indicated that the most compelling reasons for becoming mentors were the opportunity to assist mentees to integrate into the nursing unit, to teach, share knowledge, promoting and improving the professional image of nurses, and gain job satisfaction from mentoring. The findings in this study suggest that there is a need for development of mentor relationships in the clinical setting of undergraduate nursing courses.
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School of Nursing and Health Care Practices, Southern Cross University, Australia.
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D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000592:standards*; D006801:Humans; D007400:Interprofessional Relations; D007587:Job Description; D007588:Job Satisfaction; D008611:Mentors / Q000523:psychology*; D009517:New South Wales; D024802:Nurse's Role; D015402:Nursing Education Research; D009741:Nursing Staff, Hospital / Q000523:psychology*; D016730:Program Development; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000592:standards*