Journal Article10.11124/JBISRIR-2016-002987
Nurses' perceptions of their competence in mentoring nursing students in clinical practice: a systematic review protocol of qualitative evidence.
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TL;DR: The objective of this review is to synthesize the evidence relating to nurses' perceptions of their competence in mentoring nursing students in clinical practice.
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Abstract: Review question/objective:The objective of this review is to synthesize the evidence relating to nurses’ perceptions of their competence in mentoring nursing students in clinical practice.
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References
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The European higher education area in 2012 : Bologna process implementation report
Eurostudent
- 01 Jan 2012
TL;DR: A partir de datos del curso 2010-2011, en qué medida el proceso de Bolonia ha llegado a transformar el ámbito de la Educación Superior en 2012, se publica el informe as mentioned in this paper.
268
Standards to support learning and assessment in practice.
TL;DR: The background to the development of the standards and outlines the SSLAP, including the four main stages of the framework, the eight domains and outcomes, and the five principles required for the roles of mentor, sign-off mentor and practice teacher are provided.
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Mentorship in contemporary practice: the experiences of nursing students and practice mentors.
TL;DR: 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.
245
Registered nurses' experiences of mentoring undergraduate nursing students
Sue Atkins,Anne Williams +1 more
TL;DR: It is indicated that mentoring undergraduate nursing students is a complex and skilled activity, requiring educational preparation, support and recognition, and the potential for mentoring to further the personal and professional development of mentors is highlighted.
138
A phenomenographic study of registered nurses' understanding of their role in student learning--an Australian perspective.
TL;DR: The research highlights the varied ways registered nurses understand their role with students that may promote or impede the quality of student learning and development to meet professional competency standards.
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