A systematic review into the impact on which nursing mentor have on final year nursing students learning experiences on clinical placement.
Aims and Objectives:
To explore the impact of nursing mentors on final year students nurses learning experiences and consider how this can inform nursing practice.
Background:
Nursing education is continuously responding to changing healthcare. Current nursing education takes place in varied learning environments, including hospital settings. Whilst on clinical placement students are allocated a nursing mentor in order to teach and develop their clinical skills. Mentors are vital in increasing student nurses learning, through helping them perfect new skills, enhancing socialisation and supporting future decision making. However, negative clinical placements have been connected with attrition and stress.
Design: Systematic literature review. Method:
Literature searches including qualitative and mixed methods studies examining impact of nursing mentors on nursing students learning experiences on clinical placement.
Results:
Thematic analysis identified four key themes; support, feedback, belonginess and role models, all had a major impact on students learning experiences.
Conclusion:
Findings demonstrated that students need a combination of the identified themes in order to gain effective learning outcomes on clinical placement. Evidence shows that more research needs to be carried out in order to gain insight into mentors experiences, to overall increase teaching on clinical placement.
Relevance for clinical practice:
Findings develop an understanding on how students learn on clinical placement, contributing to the development of evidence based research on this issue and compare against the new mentorship scheme.
Keywords:
Student nurses, Mentors, Mentorship, Experiences, Learning, Clinical placement, Clinical environment , Review.
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