This systematic review describes mentoring of nursing students in clinical placements. The review analyzed 23 nursing research articles published between 1986-2006. Mentoring of nursing students was described according to two themes: 1) facilitating students' learning by creating supportive environments and enabling individual learning, and 2) strengthening students' professionalism by developing professional attributes and competence. An effective mentoring relationship requires an individual relationship between mentor and student, as well as organizational support and adequate mentor preparation. A clear description of student mentoring can help improve placement learning opportunities and support for students.
A systematic review of mentoring nursing students in clinical placements.pdfJessica Henderson
This systematic review summarizes mentoring of nursing students in clinical placements based on 23 nursing research articles from 1986-2006. The review identified two key themes: 1) mentors facilitate learning by creating supportive environments and enabling individual learning, and 2) mentors strengthen professionalism by developing professional attributes, identities, and competence. Effective mentoring requires an individual relationship alongside organizational support and mentor preparation. A unified description of mentoring is needed to enhance placement learning quality and support for students.
Clinical mentors were interviewed about their experiences mentoring culturally and linguistically diverse nursing students. Mentors stated that empathy motivated them but they experienced a lack of support which caused strain. While mentors initially had fears of unknown cultures, positive mentoring experiences reduced this fear. Continuous education on intercultural communication could help mentors develop expertise to benefit students, patients, and staff.
Contents lists available at ScienceDirectNurse Education TAlleneMcclendon878
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
The transfer of theoretical knowledge to clinical practice by nursing students
and the difficulties they experience: A qualitative study
Ulviye Günaya,⁎, Gülsen Kılınçb
a Department of Pediatric Nursing, The Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
b Department of Psychiatric Nursing, Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
A R T I C L E I N F O
Keywords:
Nursing students
Theoretical knowledge
Clinical practice
Difficulties
Experience
Transfer
Qualitative study
A B S T R A C T
Background: Nursing education contains both theoretical and practical training processes. Clinical training is the
basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning
environment.
Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing
students and the difficulties they experience during this process.
Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing
students in a university located in the east of Turkey, constituting three focus groups. The questions directed to
the students during the focus group interviews were as follows: What do you think about your clinical training?
How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What
kind of difficulties are you experiencing in clinical practices?
Results: The data were interpreted using the method of content analysis. Most of the students reported that
theoretical information they received was excessive, their ability to put most of this information into practice
was weak, and they lacked courage to touch patients for fear of implementing procedures incorrectly. As a result
of the analysis of the data, five main themes were determined: clinical training, guidance and communication,
hospital environment and expectations.
Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills
insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed
that nursing students experienced various issues in clinical practices. In order to fix these issues and achieve an
effective clinical training environment, collaboration should be achieved among nursing instructors, nurses,
nursing school and hospital managements.
Additionally, the number of nursing educators should be increased and training programs should be provided
regarding effective clinical training methods.
1. Introduction
Nursing education involves theoretical and practical educational
processes. Students are taught how to provide care for people in dif-
ferent healthcare settings (Dinmohammadi et al., 2016), with education
occurring in classrooms, laboratories and cl ...
Contents lists available at science directnurse education tRAJU852744
This study aimed to determine how nursing students transfer theoretical knowledge to clinical practice and the difficulties they experience. The researchers conducted focus group interviews with 30 nursing students. The students reported that their theoretical knowledge was extensive but they struggled to apply it clinically. They lacked clinical skills and were afraid to touch patients from a fear of making mistakes. The students also reported not receiving adequate guidance from instructors in clinical settings. Some instructors were too distant or strict, making students hesitant to ask questions. Communication problems were also experienced with some nurses and clinical instructors who did not cooperate with students.
Dedicated Education Units: Strengthening a Learning CultureJane Chiang
The document discusses the dedicated education unit (DEU) model of clinical nursing education. Key points:
- The DEU model transforms an entire patient care unit into an optimal teaching environment, with staff nurses serving as clinical instructors for students.
- A study found that DEU students reported higher quality clinical learning experiences and greater development of quality and safety competencies compared to traditional models.
- DEU clinical instructors benefited from interactions with students, which helped keep their own knowledge and skills up to date.
A Ward-Based Writing Coach Program To Improve The Quality Of Nursing Document...Sarah Adams
A ward-based writing coach program was piloted to improve the quality of nursing documentation. The program consisted of two 1-hour writing workshops for nurses, followed by one-on-one coaching sessions. The workshops discussed principles of quality documentation and barriers to understanding documentation, such as abbreviations. Nurses were then coached as they wrote documentation to help apply the workshop lessons. The goal was to encourage nurses to critically reflect on documentation practices and make documentation more readable and relevant to diverse readers.
Caring and effective teaching behavior of clinical nursing instructors in cli...Alexander Decker
1) The document discusses a study that examined nursing students' perceptions of the caring and effective teaching behaviors demonstrated by their clinical nursing instructors.
2) The students perceived that their instructors demonstrated the highest levels of caring behaviors related to respectful sharing and appreciation of life's meanings.
3) The results could help improve faculty awareness of students' views and help educate clinical faculty on providing effective instruction.
The document discusses a study that explored the experiences of preceptors working with nursing students in the English Language Degree Taught Program (ELTDP) during their clinical placements in surgical wards. Through interviews with four registered nurses, the study found that while preceptors understood their role in teaching, motivating and supporting students, working with ELTDP students introduced new challenges around integrating students into the Finnish work culture and translating. Preceptors felt they could benefit from more support and training from nursing schools as well as financial incentives for their precepting work.
A systematic review of mentoring nursing students in clinical placements.pdfJessica Henderson
This systematic review summarizes mentoring of nursing students in clinical placements based on 23 nursing research articles from 1986-2006. The review identified two key themes: 1) mentors facilitate learning by creating supportive environments and enabling individual learning, and 2) mentors strengthen professionalism by developing professional attributes, identities, and competence. Effective mentoring requires an individual relationship alongside organizational support and mentor preparation. A unified description of mentoring is needed to enhance placement learning quality and support for students.
Clinical mentors were interviewed about their experiences mentoring culturally and linguistically diverse nursing students. Mentors stated that empathy motivated them but they experienced a lack of support which caused strain. While mentors initially had fears of unknown cultures, positive mentoring experiences reduced this fear. Continuous education on intercultural communication could help mentors develop expertise to benefit students, patients, and staff.
Contents lists available at ScienceDirectNurse Education TAlleneMcclendon878
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
The transfer of theoretical knowledge to clinical practice by nursing students
and the difficulties they experience: A qualitative study
Ulviye Günaya,⁎, Gülsen Kılınçb
a Department of Pediatric Nursing, The Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
b Department of Psychiatric Nursing, Faculty of Health Sciences, Inonu University, Malatya 44280, Turkey
A R T I C L E I N F O
Keywords:
Nursing students
Theoretical knowledge
Clinical practice
Difficulties
Experience
Transfer
Qualitative study
A B S T R A C T
Background: Nursing education contains both theoretical and practical training processes. Clinical training is the
basis of nursing education. The quality of clinical training is closely related to the quality of the clinical learning
environment.
Objectives: This study aimed to determine the transfer of theoretical knowledge into clinical practice by nursing
students and the difficulties they experience during this process.
Methods: A qualitative research design was used in the study. The study was conducted in 2015 with 30 nursing
students in a university located in the east of Turkey, constituting three focus groups. The questions directed to
the students during the focus group interviews were as follows: What do you think about your clinical training?
How do you evaluate yourself in the process of putting your theoretical knowledge into clinical practice? What
kind of difficulties are you experiencing in clinical practices?
Results: The data were interpreted using the method of content analysis. Most of the students reported that
theoretical information they received was excessive, their ability to put most of this information into practice
was weak, and they lacked courage to touch patients for fear of implementing procedures incorrectly. As a result
of the analysis of the data, five main themes were determined: clinical training, guidance and communication,
hospital environment and expectations.
Conclusions: The results of this study showed that nursing students found their clinical knowledge and skills
insufficient and usually failed to transfer their theoretical knowledge into clinical practices. The study observed
that nursing students experienced various issues in clinical practices. In order to fix these issues and achieve an
effective clinical training environment, collaboration should be achieved among nursing instructors, nurses,
nursing school and hospital managements.
Additionally, the number of nursing educators should be increased and training programs should be provided
regarding effective clinical training methods.
1. Introduction
Nursing education involves theoretical and practical educational
processes. Students are taught how to provide care for people in dif-
ferent healthcare settings (Dinmohammadi et al., 2016), with education
occurring in classrooms, laboratories and cl ...
Contents lists available at science directnurse education tRAJU852744
This study aimed to determine how nursing students transfer theoretical knowledge to clinical practice and the difficulties they experience. The researchers conducted focus group interviews with 30 nursing students. The students reported that their theoretical knowledge was extensive but they struggled to apply it clinically. They lacked clinical skills and were afraid to touch patients from a fear of making mistakes. The students also reported not receiving adequate guidance from instructors in clinical settings. Some instructors were too distant or strict, making students hesitant to ask questions. Communication problems were also experienced with some nurses and clinical instructors who did not cooperate with students.
Dedicated Education Units: Strengthening a Learning CultureJane Chiang
The document discusses the dedicated education unit (DEU) model of clinical nursing education. Key points:
- The DEU model transforms an entire patient care unit into an optimal teaching environment, with staff nurses serving as clinical instructors for students.
- A study found that DEU students reported higher quality clinical learning experiences and greater development of quality and safety competencies compared to traditional models.
- DEU clinical instructors benefited from interactions with students, which helped keep their own knowledge and skills up to date.
A Ward-Based Writing Coach Program To Improve The Quality Of Nursing Document...Sarah Adams
A ward-based writing coach program was piloted to improve the quality of nursing documentation. The program consisted of two 1-hour writing workshops for nurses, followed by one-on-one coaching sessions. The workshops discussed principles of quality documentation and barriers to understanding documentation, such as abbreviations. Nurses were then coached as they wrote documentation to help apply the workshop lessons. The goal was to encourage nurses to critically reflect on documentation practices and make documentation more readable and relevant to diverse readers.
