Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.762802
Title: Exploring the teaching skills of the clinical nurse mentors of 4th year undergraduate nursing students in critical care placements
Author: Abou-Zaid, C.
ISNI:       0000 0004 7658 8816
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2018
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Abstract:
This study looked at how Clinical Nursing Mentors (CNMs) in Bahrain are prepared to take on the role of teaching undergraduate nursing students (UNSs) in their 4th year through their critical care placement (CCP). The importance of having acute and critical care experience as an undergraduate nursing student has been widely discussed and it has also been noted that this specific environment can offer an opportunity to broaden and strengthen the students' existing knowledge, prior to application for registration after graduation. This is due to the variety of conditions and complexities that are involved in patient care within the critical care setting (Williams & Palmer, 2013). Nursing practice is an integral part of the UNSs training and development process where the CNMs plays a very important role (Eleigil & Sari, 2008). This qualitative study was designed to investigate, within an Appreciative Inquiry (AI) framework, how CNMs in Bahrain are trained and prepared for their role. 24 CNMs were recruited to take part in workshops and focus groups. The use of the AI framework in collaboration with the focus groups gave the researcher an insight to what the CNMs need regarding their preparation for this role and what they have to offer from their own experiences in regard to UNSs' preparation. 8 postgraduate nurses from a Medical University in Bahrain, in their first 3 years after graduation were also included in the study to assess their opinion on mentorship in critical care areas and how they felt on becoming clinical nurse mentors. The data provided information that could assist in developing a new approach to the mentorship training provided by the participating training hospitals. The results were consistent with previous anecdotal requests of the clinical nurse mentors for changes to the training which included: formal certification, more teaching and learning modules, how to teach in clinical practice, and more yearly updates. The results will assist the nursing faculty within the university in the preparation of CNMs' training, which will enhance their teaching skills and encourage student learning in critical care.
Supervisor: Gray, Morag Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.762802  DOI:
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