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Titre : | Student nurses' experiences participating in a peer mentoring program in clinical placement studies : A metasynthesis (2022) |
Auteurs : | Turid-Irén Jacobsen ; Marit Gjone Sandsleth ; Marianne Thorsen Gonzalez |
Type de document : | Article |
Dans : | Nurse Education in Practice (Vol. 61, May 2022) |
Article en page(s) : | 103328 |
Note générale : | https://doi.org/10.1016/j.nepr.2022.103328 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Accompagnement de l'apprenant ; Elève infirmier ; Enseignement infirmier ; FORMATION PAR LES PAIRS ; Mentorat ; Recommandations comme sujet ; Stage de formation clinique |
Résumé : |
Aim : The aim of this metasynthesis was to identify, analyze and synthesize the qualitative findings from original research studies addressing student nurses' experiences with a peer mentoring program in their clinical placements.
Background : Students' positive experiences from clinical placement studies, are often associated with quality of clinical mentoring and learning environments. However, nurse mentors struggle to find sufficient time for mentoring student nurses. Establishing a peer mentoring program, may provide additional mentoring and strengthen clinical placement as learning environment. A peer mentoring program entails, that senior student nurses at one level act as a supportive mentor and serve as role models for fellow novice student nurses at a lower level. Design : A flexible descriptive design was applied for this metasynthesis. Methods : By using the same search strategy, systematic searches were made in the following electronic databases: CINAHL, MEDLINE OVID, Embase, ERIC, Scopus, Oria and SveMed+ . Ten articles met the eligibility criteria, reporting findings from altogether 203 student mentors and 446 student mentees. Extracted information (data) from the articles were analyzed in lines with Graneheim & Lundmans' five phases of thematic analysis of data. Results : The analysis resulted in two overarching themes characterizing students' experiences. Student mentors experienced that participating in peer mentoring had been Strengthening the road to becoming a professional nurse. Student mentees experienced that participating in peer mentoring had been Strengthening the studying and learner role in clinical placement. The themes covering student mentors experience were: Understanding and integrating nursing competence; Realizing the need to be mentored and supported as mentors; Understanding the content and complexity of clinical mentoring. The themes covering student mentees experience were: Reaching further for clinical competence and self-confidence; Taking advantage of mentoring and learning situations; Understanding the importance of learning conditions and their own learning responsibility. All themes were further characterized with sub-themes. Conclusions : The findings from this metasynthesis are in general positive for both student mentors and mentees and both student groups experienced to benefit from participating in the peer mentoring program. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/article/pii/S1471595322000427 |