Abstract
BackgroundClinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring.AimThe objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province.SettingThe study was conducted at a nursing education institution in North West Province.MethodsA qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data.ResultsFive themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings.ConclusionThe findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.
Highlights
The mentoring programme in nursing education and training has been a subject of discussion for decades and has been recognised as an essential communal relationship (Anderson et al 2019:2; Seekoe 2013:142)
Mentoring amongst undergraduate nursing students is regarded as supportive of a professional programme intended at capacitating undergraduate nursing students with clinical competency and emotional support during clinical learning and teaching (Hale 2018:1; Nersesian et al 2019:2; Nkutu & Seekoe 2013:51)
Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitude of the mentors, mentors’ unprofessional conduct and communication challenges
Summary
The mentoring programme in nursing education and training has been a subject of discussion for decades and has been recognised as an essential communal relationship (Anderson et al 2019:2; Seekoe 2013:142). Papastavrou et al (2016:7) and Matlhaba (2016:69) strongly recommend a mentoring programme as an essential clinical teaching and learning strategy that could ensure clinical competency amongst undergraduate nursing students. Mentoring amongst undergraduate nursing students is regarded as supportive of a professional programme intended at capacitating undergraduate nursing students with clinical competency and emotional support during clinical learning and teaching (Hale 2018:1; Nersesian et al 2019:2; Nkutu & Seekoe 2013:51). The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring
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