Caring and effective teaching behavior of clinical nursing instructors in cli...Alexander Decker
1) The document discusses a study that examined nursing students' perceptions of the caring and effective teaching behaviors demonstrated by their clinical nursing instructors.
2) The students perceived that their instructors demonstrated the highest levels of caring behaviors related to respectful sharing and appreciation of life's meanings.
3) The results could help improve faculty awareness of students' views and help educate clinical faculty on providing effective instruction.
The document discusses a study that explored the experiences of preceptors working with nursing students in the English Language Degree Taught Program (ELTDP) during their clinical placements in surgical wards. Through interviews with four registered nurses, the study found that while preceptors understood their role in teaching, motivating and supporting students, working with ELTDP students introduced new challenges around integrating students into the Finnish work culture and translating. Preceptors felt they could benefit from more support and training from nursing schools as well as financial incentives for their precepting work.
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose.
A problem
A shared vision
A desired outcome
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
: Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
A Clinical Internship Model For The Nurse Practitioner ProgrammeCharlie Congdon
This clinical internship model for nurse practitioner students requires them to complete a clinical internship with a qualified clinical mentor. The internship aims to develop the students' advanced clinical skills in areas like assessment, prescribing, and leadership. Students work with their mentor to create a clinical learning plan and meet weekly to achieve the objectives. The internship incorporates nationally recognized nurse practitioner competencies to guide students. Feedback from students on the internship was generally positive, noting benefits of working with an expert clinical mentor and opportunities for clinical skills development and case presentations. The clinical internship allows students to gain essential knowledge and experience in their specialty area with support from an expert mentor.
Counselling as a Correlate of Internship Training of Nursing Students in the ...ijtsrd
The aim of this study was to investigate the effect of counselling support on the internship training of nursing students in the Fako Health District of the Southwest Region Cameroon. Counselling support entails the provision of special advice and guidance from more experienced colleagues to percept and implement individualized patient care. It also addresses emotional, social, and personal guidance and advice in the learning environment. Specifically, it sought to establish whether there were any links between counselling and the training of students. The sequential explanatory design with the mixed method was adopted for the study. A sample of 345, including 325 second, third and fourth year students and 20 guidance counsellors were considered for the study. This sample was purposefully and conveniently selected. Data was collected quantitatively and qualitatively using questionnaires, focus group discussion guides and interviews. Data was entered using Epidata verse on 3.1 and exploratory statistics were ran to identify questionable entries, inconsistency in responses and others. Descriptive statistics were used to present distributions between and within subsets using frequency distributions, percentages and multiple response sets. Hypotheses were verified using binary logistic regression analysis and omnibus test of model coefficient, the likelihood ratio test and Wald statistics were used to appraise the degree of significance of relationships between psychosocial support indicators and internship training of nursing students. Here the Cox and Snell R Square were used to determine the explanatory power. Thematic analyses were used to analyse focus group discussions and interview data. Findings showed that counselling support was a necessary ingredient in internship training of nurses. The findings showed that, counselling 2=37.047 P=0.000 had a predictive power of 13.9 . Overall, 94.5 of students emphasized the importance of counselling during training. It was concluded that given the high levels of challenges and stressors associated with training, counselling should be considered as an unavoidable variable in elevating supportive, healthy and psychologically stable learning environments for students during training. It is therefore recommended that there should be an effective provision of counselling support through the creation of more emotionally welcoming spaces in the academic environment, more mentorship programs, a clinical environment of personal support which is sensitive to student’s psychosocial needs being a critical factor that will transform student’s anti academic attitude towards learning, periodic debriefing and counseling sessions that will assist the students to socialize to become a professional, which will also allay their anxiety levels during their educational training and thus increase academic performance. Dr. Obenebob Ayukosok | Dr. Etta Roland Daru "Counselling as a Correlate of Internship Training of Nursing St
NArdi and GYurko SRGlobal NUrsing Faculty SHortage (1)Deena Nardi
This document discusses the global nursing faculty shortage and proposes solutions. It conducted a systematic review of 181 recommendations from 62 publications on solving the nursing faculty shortage. The recommendations were categorized into eight major themes:
1. Centralizing data management on the nursing workforce and education projections.
2. Creating an educational paradigm change through new education models, technology-enhanced learning, and clinical education reforms.
3. Developing international cooperation policies and programs between nursing organizations and schools.
4. Increasing funding for full-time nursing faculty positions and competitive salaries.
The nursing faculty shortage is a global problem due to factors like nurse migration, aging faculty, and decreased satisfaction with faculty roles. A coordinated, evidence-
comparing and contrasting nurse education systems.docxstudywriters
This document discusses the history of nurse education systems in Ireland. It describes how nurse education in Ireland originally followed an apprenticeship model and was influenced more by healthcare needs rather than educational priorities. Political and economic changes in Ireland and Europe in the mid-20th century increased calls for reform. Reports in the 1970s advocated moving nurse education to universities but the apprenticeship model persisted until the 1990s due to lack of leadership and institutional support for change. Major reforms were finally implemented in 2002 when Ireland launched a new preregistration nursing degree program, shifting nurse education fully to the university system like other countries such as Australia and the US.
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
This paper aims to analyze assumptions about the central concept of "centering" patients and families in patient- and family-centered care (PFCC) research. It uses a structured problematization method to identify three main areas of assumptions in PFCC intervention research: 1) spatial assumptions that patients and families can be centered through proximity, 2) assumptions that care can be democratized by including patients and families, and 3) assumptions that centering is primarily a problem and accomplishment for nursing. The paper argues for adopting theoretical lenses that de-center individual actors to better account for complex relationships among multiple human and non-human actors in care practices.
This document summarizes a study that aimed to address the shortage of faculty facilitators for problem-based learning (PBL) modules by training residents as facilitators. The study compared the teaching skills of 5 senior resident tutors to 5 senior faculty tutors after both groups received 1 month of training in facilitation skills. Students evaluated the tutors in areas like content knowledge, PBL skills, student-centered learning, and group skills. Results showed that faculty scored higher than residents in content knowledge and group skills, but there was no significant difference in PBL and student-centered learning skills. Overall, faculty scores were significantly higher than residents. The study concluded that residents can effectively supplement faculty as PBL facilitators after receiving teacher
Clinical Practicum CPCU at Tanner Medical Center Reflection Paper.pdfbkbk37
The document is a reflection paper from a nursing student about their clinical practicum experiences at an intensive care unit and emergency department. It discusses four key themes: 1) The experience involved intense emotions for students, both positive feelings from patient improvements and negative feelings from serious situations and death. 2) Attitudes are important over techniques in caring for critically ill patients. 3) Students identified with nurses who could manage complex environments and provide close care to patients. 4) Students reflected on how to improve care for critically ill patients and their families.
International Journal of Nursing Studies 91 (2019) 47–59Char.docxvrickens
This systematic review analyzed 53 studies that evaluated interventions to reduce turnover and increase retention of early career nurses. The review found that promising interventions were internship/residency programs or orientation/transition to practice programs lasting 27-52 weeks. These programs included components of teaching, and having a preceptor or mentor. Future research should standardize how interventions and outcomes are reported to better understand which characteristics make interventions most effective. Healthcare organizations should assess their current programs against these criteria to potentially improve effectiveness.
The document describes a simulation project aimed at increasing nursing students' comfort and competence with patient education for chronic disease management. A simulation scenario was developed for a patient with congestive heart failure. The goals were to provide students practice using patient education methods and materials to support disease self-management. The simulation took place in a community setting and included teaching the patient using the teach-back method and evaluating understanding. It is hoped that this type of simulated learning experience will better prepare students to incorporate patient education into nursing care planning and facilitate improved chronic disease outcomes.
Addressing The Issue Of E-Learning And Online Genetics For Health ProfessionalsEmily Smith
This document describes the development of an online genetics resource called "GeneSense" for health professionals. The researchers conducted a survey of nurses and midwives to assess attitudes towards genetics education and the acceptability of an e-learning approach. The survey found that respondents believed genetics knowledge was important and that an online resource would be useful. Using an action research methodology, the researchers developed case studies for the online resource to provide contextualized learning opportunities while addressing key theoretical, practical, ethical, and social issues related to genetics. The goal was to support genetics education across health professions in a practice-focused way.
The student completed a practicum at the Orlando VA Medical Center developing and implementing an educational program for nursing staff on caring for veterans with PTSD. The goals were to assess nursing staff needs, develop a teaching program using evidence-based research, and evaluate its effectiveness in improving veteran quality of life. The program was well-received and led to positive outcomes on nursing knowledge. The experience enhanced the student's skills as a nurse educator and provided opportunities for professional advancement.
A Key Transition For Student Nurses The First Placement ExperienceKaren Benoit
This document discusses attrition among student nurses and identifies the first clinical placement as a key transition point that influences retention. It reviews literature showing that the quality of the placement experience, including mentorship and feelings of belonging, are important factors. While placements are seen as contributing to attrition, few studies directly examine this relationship. The document calls for more research to understand how to encourage students considering leaving to stay.
Mentoring, Nursing Students’ Opinions; a Pilot Studyinventionjournals
This study was conducted in order to receive the opinions of the nursing students that their clinical training carried out using one-to-one mentoring model. The sample of this descriptive study consisted of 43 first-grade students of the nursing department of a university. The opinions of the students about mentoring were asked by applying a form consisting of 37 questions developed by the researchers at the end of the spring semester of 2014. Age average of the students participating in the study was :19.2±1.1. When students were asked about their opinions on mentoring model, it was determined that the practice of mentoring positively changed the perspectives of the students concerning the profession of nursing after they started receiving education (90.7 %), they wanted mentor nurses and instructors to work together in the clinic (53.3 %) and they preferred one-to-one mentoring model (55.8 %). Opinions of the students were received on the problems they encounter in clinical practices, the sources of these problems and how to increase the efficiency of clinical training. Results of our study reveal that one-to-one mentoring model has a positive impact on learning experiences of the students. Increasing the efficiency of mentoring system will increase the success of the clinical training.
