Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice. / xi, 155 leaves : ill. ; 29 cm

The purpose of the study was to explore the perceptions of professional nurses on student mentorship. A qualitative, explorative, hermeneutic phenomenological research was conducted to determine the meaning of mentoring as perceived by professional nurses and to identify the successes and challenges encountered by professional nurses with regard to student mentorship during clinical practice. A face-to-face semi-structured interviews were done to collect data from operational managers (n=16) who were managing all unit activities, student mentoring included. Each interview lasted for ± 45 minutes. A hermeneutic data analysis (hermeneutic circle) was followed for data analysis. Four (4) themes and 15 sub-themes emerged from data collected from operational managers. The findings revealed that mentoring was perceived as a valuable phenomenon to apply in the preparation of student nurses for future professional role. In the process of mentoring, the caring attitude is revealed. Factors found to drive mentoring process successful was amongst other commitment, interest and partnership which guarantee the mutual efforts to the process. Though it is beneficial to mentor, mentee and the organisation as according to findings, challenges were also seen impacting on this process limiting its intentions / Health Studies / M.A. (Health Studies)

Thesis (MCur (Nursing Science))--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: Clinical teaching and training is undertaken to correlate theory and practice (Mellish et al., 1998:211). Clinical teaching is the means by which student nurses learn to apply the theory of nursing in a clinical situation so that an integration of theoretical knowledge and practical skills in the clinical situation becomes the art and science of nursing. (Mellish et al., 1998:207). The role of the lecturer/facilitator is to bridge the theory-practice gap between nursing education and practice. Since the merger of the nursing colleges in the Eastern Cape Province (South Africa) and the abolishment of the clinical department in the hospital it became essential to evaluate the clinical facilitation needs of students and tutors. For the purpose of this study the researcher evaluated the clinical facilitation, with the focus area being on the clinical needs and problems of nursing tutors and nursing students at a nursing college in the Eastern Cape Province. The objectives of this study were to determine the following: the clinical facilitation needs of student nurses of the Nursing College, clinical facilitation needs of tutors of the Nursing College, clinical facilitation related problems facing student nurses and tutors in the Nursing College and associations between the clinical facilitation of the campuses of the Nursing College. The following research question was evaluated: What are the needs and problems of nursing students and tutors in clinical facilitation at the Lilitha Nursing College? The research methodology was a descriptive exploratory design with a quantitative approach. The population for this study was the fourth-year nursing students, and all tutors of the nursing college. A convenient sample was drawn. All students available at the time of data collection were included in the study. A structured questionnaire was used to collect the data. The final sample of students was N =100 (45%) of a total population of 222 students. The final sample of tutors was N=35 (36%) of a population of 97. Reliability and validity were assured by means of a pilot study and the use of experts in nursing education, research methodology and statistics. Data were collected personally by the researcher. Ethical approval was obtained from Stellenbosch University, Department of Health ECP, and Head of the Nursing College and Principals of the campuses. Informed written consent was obtained from the participants. Statistical associations with reference to clinical facilitation between the various campuses of the nursing college were determined using the Chi-square tests. The results of this study are presented in percentages, tables and histograms. On completion of the study the following recommendations were made: standardization of policies and procedures; preplanning and publishing of clinical placement dates; manuals, rules, student needs and outcomes be available before clinical placement; improvement of communication between clinical staff, facilitators and students; improvement of infrastructure, equipment and materials.

