Mentor relationship as a tool of professional development of student nurses in clinical practice.
This is a condensed version of a research project relating to the design and the development of a research instrument concerning 'Mentor Relationship as a Tool of Professional Development of Student Nurses in Clinical Practice'. This short research paper is taken from and reproduces the research work undertaken by Saarikoski (2002). The main themes refer to: (1) Evaluation scale to assess the quality of clinical learning environment and (2) Supervision of student nurses during their clinical placements. Parts one and two are taken from the main research study and include the following (i) developing and testing an evaluation tool (ii) describing how nursing students experience their clinical learning environment and (iii) the supervision given by qualified staff nurses working in a hospital setting. This abridged report discusses the methodology approaches undertaken by the author and includes: (a) comparative phased twin centred study (b) a pilot scheme and (c) a primary research instrument that was developed into an extensively validated assessment-measuring tool. This report strongly suggests that there is clear evidence in this research report that the supervisory relationship is the most important single element of pedagogical activities of staff nurses. The total satisfaction of students correlated most clearly with the method of supervision and that those satisfied students had a successful mentor relationship and frequently enough access to private supervision sessions with mentor. In the sample of this empirical study (n = 279 student nurses in Finland) individualized supervision system was most common on psychiatric wards. All nurse educators and clinical practitioners working across Europe and around the World in clinical learning environments will find this paper very useful in helping them to improve and quantify the supervisory process. This study starts bridging the gap between using and integrating both at a National and European level qualitative assessment systems that relate to the learning and supervisory process. The study encourages the need for professionals to test these new instruments in other nursing cultures and reflects upon the need for further research work in this area.
Saarikoski
Mikko
M
Turku Polytechnic, Health Care Education, Ruiskatu 8, PL 20, 20 701 Turku, Finland. mikko.saarikoski@turkuamk.fi
D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards*; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D005387:Finland; D006801:Humans; D007388:Internal Medicine / Q000193:education; D008611:Mentors / Q000523:psychology*; D017145:Models, Educational; D016294:Models, Nursing; D015402:Nursing Education Research; D009745:Nursing, Supervisory; D013527:Perioperative Nursing / Q000193:education; D011231:Preceptorship / Q000379:methods*; D011568:Psychiatric Nursing / Q000193:education; D013338:Students, Nursing / Q000523:psychology*