7936 different models of collaboration between nursign education and service [1]aruna-doley
This document summarizes different models of collaboration between nursing education and service. It begins by outlining the need for collaboration given increasing healthcare complexities. It then defines collaboration and lists types including interdisciplinary, multidisciplinary, and transdisciplinary collaboration. The document proceeds to describe several models of collaboration between education and service including the clinical school of nursing model, dedicated education unit clinical teaching model, research joint appointments, practice-research model, and others. It concludes by inviting discussion on models of collaboration in nursing education and service.
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
More Related Content
Similar to R E V I E WA systematic review of mentoring nursing studen.docx
COLLABORATION MODELS & COLLABORATIVE ISSUES
Ms. Sucheta Panchal
OBJECTIVES
To understand the concept of collaboration in nursing.
To know about the existing models of collaboration.
To identify the benefits of collaboration in nursing academics and practice.
To encounter with the collaborative issues.
To understand their own role in collaboration
COLLABORATION
"Collaboration is the most formal inter organizational relationship involving shared authority and responsibility for planning, implementation, and evaluation of a joint effort”
Hord, 1986
COLLABORATION
" Collaboration is as a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals”.
Mattessich, Murray & Monsey (2001)
COLLABORATIVE TEACHING
When two or more educators take responsibility for planning, teaching, and monitoring the success of learners in a class
TYPES OF COLLABORATION
InterdisciplinaryMultidisciplinaryTransdisciplinaryInterprofessional
NEED FOR COLLABORATION BETWEEN EDUCATION & SERVICE
NURSING SCHOOLS RUN BY HOSPITALS
BRIDGING GAP BY SIMULATION LABORATORIES, SUPERVISED CLINICAL EXPERIENCES IN THE HOSPITAL, AND SUMMER INTERNSHIPS.
COLLABORATIVE CATALYSTS
It is critical in collaboration that all existing and potential members of the collaborating group share the common vision and purpose.
A problem
A shared vision
A desired outcome
OBJECTIVES
Promotion of quality nursing care
Improved patient outcomes
Reduced length of stay
Cost savings
Increased nursing job satisfaction and retention
OBJECTIVES
Improved teamwork
Enhancement of learning climate
Promotion of spirit in enquiry & research in nursing
Well prepared & efficient nursing students
Develop interdependence of schools of nursing & organization
COLLABORATIVE MODELS
CLINICAL SCHOOL OF NURSING MODEL (1995)
Initiative: Nurses from both La Trobe and The Alfred Clinical School of Nursing University.
Establishment of the Clinical School in February, 1995.
VISION: The close and continuing link between the theory and practice of nursing at all levels
BENEFITS:
Brings academic staff to the hospital
Opportunities for exchange of ideas with clinical nurses
Increased opportunities for clinical nursing research.
Many educational openings for expert clinical nurses to involve with the university's academic program
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
: Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
A Clinical Internship Model For The Nurse Practitioner ProgrammeCharlie Congdon
This clinical internship model for nurse practitioner students requires them to complete a clinical internship with a qualified clinical mentor. The internship aims to develop the students' advanced clinical skills in areas like assessment, prescribing, and leadership. Students work with their mentor to create a clinical learning plan and meet weekly to achieve the objectives. The internship incorporates nationally recognized nurse practitioner competencies to guide students. Feedback from students on the internship was generally positive, noting benefits of working with an expert clinical mentor and opportunities for clinical skills development and case presentations. The clinical internship allows students to gain essential knowledge and experience in their specialty area with support from an expert mentor.
Counselling as a Correlate of Internship Training of Nursing Students in the ...ijtsrd
The aim of this study was to investigate the effect of counselling support on the internship training of nursing students in the Fako Health District of the Southwest Region Cameroon. Counselling support entails the provision of special advice and guidance from more experienced colleagues to percept and implement individualized patient care. It also addresses emotional, social, and personal guidance and advice in the learning environment. Specifically, it sought to establish whether there were any links between counselling and the training of students. The sequential explanatory design with the mixed method was adopted for the study. A sample of 345, including 325 second, third and fourth year students and 20 guidance counsellors were considered for the study. This sample was purposefully and conveniently selected. Data was collected quantitatively and qualitatively using questionnaires, focus group discussion guides and interviews. Data was entered using Epidata verse on 3.1 and exploratory statistics were ran to identify questionable entries, inconsistency in responses and others. Descriptive statistics were used to present distributions between and within subsets using frequency distributions, percentages and multiple response sets. Hypotheses were verified using binary logistic regression analysis and omnibus test of model coefficient, the likelihood ratio test and Wald statistics were used to appraise the degree of significance of relationships between psychosocial support indicators and internship training of nursing students. Here the Cox and Snell R Square were used to determine the explanatory power. Thematic analyses were used to analyse focus group discussions and interview data. Findings showed that counselling support was a necessary ingredient in internship training of nurses. The findings showed that, counselling 2=37.047 P=0.000 had a predictive power of 13.9 . Overall, 94.5 of students emphasized the importance of counselling during training. It was concluded that given the high levels of challenges and stressors associated with training, counselling should be considered as an unavoidable variable in elevating supportive, healthy and psychologically stable learning environments for students during training. It is therefore recommended that there should be an effective provision of counselling support through the creation of more emotionally welcoming spaces in the academic environment, more mentorship programs, a clinical environment of personal support which is sensitive to student’s psychosocial needs being a critical factor that will transform student’s anti academic attitude towards learning, periodic debriefing and counseling sessions that will assist the students to socialize to become a professional, which will also allay their anxiety levels during their educational training and thus increase academic performance. Dr. Obenebob Ayukosok | Dr. Etta Roland Daru "Counselling as a Correlate of Internship Training of Nursing St
NArdi and GYurko SRGlobal NUrsing Faculty SHortage (1)Deena Nardi
This document discusses the global nursing faculty shortage and proposes solutions. It conducted a systematic review of 181 recommendations from 62 publications on solving the nursing faculty shortage. The recommendations were categorized into eight major themes:
1. Centralizing data management on the nursing workforce and education projections.
2. Creating an educational paradigm change through new education models, technology-enhanced learning, and clinical education reforms.
3. Developing international cooperation policies and programs between nursing organizations and schools.
4. Increasing funding for full-time nursing faculty positions and competitive salaries.
The nursing faculty shortage is a global problem due to factors like nurse migration, aging faculty, and decreased satisfaction with faculty roles. A coordinated, evidence-
comparing and contrasting nurse education systems.docxstudywriters
This document discusses the history of nurse education systems in Ireland. It describes how nurse education in Ireland originally followed an apprenticeship model and was influenced more by healthcare needs rather than educational priorities. Political and economic changes in Ireland and Europe in the mid-20th century increased calls for reform. Reports in the 1970s advocated moving nurse education to universities but the apprenticeship model persisted until the 1990s due to lack of leadership and institutional support for change. Major reforms were finally implemented in 2002 when Ireland launched a new preregistration nursing degree program, shifting nurse education fully to the university system like other countries such as Australia and the US.
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
This document discusses various models of collaboration between nursing education and clinical practice. It describes 8 models: 1) the clinical school of nursing model, 2) the dedicated education unit model, 3) the research joint appointment model, 4) the practice research model, 5) the collaborative clinical education model, 6) the collaborative learning unit model, 7) the collaborative approach to nursing care model, and 8) the bridge to practice model. The models aim to improve the relationship between academic and clinical settings to better prepare nursing students and enhance patient outcomes.
This paper aims to analyze assumptions about the central concept of "centering" patients and families in patient- and family-centered care (PFCC) research. It uses a structured problematization method to identify three main areas of assumptions in PFCC intervention research: 1) spatial assumptions that patients and families can be centered through proximity, 2) assumptions that care can be democratized by including patients and families, and 3) assumptions that centering is primarily a problem and accomplishment for nursing. The paper argues for adopting theoretical lenses that de-center individual actors to better account for complex relationships among multiple human and non-human actors in care practices.
This document summarizes a study that aimed to address the shortage of faculty facilitators for problem-based learning (PBL) modules by training residents as facilitators. The study compared the teaching skills of 5 senior resident tutors to 5 senior faculty tutors after both groups received 1 month of training in facilitation skills. Students evaluated the tutors in areas like content knowledge, PBL skills, student-centered learning, and group skills. Results showed that faculty scored higher than residents in content knowledge and group skills, but there was no significant difference in PBL and student-centered learning skills. Overall, faculty scores were significantly higher than residents. The study concluded that residents can effectively supplement faculty as PBL facilitators after receiving teacher
Clinical Practicum CPCU at Tanner Medical Center Reflection Paper.pdfbkbk37
The document is a reflection paper from a nursing student about their clinical practicum experiences at an intensive care unit and emergency department. It discusses four key themes: 1) The experience involved intense emotions for students, both positive feelings from patient improvements and negative feelings from serious situations and death. 2) Attitudes are important over techniques in caring for critically ill patients. 3) Students identified with nurses who could manage complex environments and provide close care to patients. 4) Students reflected on how to improve care for critically ill patients and their families.
International Journal of Nursing Studies 91 (2019) 47–59Char.docxvrickens
This systematic review analyzed 53 studies that evaluated interventions to reduce turnover and increase retention of early career nurses. The review found that promising interventions were internship/residency programs or orientation/transition to practice programs lasting 27-52 weeks. These programs included components of teaching, and having a preceptor or mentor. Future research should standardize how interventions and outcomes are reported to better understand which characteristics make interventions most effective. Healthcare organizations should assess their current programs against these criteria to potentially improve effectiveness.