Thesis (MPhil)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: In the private health care sector the demand for skilled registered nurses as shift leaders exceeds the supply. The shift leader of each shift plays an important and essential role in the nursing unit. The Management and Leadership Fundamental (MLF) programme has been developed to provide, equip and empower registered nurses with the best skills, knowledge and attitudes to lead a shift with confidence. The aim of this study was to investigate and evaluate the facilitation and mentoring experiences of the registered nurses as learners who completed the MLF programme successfully. A qualitative methodology was used to address the research questions of the discussion guide in the real life situation. The discussion guide consisted of four sections: section one focused on facilitation, section two on mentoring, section three on management, and the focal point of the fourth section was on the MLF programme. The data were collected by means of structured interviews conducted with 14 registered nurses as learners who had completed the MLF programme. The data were analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spreadsheet analysis. The results revealed that facilitation and mentoring can contribute significantly to the success of the MLF programme. / AFRIKAANSE OPSOMMING: Die aanvraag na bevoegde geregistreerde verpleegkundiges as skofleiers in privaat hospitale oorskrei die aanbod. Die skofleier in die verpleegeenheid vervul ’n belangrike en essentiële rol tydens die skof sodat kwaliteit produktiewe gehalte sorg aan pasiente gelwer kan word. Die ‘Management and Leadership Fundamental (MLF)’ program is ontwikkel om die geregistreerde vepleegkundige as skofleier toe te rus met die nodige kennis, vaardighede en ingesteldheid om met vertroue ‘n skof te kan lei. Hierdie navorsing ondersoek en evalueer die geregistreerde verpleegkundige as leerder se ervarings van fasilitering en mentorskap tydens die MLF program wat hul suksesvol voltooi het. Kwalitatiewe navorsing is gebruik om die navorsingsvrae in die werklike situasie te ondersoek. ‘n Besprekingsgids is ontwerp met navorsingsvrae in vier afdelings: afdeling een se fokus was op fasilitering, afdeling twee het gefokus op mentorskap, afdeling drie het gefokus op bestuur en afdeling vier se fokus was op die MLF program self. Die data is versamel met behulp van gestruktureerde onderhoude wat gevoer is met 14 geregistreerde verpleegkundiges as leerders wat die MLF program suksesvol voltooi het. Die data analise het bestaan uit verbatim getranskribeerde onderhoude, die kodering daarvan asook ‘n gerekordeerde Excel ontledingstaat. Die resultate van die ondesoek het aangetoon dat fasilitering en mentorskap ‘n betekenisvolle bydrae kan lewer tot die sukses van die MLF program.

Thesis (M.N.)--University of Alberta, 2009. / A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Nursing, Faculty of Nursing. Title from pdf file main screen (viewed on November 15, 2009). Includes bibliographical references.

Qualified nurses cannot perform tasks and procedures with confidence due to ineffective mentoring by a clinical nurse during training. Effective mentoring by the clinical nurse, with an additional accredited qualification in his/her field should assist in the development and confidence of the student nurse. The purpose of this study was to explore the learner’s experience of mentoring and facilitation by the clinical nurse, challenges and their view of the clinical nurse, and if this could be a predictive factor to their level of an independent nurse practitioner at the end of training. A non-experimental, descriptive qualitative design was used to identify the experience of the students and newly qualified nurses regarding the amount and quality of facilitation given by the clinical nurse in practice. The research population consisted of all categories of student nurses currently in training as well as qualified nurses within the past year from different facilities. An online semi-structured questionnaire survey was distributed among 45 participants and feedback received by 32 anonymous participants in the public and private sector. The findings of the study indicated that not all newly qualified nurses are able to practice as independent nurses, there’s a lack in mentoring and facilitation by clinical nurses during training and that a clinical nurse should have an additional qualification to better the learner experience. / Health Studies / M.A. (Nursing science)

