Nurses’ perceptions and experiences of mentoring
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Nurses’ perceptions and experiences of mentoring

Valerie Douglas Nurse lecturer, Ayr Campus, University of West of Scotland
John Garrity Senior lecturer, Ayr Campus, University of West of Scotland
Kim Shepherd Retired lecturer
Lynn Brown Independent nursing tutor, www.nursingtutor.co.uk

Valerie Douglas and colleagues present qualitative findings from a study of the support nurses need when they supervise and assess pre-registration students

Pre-registration education programmes provide nursing students with the skills and knowledge to become safe and proficient practitioners. Assessment of students’ competence is a fundamental part of these programmes and mentors play a crucial role. Mentors are registered nurses who have completed an appropriate mentorship programme in an approved higher education institution, and their main role includes teaching, supervising and assessing students’ clinical competence. The role can be demanding and stressful, and mentors must maintain their workloads while supporting students.

This article reports the results of the qualitative findings of a survey of mentorship practices (Brown et al 2012). The findings suggest that mentors value support from link lecturers and practice education facilitators, especially when they experience difficulties with nursing students who do not have the required competencies to pass their placement.

Nursing Management. 23, 1,34-37. doi: 10.7748/nm.23.1.34.s29

Correspondence

val.douglas@uws.ac.uk

Peer review

This article has been subject to double-blind review and has been checked using antiplagiarism software

Conflict of interest

None declared

Received: 10 November 2015

Accepted: 02 February 2016