The document describes a simulation project aimed at increasing nursing students' comfort and competence with patient education for chronic disease management. A simulation scenario was developed for a patient with congestive heart failure. The goals were to provide students practice using patient education methods and materials to support disease self-management. The simulation took place in a community setting and included teaching the patient using the teach-back method and evaluating understanding. It is hoped that this type of simulated learning experience will better prepare students to incorporate patient education into nursing care planning and facilitate improved chronic disease outcomes.
Addressing The Issue Of E-Learning And Online Genetics For Health ProfessionalsEmily Smith
This document describes the development of an online genetics resource called "GeneSense" for health professionals. The researchers conducted a survey of nurses and midwives to assess attitudes towards genetics education and the acceptability of an e-learning approach. The survey found that respondents believed genetics knowledge was important and that an online resource would be useful. Using an action research methodology, the researchers developed case studies for the online resource to provide contextualized learning opportunities while addressing key theoretical, practical, ethical, and social issues related to genetics. The goal was to support genetics education across health professions in a practice-focused way.
The student completed a practicum at the Orlando VA Medical Center developing and implementing an educational program for nursing staff on caring for veterans with PTSD. The goals were to assess nursing staff needs, develop a teaching program using evidence-based research, and evaluate its effectiveness in improving veteran quality of life. The program was well-received and led to positive outcomes on nursing knowledge. The experience enhanced the student's skills as a nurse educator and provided opportunities for professional advancement.
A Key Transition For Student Nurses The First Placement ExperienceKaren Benoit
This document discusses attrition among student nurses and identifies the first clinical placement as a key transition point that influences retention. It reviews literature showing that the quality of the placement experience, including mentorship and feelings of belonging, are important factors. While placements are seen as contributing to attrition, few studies directly examine this relationship. The document calls for more research to understand how to encourage students considering leaving to stay.
Mentoring, Nursing Students’ Opinions; a Pilot Studyinventionjournals
This study was conducted in order to receive the opinions of the nursing students that their clinical training carried out using one-to-one mentoring model. The sample of this descriptive study consisted of 43 first-grade students of the nursing department of a university. The opinions of the students about mentoring were asked by applying a form consisting of 37 questions developed by the researchers at the end of the spring semester of 2014. Age average of the students participating in the study was :19.2±1.1. When students were asked about their opinions on mentoring model, it was determined that the practice of mentoring positively changed the perspectives of the students concerning the profession of nursing after they started receiving education (90.7 %), they wanted mentor nurses and instructors to work together in the clinic (53.3 %) and they preferred one-to-one mentoring model (55.8 %). Opinions of the students were received on the problems they encounter in clinical practices, the sources of these problems and how to increase the efficiency of clinical training. Results of our study reveal that one-to-one mentoring model has a positive impact on learning experiences of the students. Increasing the efficiency of mentoring system will increase the success of the clinical training.
7936 different models of collaboration between nursign education and service [1]aruna-doley
This document summarizes different models of collaboration between nursing education and service. It begins by outlining the need for collaboration given increasing healthcare complexities. It then defines collaboration and lists types including interdisciplinary, multidisciplinary, and transdisciplinary collaboration. The document proceeds to describe several models of collaboration between education and service including the clinical school of nursing model, dedicated education unit clinical teaching model, research joint appointments, practice-research model, and others. It concludes by inviting discussion on models of collaboration in nursing education and service.
Similar to R E V I E WA systematic review of mentoring nursing studen.docx (20)
Mr. Bush, a 45-year-old middle school teacher arrives at the emergen.docxaudeleypearl
Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
a. What priority interventions would you initiate?
b. What information would you require to definitively determine what was causing Mr. Bush’s chest pain?
.
Movie Project Presentation Movie TroyInclude Architecture i.docxaudeleypearl
Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
.
Motivation and Retention Discuss the specific strategies you pl.docxaudeleypearl
Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
population to participate in your program and continue working on their behavior change.
You can refer to information you obtained from the Potential Participant Interviews. You
also can search the literature for strategies that have been successfully used in similar
situations; be sure to cite references in APA format.
.
Mother of the Year In recognition of superlative paren.docxaudeleypearl
The document discusses Facebook's decision in 2015 to change the "like" button on the platform. It describes how Chris Cox, Facebook's chief product officer, led discussions about overhauling the button. The like button had become a blunt tool, and Cox wanted to expand the range of emotions that users could express beyond just "liking" something. This would become the "Reactions" feature, allowing responses like love, haha, wow, sad, and angry. The change took over a year to develop and test before being publicly launched.
Mrs. G, a 55 year old Hispanic female, presents to the office for he.docxaudeleypearl
Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
Mr. Rivera is a 72-year-old patient with end stage COPD who is in th.docxaudeleypearl
Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
concept map
form provided.
.
Mr. B, a 40-year-old avid long-distance runner previously in goo.docxaudeleypearl
Mr. B, a 40-year-old avid long-distance runner previously in good health, presented to his primary provider for a yearly physical examination, during which a suspicious-looking mole was noticed on the back of his left arm, just proximal to the elbow. He reported that he has had that mole for several years, but thinks that it may have gotten larger over the past two years. Mr. B reported that he has noticed itchiness in the area of this mole over the past few weeks. He had multiple other moles on his back, arms, and legs, none of which looked suspicious. Upon further questioning, Mr. B reported that his aunt died in her late forties of skin cancer, but he knew no other details about her illness. The patient is a computer programmer who spends most of the work week indoors. On weekends, however, he typically goes for a 5-mile run and spends much of his afternoons gardening. He has a light complexion, blonde hair, and reports that he sunburns easily but uses protective sunscreen only sporadically.
Physical exam revealed: Head, neck, thorax, and abdominal exams were normal, with the exception of a hard, enlarged, non-tender mass felt in the left axillary region. In addition, a 1.6 x 2.8 cm mole was noted on the dorsal upper left arm. The lesion had an appearance suggestive of a melanoma. It was surgically excised with 3 mm margins using a local anesthetic and sent to the pathology laboratory for histologic analysis. The biopsy came back Stage II melanoma.
1. How is Stage II melanoma treated and according to the research how effective is this treatment?
250 words.
.
Moving members of the organization through the change process ca.docxaudeleypearl
Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
Grand City School District Administration Offices
. Revie.
Mr. Friend is acrime analystwith the SantaCruz, Califo.docxaudeleypearl
Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
Featured Articles
- IAFIS Identifies Suspect from 1978 Murder Case
- Predictive Policing: Using Technology to Reduce
Crime
- Legal Digest Part 1 - Part 2
Search Warrant Execution: When Does Detention Rise to
Custody?
- Perspective
Public Safety Consolidation: Does it Make Sense?
- Leadership Spotlight
Leadership Lessons from Home
Archive
- Web and Print
Departments
- Bulletin Notes - Bulletin Honors
- ViCAP Alerts - Unusual Weapons
- Bulletin Reports
Topics in the News
See previous LEB content on:
- Hostage Situations - Crisis Management
- School Violence - Psychopathy
About LEB
- History - Author Guidelines (pdf)
- Editorial Staff - Editorial Release Form (pdf)
Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docxaudeleypearl
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
Motor Milestones occur in a predictable developmental progression in.docxaudeleypearl
Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
.
Most women experience their closest friendships with those of th.docxaudeleypearl
Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
To what extent do you think women still have a better opportunity to forge deeper friendships than men? What needs to change to level the friendship playing field for men, if anything?
How is the role of the meterosexual man helping to forge a new pathway for male friendships?
.
Most patients with mental health disorders are not aggressive. Howev.docxaudeleypearl
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
.
Most of our class readings and discussions to date have dealt wi.docxaudeleypearl
Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docxaudeleypearl
Stress may contribute to illness according to some research cited in textbooks. The question asks whether stress and reactions to stress can lead to health issues, and opinions should be supported by evidence from course materials. References in APA format are required.
Most of the ethical prescriptions of normative moral philosophy .docxaudeleypearl
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docxaudeleypearl
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docxaudeleypearl
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docxaudeleypearl
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docxaudeleypearl
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Juneteenth Freedom Day 2024 David Douglas School District
R E V I E WA systematic review of mentoring nursing studen.docx
1. R E V I E W
A systematic review of mentoring nursing students in clinical
placements
Merja Jokelainen, Hannele Turunen, Kerttu Tossavainen, David
Jamookeeah and Kirsi Coco
Aim and objective. This systematic review describes mentoring
of nursing students in clinical placements.
Background. Mentoring in nursing has been widely investigated,
but mentoring among students has remained vague. There is
no universal agreement on student mentoring in nursing
placements; therefore, mentoring approaches vary. A unified
description of student mentoring is needed to ensure the quality
of placement learning in nursing organisations.
Design. Systematic review.
Method. The data were collected from nursing research articles
over 20 years (1986–2006). The articles (n = 23) were analysed
using inductive content analysis.
Results. Mentoring of nursing students in clinical placements
was described according to two themes: (1) facilitating nursing
students’ learning by creating supportive learning environments
and enabling students’ individual learning processes, (2)
2. strengthening students’ professionalism by empowering the
development of their professional attributes and identities and
enhancing attainment of students’ professional competence in
nursing.
Discussion. This description of student mentoring in nursing
clinical placements integrates environmental, collegial, peda-
gogical and clinical attributes. To ensure effective student
mentoring, an individual mutual relationship is important, but
also
essential is organisation and management to provide adequate
resources and systematic preparation for mentors.
Conclusions. The description of student mentoring needs to be
systematically reviewed to reflect changes in nursing and
education and compared within related concepts to achieve and
maintain a workable description. A clear and systematic
strategy for student mentoring in nursing organisations could be
one opportunity to enhance recruitment of nursing students to
the workforce.
