Aim: this paper explores the role of the mentor in contemporary nursing practice in the UK. It presents findings from a recent study which investigated the impact of a locality-based nursing education initiative on students, practice mentors and academic staff and draws on another study, conducted in the same setting and two Australian sites, to examine the perceptions of nursing students and mentors. Background: within nursing, mentorship is integral to students’ clinical placement experiences and has attracted increasing interest among researchers. Despite a plethora of studies focussing on mentoring and its nature and application within the practice setting, limited attention has been paid to the extent to which guidelines provided by regulatory bodies for nursing inform and influence the practice of mentoring in contemporary health-care settings. Design: the study used a two-phased design with data on mentorship being focussed on the second phase. Method: data were collected using an online survey questionnaire of pre-qualifying students and a postal questionnaire for practice mentors. Findings: the findings highlight the importance of mentorship for prequalifying students and emphasise the need to provide mentors with adequate preparation and support. They confirm previous research, but also highlight improvements in bridging the gap between rhetoric and reality for mentorship. Results are further strengthened when compared with those of the second study. Conclusions: findings provide new evidence of a narrowing of the gap between the theory and practice of mentoring and for the continuing implementation of national standards to clarify the roles and responsibilities of the mentor. They also suggest the benefits of developing such standards in countries with similar systems of support for nursing students

http://placementconnect.coventry.ac.uk/images/category/general_information/nursing_nursing.pdf

Mentorship in contemporary practice: the experiences of nursing students and practice mentors.

Purpose To determine the psychometric properties of the Mentoring Competency Assessment (MCA), a 26-item skills inventory that enables research mentors and mentees to evaluate six competencies of mentors: maintaining effective communication, aligning expectations, assessing understanding, addressing diversity, fostering independence, and promoting professional development. Method In 2010, investigators administered the MCA to 283 mentor–mentee pairs from 16 universities participating in a trial of a mentoring curriculum for clinical and translational research mentors. The authors analyzed baseline MCA data to describe the instrument’s psychometric properties. Results Coefficient alpha scores for the MCA showed reliability (internal consistency). The hypothesized model with its six latent constructs (competencies) resulted in an acceptable fit to the data. For the instrument completed by mentors, chi-square = 663.20; df = 284; P < .001; root mean square error of approximation (RMSEA) = 0.069 (90% CI, 0.062–0.076); comparative fit index (CFI) = 0.85; and Tucker-Lewis index (TLI) = 0.83. For the instrument completed by mentees, chi-square = 840.62; df = 284; P < .001; RMSEA = 0.080 (90% CI, 0.063–0.077); CFI = 0.87; and TLI = 0.85. The correlations among the six competencies were high: 0.49–0.87 for mentors, 0.58–0.92 for mentees. All parameter estimates for the individual items were significant; standardized factor loadings ranged from 0.32 to 0.81 for mentors and 0.56 to 0.86 for mentees. Conclusions The findings demonstrate that the MCA has reliability and validity. In addition, this study provides preliminary norms derived from a national sample of mentors and mentees.

The Mentoring Competency Assessment: validation of a new instrument to evaluate skills of research mentors.

This is "must" reading for anyone teaching nursing, at any level, in any program or institution. This book covers trends and innovative strategies to help you develop a curriculum and be more effective in using it. Educators describe problems - such as students who cannot write or high NCLEX failure rates - and how they tackled and solved them. Each chapter contains common-sense approaches to every educator's questions. It is a resource no nursing education program can afford to be without.

Annual review of nursing education

Mentoring in nursing education: perceived characteristics of mentors and the consequences of mentorship.

Background: Despite criticism of its positive claims being largely unfounded and ill-clarified, the concept of mentoring has come into common use within sports coaching. Purpose: In an attempt to address these concerns, the purpose of this paper is to take better account of the researched evidence on mentoring in general before providing some guidelines of good practice that could realistically be applied to sports coaching. Literature review: In terms of the paper's content, a discussion surrounding definitions and conceptualisations is initially embarked upon. This is followed by a review of mentoring literature from other academic and professional fields, namely nursing, education and business, where the practice has been more widely researched, established and used. Current ‘models’ of mentoring in sports coaching are then examined. Summary and conclusions: A final section, drawing from all the literature reviewed, offers tentative suggestions as to the possible future shape of effective mentoring in ...

Mentoring in sports coaching: A review of the literature

Student and mentor perceptions of mentoring effectiveness

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Student and mentor perceptions of mentoring effectiveness