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This qualitative study explored the lived experience of 13 nurse mentors in various practice settings, specialties, and roles. Additional findings included understanding facilitative practices, obstacles, and benefits of the mentoring relationship. Interviews were conducted to obtain rich participants stories which suggested significant relationships occur in informally instead of formally matched mentoring relationships. Communicating, listening, and growth resulting in mutuality were identified as part of the professional relationships important for mentoring success. Preparation for the role was identified as occurring from the positive and negative experiences of being mentored. Facilitative practices included characteristics of mentors, institutional, and professional factors. Obstacles mentioned included lack of organization support, time, and matching protégé to mentor. Benefits were described as stimulating mutual learning, giving back to the profession, and rekindling the passion for nursing. Mentoring relationships are mutual experiences supporting the growth of the protégé, mentor, and the profession. Implications for education, practice, and research were included to enhance support for mentors in nursing practice.
Hermeneutic phenomenology, which is commonly actuated in empirical research, presents many difficult challenges to investigators aiming to defend the credibility of their research. This Methods in Action case reports on the research design challenges faced in a PhD study exploring the lived experience of nurses who mentored students in their workplace. It discusses the methods employed to capture and analyse information about the lived experiences of participants within a diary-interview design. At all stages, it refers to theoretical and philosophical viewpoints, explaining how they guided the study and supported a claim for research credibility.
Transformative Learning Theory offers a uniquely inclusive methodology across all levels of nursing education for educators and students focused on common nursing arenas and situations. This is the only book to present practical, innovative strategies for novice and experienced nurse educators to apply Transformative Learning Theory in various curricula, courses, and learning situations. Geared for adult and returning students, the text addresses common learning issues from both learner and teacher perspectives, enabling educators and students to apply Transformative Learning to evaluate their own authentic transformation throughout their careers. Key Features: Offers a uniquely inclusive theory and methodology "Transformative Learning Theory" across degree levels for educators and students Includes practical learning strategies and activities for a broad nursing curriculum Addresses the needs of novice nurse educators with clinical, but limited pedagogical, expertise and experienced nurse educators seeking new frameworks and techniques Provides direct application for classroom, online, or hybrid learning environments Covers all aspects of simulation Designed for graduate nursing education courses
The book explores how mentoring, theoretical background of mentoring and how mentoring is used by nurses in all arenas where they work in health care, education, research, policy, politics, and academia in supporting nurses with their professional and career development. Over 300 mentors and mentees, from a wide range of countries across all continents, share their stories of mentoring reflecting on their development in leadership, clinical practice, education, research and politics. The book describes various types of mentoring including more traditional types of mentoring as well as virtual, online and peer mentoring. During the mentorship trajectories the nurses address an inclusive collection of issues that they are faced with and share supporting strategies. The book highlights the importance of mentoring for nurses to support their personal, and professional leadership development. Also, it emphasizes the importance of mentoring for when nurses engaged in variety of projects that could entail or encompass evidence-based clinical practice, development within education, research in the clinical arena, policy formation, political affairs, or cultural inclusion that present significant impact in patient care and healthcare outcomes within and across countries. With The Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity report from the National Academies of Sciences, published in 2021, the role of nursing will become ever more dynamic and therefore the profession of nursing must be visible in improving and securing the future for patients, families, and communities across the globe. Mentoring practices to build the profession’s leaders are forever essential, acute, and imperative. This book shows how mentoring can support nurses in further developing nursing as a profession and scientific discipline across countries to support clinical application of evidence based practice, and nursing education and research dissemination. Accordingly, this book shares essential, diverse and pioneering expertise through wide range of narrative stories that will benefit nurses at all years of experience, from early career nurses, emerging leaders, nurse educators, leaders, policy makers and nurse scientists around the globe. The nursing profession must magnify its position in health care and nurses need to proliferate their contributions throughout the globe. They can accomplish that through mentoring and “growing and nurturing other nurses” to advance and thrive in today’s world.