Relevance to clinical practice. A unified description of student
mentoring will help improve the quality of placement learning
opportunities and support for students, also for exchange
students. A clear description of student mentoring enables the
development of systematic provisions for mentoring of nursing
students in placements and adequate mentor preparation
3. programmes for nurses.
Key words: clinical, mentoring, nursing student/undergraduate,
placement, systematic review
Accepted for publication: 17 August 2010
Introduction
Nursing education in Europe has been undergoing changes
based on the European Union’s (EU) education policy that
emphasises the need to modify unified procedures in educa-
tion and training in the EU countries to ensure equal
qualifications of education (CEU 2009). Therefore, nursing
education with a clinical practice component should also
meet this challenge. At the EU level, the clinical practice
component should comprise at least 50% of the total degree
Authors: Merja Jokelainen, MNSc, PHN, RN, PhD Candidate,
Department of Nursing Science, University of Eastern Finland;
Hannele Turunen, PhD, Professor, Department of Nursing
Science,
University of Eastern Finland; Kerttu Tossavainen, PhD,
Professor,
4. Department of Nursing Science, University of Eastern Finland,
Kuopio, Finland; David Jamookeeah, MEd, FHEA, Cert Ed,
RNT,
BA Hons, RCNT, RGN, Director of Clinical Education &
Quality
Assurance, University of Bradford, Bradford, UK and Adjunct
Associate Professor, University of Mauritius, Reduit, Mauritius;
Kirsi Coco, MHSc, RN, PhD Candidate, Department of Nursing
Science, University of Eastern Finland, Kuopio, Finland
Correspondence: Merja Jokelainen, PhD Candidate, Department
of
Nursing Science, University of Eastern Finland, P.O. Box 1627,
70211 Kuopio, Finland. Telephone: +358 50 526 8610.
E-mail: [email protected]
2854 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
doi: 10.1111/j.1365-2702.2010.03571.x
programme in nursing (77/453/EEC), and during these
clinical practice periods, nursing students must be mentored
by a professional nurse in placement, as stated in the
5. guidelines for nursing education, for example in the UK
(e.g. RCN 2005, NMC 2008) and in Finland (ME 2006).
This kind of 1:1 relationship between a professional nurse
and the student is used nowadays in the UK and Finland, but
because of the shortage of nurses in the UK and Finland as
well as in many other countries (OECD 2008), it will be a
challenge in the future.
The trend towards unifying the approaches used in the
clinical practice component of nursing education enhances
the quality in placement learning. The quality of opportuni-
ties, provision and support for nursing students in placement
learning is well debated, for instance in the UK. However, a
report in the Nursing Standard (Waters 2008) reveals that
26% of all nursing students in the UK interrupt their studies
before graduating and this causes about £99 million (€107
million) in costs a year. Therefore, it is important to reduce
attrition rates of students. Adequate support of students in
placements and positive clinical experiences can increase
6. students’ enthusiasm and retention in profession (Pearcey &
Elliott 2004, Pellatt 2006).
Furthermore, describing and comparing education and
clinical practice between EU countries requires the use of
unified terminology. Despite this, the term ‘mentoring’ is not
universally used in the clinical practice component of nursing
education; other related terms like supervising, preceptoring
or facilitating are used, instead. Because of the lack of unified
use and understanding of the term ‘mentoring’ in the context
of students in clinical practice, mentoring approaches in
placements vary across EU countries. Consequently, also
mentoring preparation programmes for nursing professionals
acting as student mentors vary considerably in the EU
countries and they are said to be insufficient (Andrews &
Chilton 2000). In the UK, for example, there are national
standards for student mentors, which include requirements
for training, annual updating, local registering, review and
maintenance of qualifications (NMC 2008). In many coun-
7. tries, Finland among them, there are no nationally agreed
standards for mentor preparation; existing education varies
by country and is voluntary. Thus, there is a need for a
uniform preparation programme for mentoring of students,
which is based on an agreed description of mentoring of
students, at least in the EU countries.
Overall, mentoring has been under discussion in nursing
literature over 25 years (Bray & Nettleton 2007). The earliest
articles have been published in the beginning of the 1980s
(e.g. May et al. 1982, Darling 1984), and after the appear-
ance of the term ‘mentorship’ in nursing in 1987, the amount
of literature on mentoring has increased. In the early 1990s,
there have been debates about mentoring in the context of
nursing education (e.g. Morle 1990, Armitage & Burnard
1991, Fields 1991), but mentoring has mainly been focused
on career development in a long-term relationship among
nursing professionals (e.g. Donovan 1990, Yoder 1990,
Steward & Krueger 1996). In the late 1990s, mentoring
8. literature started to also focus more on the student’s
perspective and mentoring of students was presented as a
long-term mentorship relationship between a student and an
older, more experienced nurse expert (e.g. Andrews & Wallis
1999). Studies of student mentoring have been done espe-
cially in the UK since 2000 as a result of changes in nursing
education and clinical placements as learning environments.
In these studies, mentoring was seen as the work of a mentor -
a clinical nurse, who supervises, teaches and assesses student
nurses in placements during their clinical practice period
(Neary 2000, Jinks 2007). In addition, in a student–mentor
relationship, positive emotional aspects were considered very
significant (Wilkes 2006).
Despite the many studies of mentoring in nursing, there is
still confusion about the description of mentoring in the
context of students (Bray & Nettleton 2007). It seems that, in
most cases, the focus of previous research has been on nursing
professionals, academics and managers. For example, this has
9. been seen in North American studies, where mentoring is
mostly used in the context of professionals rather than
students. Overall, mentoring activity related to nursing
professionals and students is presented to be different
(Andrews & Wallis 1999). Therefore, many proposals have
been made (e.g. Andrews & Wallis 1999 Andrews & Chilton
2000, Neary 2000, McKinley 2004) for further investigations
of mentoring of nursing students.
Aim of the study
This study is part of a Finnish–British research project. The
purpose of this systematic review is to develop and provide a
unified understanding of student mentoring in the context of
clinical nursing placements implemented by nursing profes-
sionals. This kind of information is needed in the EU
countries and for example in Finland, where one of the main
goals of a national action plan for nursing for 2009–2011 is
to build up national-level structures and common principles
for mentoring of nursing students in clinical placements
10. (MSHA 2009). The aim of this study is to describe mentoring
of nursing students in clinical placements by reviewing prior
empirical research articles published in scientific journals
dealing with student mentoring and investigating the topic
from the perspectives of mentors, leaders, students and
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2855
educators. The specific review question is: What is mentoring
of nursing students in clinical placements as it is expressed
from diverse perspectives in nursing research literature?
Methods
Systematic review
A systematic review was used in this study to integrate and
provide scientific knowledge from previous studies (Grim-
shaw et al. 2003, Duffy 2005). This review was performed
systematically in phases in line with a scientific research
process where each phase is built on the basis of the previous
11. one (Hawker et al. 2002, Grimshaw et al. 2003). One broad
review question from the specific topic was identified, and the
relevant literature from empirical research published in
scientific journals was collected, systematised and evaluated
with specific criteria including levels of values with points
(Magarey 2001, Hawker et al. 2002, Whittemore 2005),
which is described in detail in the data evaluation section.
This type of review is empirical and the approach is partly
integrative, because literature from different types of research
designs and multiple research methodologies, both qualitative
and quantitative, was included (e.g. Whittemore & Knafl
2005, Evans 2007, Whittemore 2007).
Data collection
Databases
The literature search was performed systematically, first
widely from different fields of science and electronic data-
bases, where data concerning student mentoring in clinical
practice or training are available. Seven databases were
12. chosen: CINAHL (Cumulative Index to Nursing, Allied
Health Literature), Medic, PubMed (Medline), ERIC (CSA
Illumine), EBSCOhost and ISI Web in Science. Furthermore,
data were also searched from the Cochrane Library, but no
results focusing on mentoring of nursing students were
obtained.
Inclusion criteria and search strategy
Data collection was carried out using seven inclusion criteria
(Table 1). The data were collected from literature published
over 20 years (January 1986–December 2006). The limita-
tion of years was based on the ‘mentorship’ term, which
became a subject heading in the CINAHL database since
1987. The first three inclusion criteria were used as search
limitations in every database. The search strategy, terms and
search results are presented in Table 2.
Progression of the systematic review
The progression of the systematic review process is shown in
Fig. 1. Each phase of this process was performed by two
13. scholars. First, a literature search was made based on inclu-
sion criteria in the search strategy (n = 2649). Second, pub-
lications were tentatively selected by title according to the
review question (n = 2018). In the following phase, equiva-
lence was checked from the abstract (n = 489). After that,
hard copies of research articles were searched from Finnish
libraries. Some of the articles were not available with rea-
sonable resources; therefore, they were omitted, as were
duplications (n = 311). Moreover, non-scientific publications
were removed, and only articles published in valid scientific
journals with a referee system (n = 306) were accepted. In the
next phase, data collection and article approval was carried
out on the basis of the valid content of the whole text of the
research articles (n = 82).
Data evaluation
The evaluation of the selected research articles with valid
content (n = 82) was carried out using the evaluation form
described in Table 3. This form was created and formulated
14. Table 1 Inclusion criteria in the systematic review
Criterion 1: Time duration Literature during 20 years (1986–
2006)
Criterion 2: Language Literature in all languages
Criterion 3: Terms/concepts/Keywords
Terms/concepts/keywords used (based on the database):
‘mentoring’ (mentor*) OR
‘preceptoring’ (precept*) OR ‘supervision’ (supervis*) AND
‘clinical’ (clinic*) AND
‘practice’/‘training’ (pract*, train*) AND ‘student’ (stud*)
Criterion 4: Content Undergraduate/pre-registration student
mentoring in clinical practice or training
(in placement), which is included in their professional education
(bachelor level)
Criterion 5: Fields of science Different fields of science
concerning the human content: Health sciences (Nursing
Science,
Medical Science, Pharmacy, Nutrition, Physical Education),
Social Sciences, Pedagogy,
Science of Economic and Business and Law
Criterion 6: Publication Published research articles in valid
peer-reviewed scientific journals (referee evaluation used,
at least two reviewers)
15. Criterion 7: Availability Possibility to obtain and handle with
reasonable resources and time
M Jokelainen et al.
