Original Research - Special Collection: Centenary Edition
Peer-mentees’ challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution
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 AfricaAbel 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
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.
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