Support Received by Nursing Clinical Mentors of Undergraduate Nursing Students

Abstract

Undergraduate nursing education involves the development of safe and effective practice through theoretical and clinical experience. This requires effective relationships between the higher education institution (HEI), clinical nursing mentors (CNM), and students. CNM hold various views of their role including knowledge of pedagogy and fluency of reflection, evaluation, and assessment skills. However, other evidence claims that CNM are inadequately prepared to work with students secondary to the unclarity of role expectations, role conflict, work overload, and lack of support. The CNM is crucial to ensure that students are fit for practice and thus need to be supported throughout. The purpose of this research was to explore the CNM perceptions of support received whilst mentoring undergraduate nursing students. Eight CNM participated in this qualitative research. Data was collected using semi-structured interviews and analysed thematically using an inductive approach. This research was approved by the Malta College of Arts, Science, and Technology Research Ethics Committee. Three main themes were identified: (1.) Multifaceted support addresses the meaning of support and the multiple realities of how support is experienced by CNM; (2.) Experience as a problem solver explains how problem solving relied on pervious mentoring experience; and (3.) Challenges and barriers explore the situations that leave an impact on mentoring practice and require support. The findings of this feasibility study will serve to inform and support the main research design for a project that will lead to the establishment of a program to support clinical nurse mentors. Further implications for practice include suggestions for areas to improve such as improved communication with academic staff, regular updates, and mentor role clarification.