Background Clinical teaching and learning are critical in bridging the theory-practice gap in nursing education. This study aimed at exploring nursing students' perception of clinical teaching and learning in Ghana. In particular, this study sought to (1) describe the factors that promote clinical teaching, (2) examine students' perception of clinical teaching, (3) describe the impact of clinical learning on students, and (4) explore ways of improving clinical teaching and learning. Methods A descriptive qualitative study was conducted with 16 final-year nursing students using telephone-based interviews. Individual in-depth interviews were conducted with a semistructured interview guide, and data were analysed by the qualitative thematic analysis. Results The findings indicate that being taught new things, being supervised, and having autonomy were the most significant factors that promoted clinical learning. Participants also reported that clinical experience created learning opportunities that helped develop clinical competence. They described learning experiences in the clinical setting as good, albeit gaps in practice. Poor staff attitude, lack of equipment, poor student attitude, inadequate learning opportunities, and lack of clinical supervisors were perceived as challenges in the clinical environment. Conclusions Efforts to consciously teach, supervise, and challenge students to have independence in the clinical area will promote clinical teaching and learning. Therefore, nursing educational institutions and all other stakeholders need to collaborate in eliminating the numerous challenges students encounter in the clinical environment.

/pdf/nursing-students-perception-of-clinical-teaching-and-80dctgmm.pdf

Nursing Students' Perception of Clinical Teaching and Learning in Ghana: A Descriptive Qualitative Study

...................................................................................................III ACKNOWLEDGEMENT....................................................................................IV DEDICATION......................................................................................................V ABBREVIATIONS..................................................................................................VI TABLE OF CONTENTS ............................................................................................VII CHAPTER ONE.............................................................................................................1 1.

http://etd.cput.ac.za/bitstream/20.500.11838/2972/1/Fadana_Fundiswa_215300289.pdf

Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities

Objective: To examine how Bachelor of Science nursing students evaluate the quality of mentoring support during clinical training using three different types of mentoring approaches. Background: The mentoring approach and the mentor–student relationship are important factors that determine nursing students’ satisfaction with their clinical experience. However, there are significant differences in the approaches to mentoring in nursing, and there is no global consensus around a universal form of mentorship. Study design and methods: The participants were first-year Bachelor of Science students (n = 86) divided into three groups exposed to three different mentoring approaches: Group 1 = dual (two mentors/ group of students); Group 2 = individual (one mentor/ one student); Group 3 = group (one mentor/group of students). The validated Mentor Support Evaluation Questionnaire (MSEQ) was used to assess the quality of mentoring support. Results: Students from Group 2 reported a significantly higher level of mentoring support quality (P < 0.01; M = 4.8; SD = 0.32) in comparison to students from Group 1 (M = 4.1; SD = 0.66) and students from Group 3 (M = 3.32; SD = 1.71). Discussion: Nursing students  exposed to different mentoring approaches vary in their reported quality of mentoring support. The highest quality of mentoring support was reported by students in the individual approach, and the lowest quality of mentoring support was reported by students mentored in a group of four to six students by a single mentor. In the individual approach, the students highlighted the continuous availability of the mentor, recognition of personal study needs, respect, safety, appreciation, and patience. Conclusion: The approach to mentoring is an important factor that affects students’ satisfaction with their clinical experience, and in return it influences achievement of final learning outcomes and professional development of students.
Implications for research, policy, and practice: The results of this study emphasize the importance individualizing the mentorship process in order to increase students’ satisfaction and lead to more successful acquisition of knowledge, skills, and attitudes. These results also indicate the need to continuously monitor student evaluations of the quality of mentoring support and their overall satisfaction with the mentoring approach during clinical training. A future qualitative, longitudinal, mixed-methods study is recommended in order to investigate and describe the specific and (in)direct causes of student (dis)satisfaction in the mentor–student relationship.
What is already known about the topic? There are different types of mentor approaches in nursing education. Comparisons of students’ perceptions of mentor–student relationships in different mentoring approaches, such as individual, dual, or group mentoring, represent an under-researched area.
What this paper adds: Findings from this study provide evidence to better understanding the specific advantages and disadvantages of mentor–student relationships in individual, dual, and group approaches from the students’ point of view.