The purpose of the study was to explore the perceptions of professional nurses on student mentorship. A qualitative, explorative, hermeneutic phenomenological research was conducted to determine the meaning of mentoring as perceived by professional nurses and to identify the successes and challenges encountered by professional nurses with regard to student mentorship during clinical practice. A face-to-face semi-structured interviews were done to collect data from operational managers (n=16) who were managing all unit activities, student mentoring included. Each interview lasted for ± 45 minutes. A hermeneutic data analysis (hermeneutic circle) was followed for data analysis. Four (4) themes and 15 sub-themes emerged from data collected from operational managers. The findings revealed that mentoring was perceived as a valuable phenomenon to apply in the preparation of student nurses for future professional role. In the process of mentoring, the caring attitude is revealed. Factors found to drive mentoring process successful was amongst other commitment, interest and partnership which guarantee the mutual efforts to the process. Though it is beneficial to mentor, mentee and the organisation as according to findings, challenges were also seen impacting on this process limiting its intentions / Health Studies / M.A. (Health Studies)

The diploma work is focused on students of first year General Nurse who do not have medical high school education. These students during the preparation have to be familiar with significant amount of specialized curriculum before their first professional practice. The work investigated how this demanding preparation could be improved. The research showed that these students would welcome such optional course focused on practical training of nursing skills. This optional subject could result in a reduction of negative feelings from the first professional practice.

One of the major challenges associated with nursing education in this 21st century is the practice preparation of student nurses in this complex healthcare environment to ensure their fitness to practice. Practice training relies largely on mentoring which is central to the professional development of student nurses. In the local context of Mauritius, the clinical mentoring of students is service-led rather than education-driven. In the context of the current debate, it is becoming evident that the clinical mentoring system in Mauritius needs rethinking in order to respond to the emerging training and education needs of nurses. The aim of the study was to develop a contextually relevant clinical mentoring framework for student nurses in Mauritius in order to enhance the standard of student nurses’ training during clinical placements. A descriptive exploratory sequential mixed method with a cross-sectional design was used in this study. The sample for the qualitative phase consisted of eight nurses, while there were 255 nurses and 115 students in the quantitative phase. Data were collected through face-to-face semi-structured interviews and a self-administered questionnaire, respectively. The findings were synthesised using Dickoff et al’s (1968) survey list to develop the clinical mentoring framework for student nurses. The findings of the qualitative phase indicated that the current learning support system for students in the clinical settings did not reflect what mentoring should be about. Mentoring per se was not practiced, but rather a form of clinical accompaniment resulting in the practice being less effective for its purpose. A variety of activities/roles were described that nurses fulfil in everyday clinical practice that included some aspects of a mentoring approach. Participants provided a number of pre-requisites needed for the mentoring process. The results of the quantitative phase revealed that both students and nurses recognised that the mentoring system was informal. They also shared the same views regarding barriers to mentoring, such as staff shortage, lack of resources, and inadequate support from management and the Central School of Nursing (CSN). Along with mentoring competencies, teaching, assessing, communication, managerial and leadership skills, were identified as core competencies for mentors. Effective clinical mentoring requires an understanding of the mentoring process from a broader perspective. Mentors should be equipped with core competencies. Successful mentoring outcomes are dependent on a conducive clinical learning environment (CLE) and the approach used to mentor. The framework on mentoring could guide and provide a holistic approach to mentoring students in CLEs. However, emphasis must be placed on the collaboration between the management, the clinical setting and the CSN. The clinical framework developed from this study can be tested for its effectiveness. / Health Studies / Ph. D. (Nursing)

A non-experimental, explorative, descriptive, quantitative study was undertaken. The purpose was to explore and describe the views of preceptors and preceptees regarding the fulfillment of the role of the preceptor in selected clinical nursing practice settings in the Botswana context. The study included 72 preceptors and 200 nursing students/preceptees who voluntarily agreed to participate in the study. A questionnaire was used to collect data. Data was analysed by using descriptive and inferential statistics. The findings of this study indicated that there were numerous constraints that interfered with the preceptor role in accompaniment of the preceptee. These constraints included the lack of desirable characteristics and time to plan learning opportunities, inadequate use of teaching strategies and inadequate knowledge on preceptee evaluation. Recommendations were stated for improvements in the future role of the preceptor in clinical practice settings Limitations of this study were also highlighted. / Health Studies / M.A.(Health studies)