Original Research - Special Collection: Centenary Edition

Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution

Tshepo A. Ntho, Abel J. Pienaar, Leepile A. Sehularo
Health SA Gesondheid | Vol 25 | a1435 | DOI: https://doi.org/10.4102/hsag.v25i0.1435 | © 2020 Tshepo A. Ntho, Abel J. Pienaar, Leepile A. Sehularo | This work is licensed under CC Attribution 4.0
Submitted: 28 February 2020 | Published: 13 October 2020

About the author(s)

Tshepo A. Ntho, School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
Abel J. Pienaar, Department of Psychology, Faculty of Health Sciences University of Venda, Thohoyandou; Department of Graduate Studies and Research, Faculty of Nursing and Midwifery, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, South Africa
Leepile A. Sehularo, School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa


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Abstract

Background: Clinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring.

Aim: The objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province.

Setting: The study was conducted at a nursing education institution in North West Province.

Methods: A qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data.

Results: Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings.

Conclusion: The findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.


Keywords

Reinforcement; Undergraduate peer-group clinical mentoring programme; Clinical mentoring; Undergraduate nursing student; Clinical learning and teaching

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