Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610903
Title: Inside mentoring relationships : influences and impacts on mentorship learning for acute care nurses in the NHS
Author: MacLaren, Julie-Ann
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
Supervised practice as a mentor is an integral component of professionally-accredited nurse mentor education. However, the literature tends to focus on the mentor-student relationship rather than the relationships facilitating mentors' workplace learning. This thesis begins to redress this gap in the literature by asking the research question: Which relationships are important in developing nurses as mentors in practice, and how is their mentorship impacted by professional, organisational and political agendas in NHS settings? A qualitative case study of two NHS Trusts was undertaken with three modes of data collection utilised. Firstly, semi-structured interviews were undertaken with three recently qualified mentors, and those they identified as significant in their own learning to become a mentor. In total six mentors were interviewed. Interviews with nurses in senior NHS Trust-based educational roles, and senior policy-making and education figures augmented these initial interviews. Secondly professional mentorship standards were mapped across each of the mentors' interviews to gain an idea of their penetration into practice. Finally, each interview participant developed a developmental mentorship constellation which identified colleagues significant to their own development as a mentor or educator, and the attributes which enabled this. The findings reveal complex learning relationships and situational factors affecting mentor development and ongoing practice. They suggest that dyadic forms of supervisory mentorship may not offer the range of skills and attributes that developing mentors require. Mentor network type, orientation to learning, learning strategies and organisational focus emerge as the foci of tensions in learning to be a mentor. The study recommends that nursing teams in acute areas further develop a shared culture of learning and development in providing multiple opportunities for supporting developing mentors.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.610903  DOI: Not available
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