Nursing and Midwifery Students’ Perception and Experiences of Mentorship: A Systematic Review
Affiliation(s)
1 Department of Nursing Sciences, School of Medicine, University of Zambia, Lusaka, Zambia. 2 Faculty of Health, Social Care and Education (HSCE), St Georges, University of London/Kingston University, Cranmer Terrace, London, UK. 3 MIDIRS, University of Nottingham, Bristol, UK.
1 Department of Nursing Sciences, School of Medicine, University of Zambia, Lusaka, Zambia. 2 Faculty of Health, Social Care and Education (HSCE), St Georges, University of London/Kingston University, Cranmer Terrace, London, UK. 3 MIDIRS, University of Nottingham, Bristol, UK.
ABSTRACT
Background: Mentorship has been the model adopted by many countries to support learning and assessment of students in the clinical placement. It has remained uncertain whether or not it has a lot of positive benefits for the students’ experiences during placement as there have been divided opinions among researchers. Objective and review question: The objective of this qualitative systematic review was to explore the perceptions and experiences of nursing and midwifery students regarding mentorship during clinical placement. The question of the review was: what are the perceptions and experiences of nursing and midwifery students regarding mentorship during clinical placement. Methods and materials: Electronic data bases, journals and grey literature were searched for relevant studies and seven qualitative studies were systematically included in the review. The Joanna Briggs Institute-Qualitative Assessment and Review instrument (JBI-QARI) was used to critically appraise the studies. Data extraction was done using the JBI-QARI Data Extraction Tool. A thematic analysis was used to synthesise the findings. Findings: The findings suggest that there are still gaps within the mentorship programme that could have an impact on the students’ learning experiences during clinical placement. From the themes identified which include: need for feedback, hands on practice, continuity of mentorship and mentor-mentee relationship, the reviewers concluded that such areas of mentorship require attention in order to benefit the students. Conclusions: It can therefore be concluded that there are many lessons to be learnt in order to continue improving mentorship. It is also clear that mentorship will be beneficial to students if a good relationship is established between the mentor and mentee, as this is the beginning of the experience. All staff members should be willing to support students in learning for them to develop the knowledge, skill and attitudes that are necessary to their learning.
Background: Mentorship has been the model adopted by many countries to support learning and assessment of students in the clinical placement. It has remained uncertain whether or not it has a lot of positive benefits for the students’ experiences during placement as there have been divided opinions among researchers. Objective and review question: The objective of this qualitative systematic review was to explore the perceptions and experiences of nursing and midwifery students regarding mentorship during clinical placement. The question of the review was: what are the perceptions and experiences of nursing and midwifery students regarding mentorship during clinical placement. Methods and materials: Electronic data bases, journals and grey literature were searched for relevant studies and seven qualitative studies were systematically included in the review. The Joanna Briggs Institute-Qualitative Assessment and Review instrument (JBI-QARI) was used to critically appraise the studies. Data extraction was done using the JBI-QARI Data Extraction Tool. A thematic analysis was used to synthesise the findings. Findings: The findings suggest that there are still gaps within the mentorship programme that could have an impact on the students’ learning experiences during clinical placement. From the themes identified which include: need for feedback, hands on practice, continuity of mentorship and mentor-mentee relationship, the reviewers concluded that such areas of mentorship require attention in order to benefit the students. Conclusions: It can therefore be concluded that there are many lessons to be learnt in order to continue improving mentorship. It is also clear that mentorship will be beneficial to students if a good relationship is established between the mentor and mentee, as this is the beginning of the experience. All staff members should be willing to support students in learning for them to develop the knowledge, skill and attitudes that are necessary to their learning.
Cite this paper
Muleya, C. , Marshall, J. and Ashwin, C. (2015) Nursing and Midwifery Students’ Perception and Experiences of Mentorship: A Systematic Review. Open Journal of Nursing, 5, 571-586. doi: 10.4236/ojn.2015.56061.
Muleya, C. , Marshall, J. and Ashwin, C. (2015) Nursing and Midwifery Students’ Perception and Experiences of Mentorship: A Systematic Review. Open Journal of Nursing, 5, 571-586. doi: 10.4236/ojn.2015.56061.
