Abstract
To examine which competencies mentors and student nurse anaesthetists perceive as important in a clinical anaesthesia education practice. Mentoring during clinical placement in the operating room can be challenging from the viewpoint of both a nurse anaesthetist and their students. The operating room is a work environment with many restrictions, and the nurse anaesthetist's work requires prompt decisions and actions. Simultaneously, the mentor is tasked with guiding and supporting the student. A qualitative approach including two focus group interviews was used. The analysis was conducted using systematic text condensation. The COREQ checklist for qualitative studies was applied. The analysis yielded two main categories, including two sub-categories for each. The first, "Mentoring in the operating room," contained sub-categories "Application of knowledge and expectations" and "Mentoring experiences," and the second, "Creating a good climate for learning," contained sub-categories "Impact on mentoring: human factors" and "Impact on mentoring: obstacle factors." The mentor's knowledge of human relationships and learning strategies emerged as an important factor with the potential to influence the students' learning and self-confidence. Another valuable consideration was the ability to give constructive feedback, from the perspective of both. However, production pressure was a negative factor for effective knowledge transition. The ability to give constructive feedback and having an awareness of one's own attitude-which should ideally be positive and inclusive-are crucial mentoring skills. Mutual expectations must be clearly communicated before the clinical placement period, including learning assumptions, a progression plan and learning outcomes. This will facilitate the planning and help to direct the optimal course of learning. This study highlights that an awareness of the student's vulnerability and the mentor's pedagogical competence and learning strategy are crucial factors to take into account.
Highlights
The quality of clinical placement learning is a key factor in achieving successful student learning outcomes (Eller, Lev, & Feurer, 2014; Foster, Ooms, & Marks-Maran, 2015; Gray & Smith, 2000; Løfmark, Lindaas, Berland, Vae, & Bentse, 2016)
Introduction question From your point of view, describe what mentoring means for you? Transfer question Describe a mentoring situation you perceived as good, or bad Key questions What do you see as important when mentoring nurse anaesthetists (NA) students? What competence do you consider useful in mentoring NA students? Ending question What competence would you like to develop if you had the opportunity to participate in a preparation course for mentors? (Only NAs)
The aim of this study was to explore and describe which competencies mentors and student nurse anaesthetists perceive as important in a clinical anaesthesia education practice
Summary
The quality of clinical placement learning is a key factor in achieving successful student learning outcomes (Eller, Lev, & Feurer, 2014; Foster, Ooms, & Marks-Maran, 2015; Gray & Smith, 2000; Løfmark, Lindaas, Berland, Vae, & Bentse, 2016). The OR was perceived as the most valuable and relevant learning arena for the NA student, where they could develop all necessary skills and competencies to function as an NA later on. This is not limited to technical procedures and observations, and the role as a nursing care provider. In the nursing practice context, Patricia Benner (1995) presented learning as a process, where nursing experience develops in steps: novice, advanced beginner, competent and proficient. The NA students start their transition from proficient (general) nurse to novice NA, changing both their clinical environment and their community, and necessitating a change in mindset and attitude
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