2856 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
on the basis of the assessment form presented by Hawker
et al. (2002). The evaluation form included ten specific
evaluation sections. Each of these sections consisted of eval-
uation criteria on four levels of value with points: good (3),
fair (2), poor (1) and very poor (0). Therefore, each research
article could have a maximum value of 30 points and mini-
mum of 0 points. Research articles that accumulated 30–15
points were accepted for the next phase. Furthermore, two
independent scholars performed the data evaluation by
evaluating the quality of the selected research articles. The
evaluation achieved inter-rater agreement of 84%.
Final data
After data evaluation, the number of research articles was 57.
16. In the following phase, only research articles in the field of
nursing science (n = 46) were selected. In these articles, the
Table 2 Search strategy and results of the first and last phases
in the systematic review process
Database
Search strategy
Limitations in all databases:
- years 1986–2006 (inclusion criterion 1)
- all languages (inclusion criterion 2)
Terms used based on the database
(inclusion criterion 3)
Search results based on the
inclusion criteria
n
Accepted nursing research
articles on mentoring of
nursing students
n
17. CINAHL Ovid [(mentor$.mp OR Mentorship) OR preceptor$
OR (supervisor.mp or ‘Supervisors and
Supervision’) OR (Clinical Supervision or
‘Supervisors and Supervision’ OR
supervising.mp)] AND (clinic$. mp OR
train$.mp OR practic$.mp) AND
(student$. mp or Students)
- further limitations: research
633 20
CSA/Eric KW (mentor* OR preceptor* OR supervis*)
AND KW clinic* OR train*) AND KW
student*
- further limitations: published work and journal
article/peer-reviewed article, duplicates
removed
724 2
Medic KT (mentor* OR ohja* OR supervis* OR
precept*) AND KT (harjoittel* OR pract* OR
18. clinic* OR train*) AND KT (opisk* OR stud*)
- no further limitations
43 0
PubMed/MEDLINE [(mentor* OR preceptor* OR supervis*)
AND
(practic* OR clinical* OR train*)] AND
student*
- further limitations: adults 19+, humans,
different kinds of research/studies/articles,
Medline
484 0
Cochrane library AT (mentor*) OR AT (preceptor*) AND AT
(practic*) AND AT (student*)
- no further limitations
149 0
EBSCO host/Academic
& Business Source
Elite, SocINDEX
(KW mentor* OR KW preceptor* OR KW
19. supervis*) AND (KW practic* OR KW clinic*
OR KW train*) AND KW stud*
- further limitations: document and publication
type: journal article, case study, literature
review, peer-reviewed journal, duplicates
removed
449 1
ISI Web of Science TI (mentor* OR supervis* OR preceptor*)
AND
TI (practic* OR clinic* OR train*) AND TS
student*
- further limitations: document type: article,
review
167 0
Total n = 2649 n = 23
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2857
20. terms used were mentoring (n = 23), preceptoring (n = 12),
supervising (n = 6) and others (n = 5), like facilitating,
guiding and clinical teaching. The term mentoring was used
in 23 nursing research articles, which were finally accepted
for this review. These research articles (n = 23) were pub-
lished during 1993 – 2006, mostly in year 2000 (n = 5). Most
of these articles were from the UK (n = 14) and others were
from Australia (n = 3), Scotland (n = 2), Hong Kong (n = 2),
Finland (n = 1) and Ireland (n = 1). The methodological
approach in these articles was mostly qualitative (n = 13),
having sample sizes ranging from 3–48. Six of these articles
had triangulation as the research design and four of them
employed quantitative research with sample sizes between
11–300. The list of research articles is available from the
research group.
Data analysis
Data from 23 nursing research articles were analysed using
inductive content analysis (Cavanagh 1997, Holloway &
21. Wheeler 2002). After becoming familiar with the content of
the data, the analysis started by choosing a unit of analysis,
which was one combination of words or the meaning of a
sentence or phrases. After this, the data were reduced.
Similarities and dissimilarities were sought from the
reduced impressions. Impressions with the same meaning
Rejected publications based on title, which did not
conform to inclusion criteria 3 or 4 (n = 631)
Literature based on search strategy and
inclusion criteria 1, 2 and 3 (n = 2649)
Rejected publications based on abstract, which did
not conform to inclusion criteria 3 or 4 and 5
(n = 1529)
Publications based on title (n = 2018)
Publications/research articles based on
abstract (n = 489)
Available and single publications/ research
articles (n = 311)
Rejected whole original research based on the text of
invalid content, which did not conform to inclusion
criteria 4 and 5 (n = 224)
Rejected non-scientific publications, which did not
22. conform to inclusion criterion 6 (n = 5)
Research articles in valid scientific journals
with a referee system (n = 306)
Research articles based on the valid content
(n = 82)
Rejected research based on the evaluation of quality,
which did not conform to the specific evaluation
criteria (n = 25)
Rejected ‘not available’ publications (inclusion
criterion 7) (n = 69) and ‘duplicate’ publications
(n = 109)
Research articles based on the evaluation
criteria (n = 57)
Accepted nursing research articles on
mentoring of nursing students for this
review (n = 23)
Rejected research articles which are not from the
field of nursing (n = 11)
Research articles in nursing science
(n = 46)
Rejected nursing research articles which do not use
the concept of mentoring (n = 23)
Figure 1 Systematic review process.
M Jokelainen et al.
23. 2858 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
Table 3 Evaluation form with evaluation sections and criteria
for research articles
Evaluation sections Evaluation criteria with levels of value and
points
I Background of the research 3 The background is inclusive,
relevant and presented systematically
2 There is a moderate background with some main points
presented
1 There is hardly any background and it is superficial and/or its
context is insufficient
0 The background/context does not meet the aim of the research
or it is entirely lacking
II Aim of the research and
research questions
3 The aim of the research is described precisely and clearly, the
research questions are accurate and
realistic
2 The aim of the research is described briefly; the research
questions are discussed with minor inaccuracies
1 The aim of the research is described inadequately. Research
24. questions are presented inaccurately or
implicitly
0 The aim of the research is unclear or is lacking completely.
The research questions are lacking or it is
hard to recognise them
III Design and method of
research
3 The design and method of the research are well suited with
respect to the aim of the research, and they
are described clearly
2 The design and method are applicable but their description
could be more accurate
1 The design of the method is only briefly covered or it is
unclear. The method is described inaccurately
and/or its applicability is questionable
0 There is no design and method of research, or they are
inappropriate
IV Study group/sample 3 The study group is described
accurately as is the reason why the group concerned was
chosen. Those
who did or did not answer have been accounted for and
explained. The size of the sample is
25. appropriate, clearly described and justified as suited for the
research
2 The data/selection of the study group is mainly described with
some inaccuracies. The size of the sample
is sufficient, it is described and justified
1 There is hardly enough information about the study group.
The size of the sample is mentioned but
there are no other details
0 There is no mention about either the study group or the size of
the sample
V Material and data
collection
3 The material applies well to the research, and it is described
in detail. The data collection method is
appropriate and fits the research questions. Data collection is
described accurately
2 The material is appropriate, and it is described sufficiently.
The data collection methods are appropriate
with respect to the research questions. Data collection is
described briefly with the main points included
1 Reasonable material with scarce description. The data
collection method is questionable with respect to
the research questions. Data collection is described inaccurately
26. 0 The material is scarce, and there is no description of the data
collection. The method of data collection
is inappropriate
VI Data analysis 3 The choice of the data analysis method and
the data analysis are justified and clearly described
Qualitative: The data analysis process is described accurately
and carried out correctly
Quantitative: Analysis and justifications for the statistical
analysis methods are accurately described and
carried out correctly
2 The choice of qualitative and quantitative analysis is briefly
told, the main points of the data analysis
process can be found but examples are lacking
1 There is a brief mention about the material analyses with
minor/inaccurate data analysis
0 There is no mention about data analyses, or they are
performed incorrectly
VII Results 3 The results with respect to the research questions
are clearly told, consistent and proceed logically. The
results are interpreted appropriately, and they are compared
with previous research. The tables/charts
(if they exist) are explained in the text
27. 2 The results are mentioned briefly, and there could be more
information. The interpretation of the results
is fair, and they are partly compared with previous research.
The charts/tables (if they exist) partly
support the text
1 The results are described inaccurately, there are no
explanations and they do not follow logically. The
results repeat data (analysis unfinished) and their interpretation
is inaccurate, and comparison with
previous researches is scarce
0 The results are not mentioned, or they do not relate to the
research question. The interpretation of the
results is incorrect, and no comparison with previous research is
made
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2859
were gathered first into one class by doing a classification.
Next, after undergoing categorisation, classes with similar
content were combined into subcategories and these were
labelled. In the next phase, subcategories with similar
28. contents were combined into upper categories. Finally, by
further abstraction, two themes were formulated based on the
four upper categories. An example of the content analysis
process of one upper category, which is a part of one theme,
is presented in Fig. 2.
Results
Mentoring of nursing students in clinical placements is
presented in two themes labelled ‘Facilitating students’
learning in clinical placements’ and ‘Strengthening students’
professionalism’. These include issues of mentoring expressed
as actions that promote students’ learning and professional
development. These two themes are presented in detail in the
following, based on the content of the four upper categories
and ten subcategories (Fig. 3).
Facilitating students’ learning in clinical placements
This theme was based on two upper categories. The one of
them was creating a supportive clinical learning environment,
which included all the arrangements in placements that
29. prepare students’ practice and organise their support system.