References
[1] Piercey, C. (2014) Collaboration between the Community and Tertiary Nurse Education in Bridging the Gap between Theory and Practice. Category: Refereed Professional Practice. [2] Dean, J. and Kenworthy, N. (2000) The Principles of Learning. In: Nicklin, P.J. and Kenworthy, N., Eds., Teaching and Assessing in Nursing Practice: An Experiential Approach, BailliereTindall, Edinburgh, 45-66. [3] ICM (2010) Global Standards for Midwifery Education.
http://www.internationalmidwives.org [4] UNFPA (2011) The State of the World’s Midwifery 2011. Delivering Health: Saving Lives. UNFPA, New York. [5] WHO (2009) Global Standards for the Initial Education of Professional Nurses and Midwives. Nursing & Midwifery Human Resources for Health, World Health Organization, Geneva.
http://www.who.int/hrh/nursing_midwifery/hrh_global_standards_education.pdf [6] Myall, M., Levett-Jones, T. and Lathlean, J. (2008) Mentorship in Contemporary Practice: The Experiences of Nursing Students and Practice Mentors. Journal of Clinical Nursing, 17, 1834-1842.
http://dx.doi.org/10.1111/j.1365-2702.2007.02233.x [7] Dennis-Antwi, J.A. (2011) Preceptorship for Midwifery Practice in Africa: Challenges and Opportunities. Evidence Based Midwifery, 9, 137-142. [8] Cope, P., Cuthbertson, P. and Stoddart, B. (2000) Situated Learning in the Practice Placement. Journal of Advanced Nursing, 31, 850-856.
http://dx.doi.org/10.1046/j.1365-2648.2000.01343.x [9] Napthine, R. (1996) Clinical Education: A System under a Pressure. Australian Nursing Journal, 3, 20-24. [10] Anderson, E.M. and Shannon, A.L. (1988) Toward a Conceptualization of Mentoring. Journal of Teacher Education, 39, 38-42.
http://dx.doi.org/10.1177/002248718803900109 [11] NMC (2008) Standards to Support Learning and Assessment in Practice: NMC Standards for Mentors, Practice Teachers and Teachers. Nursing and Midwifery Council, London. [12] Nettleton, P. and Bray, L. (2008) Current Mentorship Schemes Might Be Doing Our Students a Disservice. Nurse Education in Practice, 8, 205-212.
http://dx.doi.org/10.1016/j.nepr.2007.08.003 [13] Centre for Reviews and Dissemination (viewed 12/07/12) DARE (Database of Abstracts of Reviews of Effects). University of York, York.
www.crd.york.ac.uk/crdweb/ [14] JBI (2011) Joanna Briggs Institute Reviewers’ Manual. 2011 Edition, University of Adelaide, Adelaide. [15] Watson, N.A. (1999) Mentoring Today—The Students’ Views. An Investigative Case Study of Pre-Registration Nursing Students’ Experiences and Perception of Mentoring in One Theory Practice Module of the Common Foundation Programme on a Project 2000 Course. Journal of Advanced Nursing, 29, 254-262.
http://dx.doi.org/10.1046/j.1365-2648.1999.00881.x [16] Higgins, A. and McCarthy, M. (2005) Psychiatric Nursing Students’ Experiences of Having a Mentor during Their First Practice Placement: An Irish Perspective. Nurse Education in Practice, 5, 218-224.
http://dx.doi.org/10.1016/j.nepr.2004.12.002 [17] Hughes, J.A. and Fraser, M.D. (2011) “There Are Guiding Hands and There Are Controlling Hands”: Student Midwives Experience of Mentorship in the UK. Midwifery, 27, 477-483.
http://dx.doi.org/10.1016/j.midw.2010.03.006 [18] Licquirish, S. and Seibold, C. (2008) Bachelor of Midwifery Students’ Experiences of Achieving Competence: The Role of the Midwife Preceptor. Midwifery, 24, 480-489.
http://dx.doi.org/10.1016/j.midw.2007.05.001 [19] Ohrling, K. and Hallberg, I.R. (2000) Student Nurses’ Lived Experiences of Preceptorship. Part 2—The Preceptor-Preceptee Relationship. International Journal of Nursing Studies, 37, 25-36.
http://dx.doi.org/10.1016/S0020-7489(99)00055-3 [20] Cahill, H.A. (1996) A Qualitative Analysis of Student Nurses’ Experiences of Mentorship. Journal of Advanced Nursing, 24, 791-799.
http://dx.doi.org/10.1046/j.1365-2648.1996.25618.x [21] Ohrling, K. and Hallberg, I.R. (2000) Student Nurses’ Lived Experiences of Preceptorship. Part 1—In Relation to Learning. International Journal of Nursing Studies, 37, 13-23.
http://dx.doi.org/10.1016/S0020-7489(99)00054-1 [22] Zachary, L. (2000) The Mentor’s Guide: Facilitating Effective Learning Relationships. [23] Andrews, M. and Wallis, M. (1999) Mentorship in Nursing: A Literature Review. Journal of Advanced Nursing, 29, 201-207.
http://dx.doi.org/10.1046/j.1365-2648.1999.00884.x [24] Barondess, J.A. (1997) On Mentoring. Journal of Royal Society of Medicine, 90, 347-349. [25] Wilkes, Z. (2006) The Student-Mentor Relationship: A Review of the Literature. Nursing Standard, 20, 42-47.
