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Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Author

Listed:
  • Sari Pramila‐Savukoski
  • Jonna Juntunen
  • Anna‐Maria Tuomikoski
  • Maria Kääriäinen
  • Marco Tomietto
  • Boris Miha Kaučič
  • Bojana Filej
  • Olga Riklikiene
  • Maria Flores Vizcaya‐Moreno
  • Rosa M Perez‐Cañaveras
  • Paul De Raeve
  • Kristina Mikkonen

Abstract

Aims and objectives To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

Suggested Citation

  • Sari Pramila‐Savukoski & Jonna Juntunen & Anna‐Maria Tuomikoski & Maria Kääriäinen & Marco Tomietto & Boris Miha Kaučič & Bojana Filej & Olga Riklikiene & Maria Flores Vizcaya‐Moreno & Rosa M Perez‐Ca, 2020. "Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies," Journal of Clinical Nursing, John Wiley & Sons, vol. 29(5-6), pages 684-705, March.
  • Handle: RePEc:wly:jocnur:v:29:y:2020:i:5-6:p:684-705
    DOI: 10.1111/jocn.15127
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    References listed on IDEAS

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    1. Maria Dimitriadou & Evridiki Papastavrou & Georgios Efstathiou & Mamas Theodorou, 2015. "Baccalaureate nursing students' perceptions of learning and supervision in the clinical environment," Nursing & Health Sciences, John Wiley & Sons, vol. 17(2), pages 236-242, June.
    2. Merja Jokelainen & Hannele Turunen & Kerttu Tossavainen & David Jamookeeah & Kirsi Coco, 2011. "A systematic review of mentoring nursing students in clinical placements," Journal of Clinical Nursing, John Wiley & Sons, vol. 20(19‐20), pages 2854-2867, October.
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    4. Kristiina Helminen & Martin Johnson & Hannu Isoaho & Hannele Turunen & Kerttu Tossavainen, 2017. "Final assessment of nursing students in clinical practice: Perspectives of nursing teachers, students and mentors," Journal of Clinical Nursing, John Wiley & Sons, vol. 26(23-24), pages 4795-4803, December.
    5. Amanda E. Ward & Sara A. McComb, 2018. "Formalising the precepting process: A concept analysis of preceptorship," Journal of Clinical Nursing, John Wiley & Sons, vol. 27(5-6), pages 873-881, March.
    6. Louise Newton & Leeanne Pront & Tracey M Giles, 2016. "Experiences of registered nurses who supervise international nursing students in the clinical and classroom setting: an integrative literature review," Journal of Clinical Nursing, John Wiley & Sons, vol. 25(11-12), pages 1486-1500, June.
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