Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535672
Title: Students' and mentors' experiences of mentoring and learning in practice during the first year of an accelerated programme leading to nursing registration
Author: Lascelles, Margaret Anne
Awarding Body: University of Leeds
Current Institution: University of Leeds
Date of Award: 2010
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Abstract:
The aim of the research is to explore the nature of the student-mentor relationship within practice settings in an accelerated nursing programme and to understand the impact of the student mentor relationship on learning. Graduates are increasingly entering pre-registration nursing programmes. Research related to accelerated programmes is limited within the UK (Halkett and McLafferty, 2006). Mentorship focuses on the importance of a supportive student-mentor relationship and the need for focused time in facilitating learning. Using an instrumental case study design and a qualitative approach a convenience sample of six graduate students undertaking a postgraduate pre-registration accelerated nursing programme and eighteen mentors participated in the study over a calendar year during 2007-2008. Ethical approval was obtained. Data collection strategies involved semi-structured interviews with both students' and their mentors' over four clinical settings. Data analysis adopted an eclectic approach drawing upon Ritchie et al.'s (2003) framework analysis, Wolcott's (2001) analytical process and Stake's (1995) case study approach. Data were first scrutinised to generate key categories. The data were further explored to draw out a set of themes and issues. These themes were then re-examined in the context of the literature review to identify differences or similarities that this study highlighted. Graduate students were motivated, assertive and utilised their initiative. They were self directed in their approaches to learning and were able to quickly analyse and synthesise knowledge and consider how this linked to clinical practice. Graduates valued mentors who were able to challenge and stretch their thinking. Positive student-mentor relationships facilitated learning. The relationship between confidence, challenge and support was central to learning. A workplace which is welcoming and that supports students to engage and participate in care from an early stage of the programme encourages students to learn. The contribution that experienced knowledgeable mentors provided practice enhanced student learning.
Supervisor: Gardiner, J. ; Hodkinson, P. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.535672  DOI: Not available
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