http://dx.doi.org/10.7748/ns2006.05.20.37.42.c4160 [26] D’ Souza, M.S., Venkatesaprumal, R., Rudhakrishnan, J. and Balachandran, S. (2013) Engagement in Clinical Learning Environment among Nursing Students: Role of Nurse Educators. Open Journal of Nursing, 3, 25-32.
http://dx.doi.org/10.4236/ojn.2013.31004 [27] Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. American Journal of Nursing, 84, 1480.
http://dx.doi.org/10.1097/00000446-198412000-00027 [28] Duffy, K. (2004) Mentors Need More Support to Fail Incompetent Students. British Journal of Nursing, 13, 582.
http://dx.doi.org/10.12968/bjon.2004.13.10.13042 [29] Warren, D. (2010) Facilitating Pre-Registration Nurse Learning: A Mentor Approach. British Journal of Nursing, 19, 1364-1367.
http://dx.doi.org/10.12968/bjon.2010.19.21.80001 [30] Steele, R. (2009) Gaining Competence and Confidence as a Midwife. British Journal of Midwifery, 17, 441-447. [31] Phillips, R., Davies, W.B. and Neary, M. (1996) The Practitioner-Teacher: A Study in the Introduction of Mentors in the Preregistration Nurse Education Programme in Wales: Part 2. Journal of Advanced Nursing, 23, 1080-1088.
http://dx.doi.org/10.1046/j.1365-2648.1996.01163.x [32] Kilcullen, N.M. (2007) Said Another Way: Impact of Mentorship on Clinical Learning. Nursing Forum, 42, 95-104.
http://dx.doi.org/10.1111/j.1744-6198.2007.00073.x [33] Lloyd Jones, M., Walters, S. and Akehurst, R. (2001) The Implications of Contact with the Mentor for Preregistration Nursing and Midwifery Students. Journal of Advanced Nursing, 35, 151-160.
http://dx.doi.org/10.1046/j.1365-2648.2001.01832.x
[1] Piercey, C. (2014) Collaboration between the Community and Tertiary Nurse Education in Bridging the Gap between Theory and Practice. Category: Refereed Professional Practice. [2] Dean, J. and Kenworthy, N. (2000) The Principles of Learning. In: Nicklin, P.J. and Kenworthy, N., Eds., Teaching and Assessing in Nursing Practice: An Experiential Approach, BailliereTindall, Edinburgh, 45-66. [3] ICM (2010) Global Standards for Midwifery Education.
http://www.internationalmidwives.org [4] UNFPA (2011) The State of the World’s Midwifery 2011. Delivering Health: Saving Lives. UNFPA, New York. [5] WHO (2009) Global Standards for the Initial Education of Professional Nurses and Midwives. Nursing & Midwifery Human Resources for Health, World Health Organization, Geneva.
http://www.who.int/hrh/nursing_midwifery/hrh_global_standards_education.pdf [6] Myall, M., Levett-Jones, T. and Lathlean, J. (2008) Mentorship in Contemporary Practice: The Experiences of Nursing Students and Practice Mentors. Journal of Clinical Nursing, 17, 1834-1842.
http://dx.doi.org/10.1111/j.1365-2702.2007.02233.x [7] Dennis-Antwi, J.A. (2011) Preceptorship for Midwifery Practice in Africa: Challenges and Opportunities. Evidence Based Midwifery, 9, 137-142. [8] Cope, P., Cuthbertson, P. and Stoddart, B. (2000) Situated Learning in the Practice Placement. Journal of Advanced Nursing, 31, 850-856.
http://dx.doi.org/10.1046/j.1365-2648.2000.01343.x [9] Napthine, R. (1996) Clinical Education: A System under a Pressure. Australian Nursing Journal, 3, 20-24. [10] Anderson, E.M. and Shannon, A.L. (1988) Toward a Conceptualization of Mentoring. Journal of Teacher Education, 39, 38-42.
http://dx.doi.org/10.1177/002248718803900109 [11] NMC (2008) Standards to Support Learning and Assessment in Practice: NMC Standards for Mentors, Practice Teachers and Teachers. Nursing and Midwifery Council, London. [12] Nettleton, P. and Bray, L. (2008) Current Mentorship Schemes Might Be Doing Our Students a Disservice. Nurse Education in Practice, 8, 205-212.
http://dx.doi.org/10.1016/j.nepr.2007.08.003 [13] Centre for Reviews and Dissemination (viewed 12/07/12) DARE (Database of Abstracts of Reviews of Effects). University of York, York.