This thesis reports on a study of the lived experience of clinical nurses as mentors of student nurses in the workplace. Pre-registration nurse education, in which students must spend fifty percent of their time in practice, relies on a partnership between universities and health care providers and, crucially, the availability of practice mentors, able to support and assess practice learning. Within a hermeneutic phenomenological research methodology, twelve nurses described their experiences of mentoring through conversational interviews and event diaries which included 'rich pictures'. The mixed methods provided openings for participants to talk about the harder-to-access elements of experience and generated multiple layers of rich data. Analysis of the data involved the application of different interpretive lenses: existentials in the care structure of Heidegger's (1962) Dasein and the four lifeworld existentials (van Manen, 1997). For these respondents, the mentoring experience was rewarding, satisfying, frustrating, and even distressing at times. Being a mentor meant existing in worlds of 'high stakes', 'hope for the nursing profession' and 'fragments', governed by resource constraints, contextual demands and concern for others. Educational purposes dominated their being, revealing an essence, interpretively coined as 'the educational use of self', which meant that they were individually and authentically engaged in supporting and assessing learning. This study promotes greater understanding of mentoring practice and workplace learning, which can inform processes of recruitment, preparation and support of both students and mentors. Key insights are that mentors need support to work with complex and often hidden knowledge, including situations involving their intuitions.
This book is an essential guide to mentorship in health and social care. The chapters focus specifically on the eight Nursing and Midwifery Council domains for the preparation and training of mentors. A rich range of real-life case studies are included in every chapter, to demonstrate the challenges and dilemmas of mentoring in practice. The chapters cover a range of settings, including community nursing, school nursing, acute care, social work and biomedical science. Learning objectives, chapter summaries and reflective questions are also included to help readers reappraise what they have learned. Mastering Mentorship will be essential reading for both those preparing to become nurse mentors at post-registration level and those already qualified to mentor.
The purpose of this study was to explore the formal mentoring experiences of junior nursing faculty. The nursing faculty were located in associate degree nursing programs in community colleges in the Southeast. Three broad research questions were developed to guide the study: (1) What are the lived experiences of junior faculty with formal mentoring? (2) What is the nature of the interactions that take place between mentor and mentee? (3) What meanings do the mentees assign to these interactions? A qualitative research design was used to conduct the study. The participants offered a depiction of the lived experience of the formal mentoring experiences of junior nursing faculty. The results of the data analyses indicated the nurse educators encountered struggles as they acclimated into the nurse educator role. The formal mentoring that was provided for the mentees fostered within them a sense of belonging that resulted in job satisfaction and a desire to remain in nursing education. The mentees trusted that their mentors provided the best mentoring and learning experiences for them as the mentors sat in the classroom and observed them, provided guidance with instructional development, and assisted with test construction. All of these mentor actions helped the new faculty members grow as educators. Understanding the mentoring experiences of novice nurse educators is important to nursing education. Nursing faculty members leave education for a myriad of reasons including salary, stress, unclear role expectations, and job satisfaction. Job satisfaction greatly influences a faculty member's decision to remain in nursing education. The retention of qualified nurse educators is crucial to overcoming the nursing faculty shortage, and a means to address this problem is the mentoring of new educators. The study findings affirmed the positive nature of formal mentoring when examining the experiences of junior nurse educators.
Mentoring in Nursing and Healthcare is a practical, interactive resource that promotes active participation and enhances a deeper level of understanding of mentorship. It explores what is meant by the process of mentoring, addresses what a mentor is, what the role entails, and gives practical help on teaching and assessing students in clinical practice. Written primarily for mentors, this book offers a range of theoretical and practical activities and resources that are enhanced by online learning resources. Each chapter focuses on a different aspect of mentorship, including: The role of mentorship The mentor-student relationship The mentor as teacher Experiential learning and reflective practice Learning styles and teaching theories The mentor as assessor Competence and capability Health improvement Career development A core text for mentor preparation and mentor update courses in nursing and allied health, Mentoring in Nursing and Healthcare is an essential guide that supports learning and ongoing professional development. Key Features: Includes not only the latest and most up-to-date NMC standards, but also the Health and Care Professions Council's standards of proficiency Accessible and practice-oriented, with case studies, reflective exercises and activities throughout Has a strong focus on assessment skills Supported by interactive online resources that include test-yourself questions, multiple choice questions, web-links, PowerPoint slides, case studies, and activities at www.wiley.com/go/mentoring