/pdf/nursing-student-evaluations-of-the-quality-of-mentoring-2vnxe07jr7.pdf

Nursing student evaluations of the quality of mentoring support in individual, dual and group mentoring approach during clinical training: A prospective cohort study

Clinical training is an essential element in nursing education, the outcomes of which are directly related to the quality of mentoring support. This quasi-experimental study aimed to examine whether the group or individual form of the mentoring approach used and the order of application of the mentoring approach contribute to the quality of mentoring support provided to students. The study comprised two measurement points with 130 nursing students, divided into two groups with different orders of application of the mentoring approach. The validated Mentoring Support Quality Evaluation Questionnaire (MSEQ) was used. Students in both groups rated the quality of mentoring support as higher following an individual mentoring approach. A significant interaction was found between the mentoring approach used and the order in which the mentoring approaches were applied (p = 0.002). The individual mentoring approach contributed significantly to a higher quality of mentoring support after the second round of clinical training (p = 0.021), while after the first round, the difference between the group and individual approaches was not as clear. The results suggest that not only the form of the mentoring approach but also the sequence of changes in the mentoring approach should be planned when implementing clinical training.

Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study

Nursing mentorships in Lithuania are not quite as well researched compared to other European nations. Good mentor-pupil relations make a huge difference in the quality of studies. Mentors that care, and invest more time in the students themselves, correlate with better student reviews and overall satisfaction in practical works. 
The aim of the study was to investigate nursing students' experiences of interacting with mentors in clinical practice by analysing the results of research studies. A systematic review of the scientific literature was conducted. 
Results and conclusions. The results showed that during the COVID-19 pandemic, mentors spent significantly less time with students during their placements, which had an impact on the quality of placements. It also came to be, that during the pandemic, students were used as additional working hands, and would shadow various hospital employees as opposed to the assigned mentors. Generally speaking, students tend to complain of a lack of personal connection with said mentors, with an underlying difficulty of bringing up personal problems and concerns. However, there are also students that are at ease with the quality of their studies, and with the mentors that assist them grow in the working environment. When discussing studies within the hospital/health setting, formation of good habits are appropriate for the students and mentors alike.

/pdf/nursing-students-experiences-of-interacting-with-mentors-in-15otn2gz.pdf

Nursing students' experiences of interacting with mentors in clinical practice

The research sought to determine the attitude of student nurses towards their clinical placement: clinical learning environment, communication with supervisor – mentor, and their satisfaction with the recently completed clinical placement. The research was performed by 283 students of the first to third study year from two Northwest regional higher education institutions for nurses in Lithuania. The students have recently completed their clinical placement at regional hospitals. A quantitative descriptive correlational design was used. The research instrument used was the paper version of the CLES (Clinical Learning Environment and Supervision) questionnaire. The research results revealed that more than half of the students were satisfied with their recently completed clinical placement. Their satisfaction was related to the study year. The student nurses were the most positive about the possibility to approach the members of staff during clinical placement and the fact that there were sufficient meaningful learning cases and situations during clinical placement. Clinical placement of the student nurses was supervised and assessed by supervisors – registered nurses (N=133) and ward managers (N=135). The student nurses assessed their personal contribution in clinical placement as good and very good. Those, who specified the highest personal contribution in their clinical placement, assessed the clinical learning environment the best. The most satisfied students were supervised individually during their clinical placements.

/pdf/the-clinical-learning-environment-the-attitude-of-1sgnszvhh4.pdf

The clinical learning environment: the attitude of undergraduate student nurses towards mentorship at hospitals in lithuania

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The clinical learning environment: the attitude of undergraduate student nurses towards mentorship at hospitals in lithuania