www.crd.york.ac.uk/crdweb/ [14] JBI (2011) Joanna Briggs Institute Reviewers’ Manual. 2011 Edition, University of Adelaide, Adelaide. [15] Watson, N.A. (1999) Mentoring Today—The Students’ Views. An Investigative Case Study of Pre-Registration Nursing Students’ Experiences and Perception of Mentoring in One Theory Practice Module of the Common Foundation Programme on a Project 2000 Course. Journal of Advanced Nursing, 29, 254-262.
http://dx.doi.org/10.1046/j.1365-2648.1999.00881.x [16] Higgins, A. and McCarthy, M. (2005) Psychiatric Nursing Students’ Experiences of Having a Mentor during Their First Practice Placement: An Irish Perspective. Nurse Education in Practice, 5, 218-224.
http://dx.doi.org/10.1016/j.nepr.2004.12.002 [17] Hughes, J.A. and Fraser, M.D. (2011) “There Are Guiding Hands and There Are Controlling Hands”: Student Midwives Experience of Mentorship in the UK. Midwifery, 27, 477-483.
http://dx.doi.org/10.1016/j.midw.2010.03.006 [18] Licquirish, S. and Seibold, C. (2008) Bachelor of Midwifery Students’ Experiences of Achieving Competence: The Role of the Midwife Preceptor. Midwifery, 24, 480-489.
http://dx.doi.org/10.1016/j.midw.2007.05.001 [19] Ohrling, K. and Hallberg, I.R. (2000) Student Nurses’ Lived Experiences of Preceptorship. Part 2—The Preceptor-Preceptee Relationship. International Journal of Nursing Studies, 37, 25-36.
http://dx.doi.org/10.1016/S0020-7489(99)00055-3 [20] Cahill, H.A. (1996) A Qualitative Analysis of Student Nurses’ Experiences of Mentorship. Journal of Advanced Nursing, 24, 791-799.
http://dx.doi.org/10.1046/j.1365-2648.1996.25618.x [21] Ohrling, K. and Hallberg, I.R. (2000) Student Nurses’ Lived Experiences of Preceptorship. Part 1—In Relation to Learning. International Journal of Nursing Studies, 37, 13-23.
http://dx.doi.org/10.1016/S0020-7489(99)00054-1 [22] Zachary, L. (2000) The Mentor’s Guide: Facilitating Effective Learning Relationships. [23] Andrews, M. and Wallis, M. (1999) Mentorship in Nursing: A Literature Review. Journal of Advanced Nursing, 29, 201-207.
http://dx.doi.org/10.1046/j.1365-2648.1999.00884.x [24] Barondess, J.A. (1997) On Mentoring. Journal of Royal Society of Medicine, 90, 347-349. [25] Wilkes, Z. (2006) The Student-Mentor Relationship: A Review of the Literature. Nursing Standard, 20, 42-47.
http://dx.doi.org/10.7748/ns2006.05.20.37.42.c4160 [26] D’ Souza, M.S., Venkatesaprumal, R., Rudhakrishnan, J. and Balachandran, S. (2013) Engagement in Clinical Learning Environment among Nursing Students: Role of Nurse Educators. Open Journal of Nursing, 3, 25-32.
http://dx.doi.org/10.4236/ojn.2013.31004 [27] Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice. American Journal of Nursing, 84, 1480.
http://dx.doi.org/10.1097/00000446-198412000-00027 [28] Duffy, K. (2004) Mentors Need More Support to Fail Incompetent Students. British Journal of Nursing, 13, 582.
http://dx.doi.org/10.12968/bjon.2004.13.10.13042 [29] Warren, D. (2010) Facilitating Pre-Registration Nurse Learning: A Mentor Approach. British Journal of Nursing, 19, 1364-1367.
http://dx.doi.org/10.12968/bjon.2010.19.21.80001 [30] Steele, R. (2009) Gaining Competence and Confidence as a Midwife. British Journal of Midwifery, 17, 441-447. [31] Phillips, R., Davies, W.B. and Neary, M. (1996) The Practitioner-Teacher: A Study in the Introduction of Mentors in the Preregistration Nurse Education Programme in Wales: Part 2. Journal of Advanced Nursing, 23, 1080-1088.
http://dx.doi.org/10.1046/j.1365-2648.1996.01163.x [32] Kilcullen, N.M. (2007) Said Another Way: Impact of Mentorship on Clinical Learning. Nursing Forum, 42, 95-104.
http://dx.doi.org/10.1111/j.1744-6198.2007.00073.x [33] Lloyd Jones, M., Walters, S. and Akehurst, R. (2001) The Implications of Contact with the Mentor for Preregistration Nursing and Midwifery Students. Journal of Advanced Nursing, 35, 151-160.
http://dx.doi.org/10.1046/j.1365-2648.2001.01832.x