Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study
ABSTRACT Aim To explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes. Background Clinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing st...
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| Format: | Article |
| Language: | English |
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Wiley
2024-12-01
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| Series: | Nursing Open |
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| Online Access: | https://doi.org/10.1002/nop2.70107 |
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| author | Anne Raustøl Kirsten Eika Amsrud Eli‐Anne Skaug Anne Lyberg Bodil Tveit |
| author_facet | Anne Raustøl Kirsten Eika Amsrud Eli‐Anne Skaug Anne Lyberg Bodil Tveit |
| author_sort | Anne Raustøl |
| collection | DOAJ |
| description | ABSTRACT Aim To explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes. Background Clinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing students. Active collaborative learning models are increasingly being implemented in clinical placements in nursing education and it is important to explore the experiences of mentoring nurses when implementing such models. In our study, a model where one mentor supports a learning cell of two students, again being supported by a team of two persons in joint positions, was explored. Design The study had a qualitative design, interviewing mentors in focus groups about their experiences with mentoring nursing students in a new, collaborative model. Methods Twenty‐seven mentors were interviewed in six focus groups. The data from the interviews were analysed using thematic analysis. Results Two main themes emerged from the analysis: (1) navigating to find the mentor role in a new approach and (2) sharing responsibility for student mentoring. Conclusions Mentors in active, collaborative learning models can experience a shift from emphasis on developing a close relationship with one student to emphasis on supporting a learning cell of two students in organising their learning. When introducing new models to practice learning it is essential to also provide a supportive structure for the mentors. Relevance to Clinical Practice Active collaborative learning models have the potential to provide more clinical placements of high quality. Nurses who mentor students need support. A supportive environment being facilitated by academic–practice collaboration provide a community of practice on mentoring for nurses. Patient or Public Contribution The result of the research was shared and discussed with stakeholders prior to submitting the article for publication. |
| format | Article |
| id | doaj-art-e7170d038c7b462cb4cd95b10c3a81b4 |
| institution | Kabale University |
| issn | 2054-1058 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Wiley |
| record_format | Article |
| series | Nursing Open |
| spelling | doaj-art-e7170d038c7b462cb4cd95b10c3a81b42025-01-27T13:49:08ZengWileyNursing Open2054-10582024-12-011112n/an/a10.1002/nop2.70107Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative StudyAnne Raustøl0Kirsten Eika Amsrud1Eli‐Anne Skaug2Anne Lyberg3Bodil Tveit4Centre for Diakonia and Professional Practice VID Specialized University Oslo NorwayFaculty of Health and Social Sciences, Department of Nursing and Health Sciences University of South‐Eastern Norway Horten NorwayFaculty of Health, Welfare and Organisation, Department of Nursing, Health and Laboratory Science Østfold University College Halden NorwayFaculty of Health and Social Sciences, Department of Nursing and Health Sciences University of South‐Eastern Norway Horten NorwayFaculty of Health Studies, Institute of Nursing VID Specialized University Oslo NorwayABSTRACT Aim To explore the experiences of nurses mentoring nursing students who study in an active collaborative learning model in their first clinical placement in nursing homes. Background Clinical nurses play a crucial role in providing a meaningful learning environment when mentoring nursing students. Active collaborative learning models are increasingly being implemented in clinical placements in nursing education and it is important to explore the experiences of mentoring nurses when implementing such models. In our study, a model where one mentor supports a learning cell of two students, again being supported by a team of two persons in joint positions, was explored. Design The study had a qualitative design, interviewing mentors in focus groups about their experiences with mentoring nursing students in a new, collaborative model. Methods Twenty‐seven mentors were interviewed in six focus groups. The data from the interviews were analysed using thematic analysis. Results Two main themes emerged from the analysis: (1) navigating to find the mentor role in a new approach and (2) sharing responsibility for student mentoring. Conclusions Mentors in active, collaborative learning models can experience a shift from emphasis on developing a close relationship with one student to emphasis on supporting a learning cell of two students in organising their learning. When introducing new models to practice learning it is essential to also provide a supportive structure for the mentors. Relevance to Clinical Practice Active collaborative learning models have the potential to provide more clinical placements of high quality. Nurses who mentor students need support. A supportive environment being facilitated by academic–practice collaboration provide a community of practice on mentoring for nurses. Patient or Public Contribution The result of the research was shared and discussed with stakeholders prior to submitting the article for publication.https://doi.org/10.1002/nop2.70107academic–practice collaborationactive learningclinical placementcollaborative learningfocus group interviewsmentors |
| spellingShingle | Anne Raustøl Kirsten Eika Amsrud Eli‐Anne Skaug Anne Lyberg Bodil Tveit Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study Nursing Open academic–practice collaboration active learning clinical placement collaborative learning focus group interviews mentors |
| title | Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study |
| title_full | Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study |
| title_fullStr | Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study |
| title_full_unstemmed | Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study |
| title_short | Nurses' Experiences With Mentoring Nursing Students in Nursing Homes Where an Active, Collaborative Learning Model Is Introduced. A Qualitative Study |
| title_sort | nurses experiences with mentoring nursing students in nursing homes where an active collaborative learning model is introduced a qualitative study |
| topic | academic–practice collaboration active learning clinical placement collaborative learning focus group interviews mentors |
| url | https://doi.org/10.1002/nop2.70107 |
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