‘Preparing clinical placement fitness for learning’ consisted of
advance planning of training and placement learning, which
included, for example, ensuring the applicability of place-
ment, planning and organising learning opportunities and
being aware of details of students and their training docu-
ments, like the nursing curriculum. The other arrangements
were ensuring fluent implementation of training and place-
ment learning, for example, naming personal and substitute
mentors and organising the student’s first day in placement,
relevant or same shifts with the mentor and enabling an
interpersonal relationship with the mentor. Assuring stu-
dents’ individual support opportunities in placement learning
was another preparation issue. This included practices of
organising student guidance needed during training, for
example, availability of a mentor, enough time and regular
meetings with the mentor. All these issues concerning the
learning environment helped students learn nursing. The
30. ‘Organising training in an interpersonal learning environ-
ment’ subcategory presented actions that supported students
in learning nursing issues in placements. One of these actions
was familiarising the student with placement as a working
environment, including adjusting to the hospital, different
units and the student’s own ward and the culture of care and
the climate in the ward. In addition, one action was enabling
students’ equal participation in teamwork in placement. This
included familiarising the student with all the staff in the
ward, making it possible for the student to become commit-
ted to placement and the working society and for the staff to
accept the student as a member of the care team. Moreover,
co-operating with other stakeholders in placement who are
participants in students’ clinical training was another issue.
Table 3 (Continued)
Evaluation sections Evaluation criteria with levels of value and
points
VIII Ethical issues 3 The ethical issues of the research are
widely told (incl. acquisition of anonymity, research approval
31. and
contraction of informed consent). (The use of an existing
questionnaire). The weaknesses of the
research are considered
2 The ethical issues of the research are considered but they have
minor deficiencies or inaccuracies
1 There is scarce or unessential mention about ethical issues or
weaknesses
0 There is no mention about ethical issues or weaknesses
IX Reliability 3 The reliability of the implementation of the
research (concepts, study group, questionnaire, material,
data collection and analysis) is widely considered (e.g. internal
and external validity). The results are
realistic and credible
2 The implementation of the research and the reliability of the
results are described moderately with
minor deficiencies
1 There is a scarce description about the reliability of the
research and the results
0 There is no description about the reliability of the research or
the results
X Usefulness of the results 3 Conclusions are presented; they
are clear, based on results and bring in something new/different.
32. The
effects of the results have been considered from practical and
developmental point of view. Issues of
further research are considered and proposed
2 Two issues from the aforementioned section are mentioned
(the lacking issues are mentioned)
1 Only one issue from the first section is mentioned
0 There are no issues mentioned from the first section
M Jokelainen et al.
2860 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
- Providing the relevance of placement for training
- Informing the student on placement and its prerequisites
- Assuring learning possibilities despite a narrow specialty
- Clearing the contextual learning possibilities in the ward
- Planning applicable patients for training in placement
- Planning learning situations and visits to different units
- Arranging suitable practices to gain nursing experiences
- Organising hands-on possibilities in placement
- Observing limitations of activities in placement for training
- Knowing details of the student and the nursing curriculum
- Reading up on instructions on training beforehand
- Orientation to learning tasks and evaluation of training
33. - Naming a personal mentor and a substitute mentor
- Organising a 1:1 relationship between student and mentor
- Having a continuous relationship with the mentor
- Giving information on the first day of training
- Arranging the student’s arrival to placement
- Working in the same shift with the student on the first day
- Ensuring a substitute mentor during absence
- Committing all the staff to support the student with the mentor
- Making it possible to work in all shifts
- Organising varying shifts
- Working in the same shifts with the mentor
- Working near the student as a present hostess
- Being available to the student
- Spending particular time only with the student
- Organising time for the student every day
- Giving quality time to the student
- Having appointments with the mentor frequently
- Sharing events with the mentor regularly
- Helping the student adjust to the new environment
- Integrating the student with the work organisation
- Familiarising the student with the training hospital and ward
- Helping the student adapt to the atmosphere in the ward
- Helping the student understand practices, routines and
protocol in the ward
- Connecting the student to the new culture, staff and
community
34. - Participation of the student as a part of a nursing team
- Taking care of the student’s entry into the working team
- Having a feeling as being an equal partner in the working
group
- Adapting the student to the nursing profession
- Involving the student with the nursing staff and other
personnel
- Integrating the student as a part of the workers in the ward
- Creating feelings of belonging to the personnel
- Awakening feelings of being welcome to placement
- Helping in settling down and accepting the standards of
placement
- Giving the student equal staff rights
- Accepting the student as a legal worker in the working society
- Participating in holistic patient care with other professionals
- Working in close and open relationships with co-workers
- Working as an advocate of the student
- Organising trusted collaboration between the student and
patients
- Discussing training and problems with other colleagues
- Sharing support of the student with other staff
- Having support from the school/educational unit
- Having regular meetings with the teacher/other educators
- Linking school and clinical placement work together
- Working with teachers by sharing knowledge and feedback
Planning
training and
placement
learning in
36. clinical
placement
fitness for
learning
Organising
training
in an inter-
personal
learning
environment
Creating a
supportive
learning
environment
Reduced impressions Class Subcategory Upper
category
Figure 2 Example of the content analysis process in one upper
category.
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2861
This included, for example, the mentor’s regular meetings
37. with the lecturer or other educators from the university and
the mentor’s working in a collaborative relationship with
colleagues and patients.
‘Enabling an individual learning process’ was the other
upper category, and it described mentoring as ensuring the
possibility for nursing students to study based on personal
learning plans and to develop by evaluating learning. The
‘Making possible a personal, goal-oriented learning path’
subcategory was formulated from actions that help nursing
students advance, based on current personal skills and
learning goals. Additionally, clarifying the basic level of
students’ skills, observing students’ personal learning needs
and goals, taking into account students’ individual zones of
development and advancements according to the phases and
demands of studies were actions in mentoring of nursing
students. Mentoring was focused on increasing students’
responsibility to work independently by steps and helping
students to grow from observers to independent workers,
38. which increased students’ skills in coping with nursing
actions independently. Providing learning possibilities, taking
care of students’ learning situations and helping students with
career planning were essential in mentoring. The ‘Assessing
personal development and achievement of learning outcomes’
subcategory concerned evaluation of students’ learning and
performance during the clinical learning period. These
mentoring actions included sharing feedback on learning
between mentor and student, which involved giving real-
time, regular and constructive feedback on performance,
mistakes and nursing skills. The other actions were making
objective judgements of students’ development in learning
and performance, which included knowing the evaluation
criteria and assessing students’ learning outcomes.
Strengthening students’ professionalism
This other theme included two upper categories of mentoring
nursing students’ professional responses and behaviour. First
mentoring was shown as ‘Empowering development of
39. professional attributes and identity’ of students, which
presented treating students as persons and nursing profes-
sionals. This was achieved by working with students in a
professional relationship and implementing actions that
promote students’ growth in the nursing profession. The first
subcategory, ‘Treating as an equal individual and a nursing
colleague’, included aspects of positive attitudes towards the
student as a human being, including respecting and honour-
ing the student as person and a learner of nursing. In
addition, taking care of students and showing empathy
towards them during the clinical practice period were other
Facilitating
students’
Learning
Strengthening
students’
Professionalism
Creating a
42. skills
Enabling
improvement
of
theoretical
skills
Deepening
the
development
of critical and
reflective
thinking
Mentoring nursing students in clinical placements
Figure 3 Mentoring of nursing students in clinical placements
based on the systematic review.
M Jokelainen et al.
2862 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
issues. These included showing interest in, caring for and
understanding students and also trusting them, which con-
firms students’ capability in nursing. ‘Interacting as profes-
sional partners in a co-operative relationship’ was the second
subcategory, which presented mentoring as co-work between
43. mentors and students in patient care situations and close
interactive relationships. Working together as nursing pro-
fessionals meant students were taken into different kinds of
nursing activities in every shift to work with the mentor like
nurses side-by-side. In addition, working in a close interactive
relationship included acting as equal pairs in co-operation,
having mutual, trusted communication and interaction and
working together as collegial friends. The ‘Promoting growth
and commitment to the nursing profession’ subcategory,
based on the nursing profession and mentoring, was
expressed as motivating students to study nursing with
psychological support and encouragement. Furthermore,
familiarising students with nursing as work and an occupa-
tion, acting as a role model for students, showing different
aspects and functions in the work of nurses and also imaging
demands of the nursing profession were included in this
subcategory. Moreover, mentoring is an action that facilitates
students’ emotional development and helps students to
44. understand their own feelings and emotions and those of
the patients they care for and supports students in dealing
with emotions in difficult nursing situations.
Second, the ‘Enhancing attainment of professional compe-
tence’ upper category contained three subcategories focusing
on nursing students’ clinical, theoretical and critical thinking
skills. In the first subcategory, ‘Facilitating attainment of
stipulated clinical skills’, mentoring was presented as training
the student to improve hands-on clinical nursing and com-
munication skills in interaction with patients. This included
teaching and advising on how to use different nursing
methods in real care situations and also guiding students in
meeting patients, communicating and co-operating with
them. Second, mentoring was also described as ‘Enabling
improvement of theoretical skills’ by enhancing students’
understanding and knowledge of relevant care processes,
linking theory into nursing practice, supporting the search for
and application of knowledge. Other mentoring elements
45. consisted of direct teaching, guidance, advising and counsel-
ling. The third subcategory, ‘Deepening the development of
critical and reflective thinking’, included mentoring actions
that create opportunities for students to develop their critical
thinking skills. One action was to facilitate students to learn
from experiences using active listening, discussions and
sharing of nursing experiences. Mentoring also involved
encouraging students to consciously reflect on nursing pro-
cedures and their own learning. The development of critical
reflections encouraged students to ask questions and present
arguments about nursing practice and to debate the key
issues. Mentoring also facilitated the development of prob-
lem-solving and decision-making skills by helping to clear up
difficult nursing situations. Furthermore, supporting students
in expressing their personal opinions, alternatives and ideas
and helping students understand reasons and evaluating
nursing systematically were also included in this subcategory.
