Exploring the experiences and perceptions of student nurses’ relationships with their community mentor; a hermeneutic phenomenological study

Mitchell, Michelle (2022) Exploring the experiences and perceptions of student nurses’ relationships with their community mentor; a hermeneutic phenomenological study. Doctoral thesis, Northumbria University.

Preview

Text (Doctoral thesis) mitchell.michelle_phd(09030923).pdf - Submitted Version Download (2MB) | Preview

Abstract

The NMC (2018) differentiated between practice supervisors and academic assessors as basis of a new mentorship model. This separation of roles was intended to facilitate greater transparency in the discussion of the student competence. The contention of this thesis is that the relationship that occurs between a practice supervisor or mentor and a student nurse in community settings is an intensive 1:1 relationship that is unique and differs from mentorship in hospital settings.

Exploring student nurse perceptions and gaining insight into their experiences of this 1:1 mentoring relationship privileged the student voice and may potentially illuminate how student-mentorship relationships could be improved, learning enriched, and consequently the quality care delivered might be enhanced. A hermeneutic phenomenological framework consistent with the interpretive paradigm was adopted. Data was collected by use of audio diaries and semi structured interviews.

The main findings from the research suggested that student nurses thrived by being provided with structure: Information, explanation of (likely unfamiliar) daily routines and procedures, coupled with structured reflection were highlighted as significant elements in achieving a structured learning experience. Having a sense of belongingness, feeling included and respected also served as significant precursors to a positive learning experience. The use of personal capital – and in particular ‘common ground’ served to ‘scaffold’ the development of positive learning experiences: For instance, ‘common ground’ might include factors as diverse as demographic similarities, living in the same geographical area or demonstrably sharing a similar work ethic. Crucially, it appeared necessary that the mentor appeared as a credible role model who demonstrated trustworthiness, empathy and served as an exemplar of good practice. In combination these factors appeared to form the necessary conditions to facilitate enriched learning experiences.

Mentorship is fundamental to student nurses' clinical experiences in any setting and is instrumental in preparing student nurses for their role as competent and confident practitioners. This thesis identifies therapeutic insights which may potentially enhance community-based mentors’ teaching and students’ learning practices, which in turn may subsequently enhance the delivery of patient care.

Actions (login required)

View Item

Downloads