Discussion
46. This systematic review described mentoring of nursing
students in clinical placements. The results showed that
student mentoring integrates individual and organisational
aspects and environmental, collegial, pedagogical and clinical
attributes in nursing placements. This kind of integration of
learning and practice, professional and personal develop-
ment, bridges the gap between theory and practice in working
life. All these aspects have unified importance in student
mentoring, by supporting students’ learning and professional
growth, as is also highlighted in nursing authors’ guidelines
(e.g. MSHA 2004, NMC 2008). Furthermore, this review
showed aspects similar to those presented by Yoder (1990)
and Andrews and Wallis (1999) in their description of
mentoring as personal and career development in teaching
and learning. The long duration of a mentoring relationship,
as Andrews and Wallis (1999) expressed, was not visible in
the results of this review.
The mutual relationship between an individual nurse and
47. the student is an important aspect, but it is increasingly
essential for the managerial level to provide opportunities for
student mentoring with enough resources and education.
First, a very notable aspect is the creation of a supportive
learning environment, because it does not exist self-evidently.
Likewise, early studies (e.g. Saarikoski & Leino-Kilpi 2002,
Pearcey & Elliott 2004) argued that a positive ward atmo-
sphere in the learning environment is very significant for
nursing students. Therefore, advance preparation and orga-
nisation of placements for students’ clinical learning are very
important, because students feel safe and are assured of the
quality of the placement learning opportunity, provision and
support. This is crucial if we wish to retain nursing students
and reduce attrition. Second, facilitating students’ individual
learning processes is also essential; this requires pedagogical
competence from the nursing professionals in placements.
First of all, this influences their ability to provide a goal-
oriented assessment of students’ performance, which requires,
48. among other things, a deep understanding of the goals of
education. Assessment is said to be challenging in student
mentoring (Bray & Nettleton 2007) and, for example, in the
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2863
UK, this aspect is becoming increasingly demanding, partic-
ularly with the implementation of the NMC (2008) sign-off
of mentors’ policy and guidelines. Therefore, there is a need
to organise formal education in student assessment for nurses,
as Pellatt (2006) suggests, which should be fair, constructive,
objective and not influenced by other factors, such as
friendship, emphasise Bray and Nettleton (2007) as well as
Webb and Shakespeare (2008).
Strengthening the student’s professionalism and the devel-
opment of a professional identity were other important
aspects of mentoring. Students want to be treated as
49. individuals and colleagues during placement learning. There-
fore, enthusiasm and positive attitudes in placements are
important, as Webb and Shakespeare (2008) highlight and
they influence students’ learning significantly. Furthermore,
in a mentoring relationship, it is possible to achieve a level of
collegiality with students. Friendship was also included in
mentoring, but it seldom happened in practice (Bray &
Nettleton 2007). On the other hand, current nursing educa-
tion values the student’s independence and self-direction in
learning, which puts the responsibility on students to be
active in the mentoring relationship (Andrews & Chilton
2000). However, it is significant that mentors motivate
students to learn nursing in placements and act as role models
of nurses. Surprisingly, a clear expression of being proud of
the nursing profession was not brought out in the review.
Nevertheless, Pearcey and Elliott (2004) presented that a
positive image of the profession strengthened students’ view
of their own career as nurses and a negative image discour-
50. aged students’ career planning in the future. In addition, the
wellness and job satisfaction of nurses are enhanced by taking
on mentoring (Dyer 2008).
Student mentoring included facilitation of achievement of
professional competence and professional growth of the
students. Reflective learning and critical thinking are crucial
for students to learn to be able to develop new thinking and
practices in clinical nursing when working as professional
nurses in the future. However, it was surprising to note that
the influence and use of technology in nursing practice was
not considered in mentoring of students. However, the
growth of technology is increasing in health care, for
example, in the use of electronic documentation.
Student mentoring was seen in this review mostly from
the perspectives of a mutual 1:1 relationship between the
student and a mentor, who is considered a very significant
person for students in clinical placement (Elcigil & Sari
2008, Hyatt et al. 2008) and this working relationship has
51. been said to be a requirement for effective mentoring.
However, the role of ward managers or head nurses in
student mentoring did not emerge explicitly in this review,
as expressed in the study by Saarikoski and Leino-Kilpi
(2002). Nevertheless, leadership and management are
essential baselines in organising, coordinating and develop-
ing student mentoring in placements (e.g. MSHA 2009).
Surprisingly, in this review, student mentoring did not
include group or peer mentoring, whereas co-operation with
lecturers and other stakeholders in placement was a part of
student mentoring. The relationship between education and
practice has also been presented as inadequate (Myall et al.
2008), which needs enhancing. Moreover, the roles of
stakeholders in supporting nursing students in clinical
practice vary internationally and need to be reviewed
closely (Carnwell et al. 2007).
Validity of the review
The validity of this systematic review process has been taken
52. into account through careful planning, working and evalu-
ation in every phase of the process. The use of a peer reviewer
increases the validity of the content (Whittemore 2005), as
two scholars from the research group independently reviewed
the articles based on specific pre-formulated inclusion and
evaluation criteria (Magarey 2001). Moreover, the inclusion
criteria were pretested before the search with a couple of
random literature publications, as was the evaluation form,
to select only relevant research articles of good quality
(Whittemore 2005).
The review question was quite broad but clear, and there
were enough data to answer the question sufficiently.
Therefore, it was not necessary to widen or renew the search
strategy, which was exactly defined. Saturation of data was
achieved; so, there was no manual search made in addition to
the electronic search. Furthermore, the validity of the data
analysis was ensured by formulating the categories using the
process of content analysis (see Cavanagh 1997).
53. Limitations of the review
The limitation of unrepresentative search results was mini-
mised by planning the keywords of the databases carefully
together with library professionals. For this review, only the
term mentoring in the field of nursing was accepted from the
search. Other related terms were excluded because of the
large amount of material and the intent to obtain a clear
description within one concept. Furthermore, only published
research articles, excluding academic theses, review publica-
tions and other prescriptive literature, authors’ guidelines,
non-research-based reports or discussions, unpublished
manuscripts, books and articles published outside the desig-
nated time, were included in this review.
M Jokelainen et al.
2864 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
In addition, some research articles had to be rejected
because of availability or translation problems from the
54. native language to English (Slovenian, Norwegian, Korean,
Chinese, Portuguese, French and Danish); the search strategy
did not limit the language of the articles. Moreover, it was
surprising that no nursing research articles from the USA
emerged in this review. Nevertheless, according to the ISI
Web of Science database, over half of the nursing mentoring
publications in 2000–2004 were from the USA. It might be
possible that American publications emphasise mentoring
mostly in the context of nursing professionals or peers. These
aforementioned issues might limit the search results and
cause selection bias.
Conclusion
This systematic review provides a unified description of
mentoring of nursing students in clinical placements. It needs
to be systematically and regularly reviewed to reflect changes
in nursing practice, education and the health care context.
Especially, we have to carry out comparative research of
student mentoring approaches in clinical practice contexts at
55. the national and European level. Moreover, further research
needs to be carried out because of limitations owing to the
variability of terminology used in clinical practice and
education. However, related concepts of mentoring, as used
and applied in different health care contexts and disciplines,
must also be considered and compared to achieve and
maintain a workable description.
Inevitably, a clear and systematic strategy for mentoring
nursing students, achieved through adequate resources,
formal preparation and education of mentors, will prove
challenging for management in nursing organisations. The
provision of effective student mentoring in nursing organisa-
tions could be one of the issues with which the nursing
organisation can promote recruitment and retention of
nursing students as a workforce in the future. This is crucial
to take into account in nursing organisations at the present,
when a shortage of nurses is an increasing problem in most
EU countries.
56. Relevance to clinical practice
A clear description of student mentoring is essential in clinical
nursing placements to ensure parity in the approach to
mentoring. The clarity of the description will facilitate
effective mentoring of students, also international and
exchange students, by acquiring positive clinical experiences
and increasing confidence in clinical placement learning. The
development of systematic provisions and structure for
student mentoring in the health care context will help
improve the quality of placement learning opportunities,
provision and support for students. A unified understanding
of student mentoring also makes it possible to develop and
evaluate an appropriate mentor preparation programme for
nurses and create a basis for a multi-professional mentor
preparation programme in health care organisations.
Acknowledgements
We thank the Finnish Foundation of Nursing Education for
giving a grant to the research project and the University of
57. Eastern Finland (formerly University of Kuopio) for giving
a PhD grant to the corresponding researcher, which made
this systematic review possible.
Contributions
Study design: MJ, HT, KT; data collection and analysis: MJ,
HT, KT, DJ, KC and manuscript preparation: MJ, HT, KT, DJ.
Conflict of interest statement
None declared.
References
Andrews M & Chilton F (2000) Student and
mentor perceptions of mentoring effec-
tiveness. Nurse Education Today 20,
555–562.
Andrews M & Wallis M (1999) Mentorship
in nursing: a literature review. Journal
of Advanced Nursing 29, 201–207.
Armitage P & Burnard P (1991) Mentors or
preceptors? Narrowing the theory –
58. practice cap. Nurse Education Today
11, 225–229.
Bray L & Nettleton B (2007) Assessor or
mentor? Role confusion in professional
education. Nurse Education Today 27,
848–855.
Carnwell R, Baker S-A, Bellis M & Murray R
(2007) Managerial perceptions of mentor,
lecturer practitioner and link tutor roles.
Nurse Education Today 27, 923–932.
Cavanagh S (1997) Content analysis: con-
cepts, methods and applications. Nurse
Researcher 4, 5–16.
Darling LA (1984) What do nurses want in
a mentor? Journal in Nursing Admin-
istration 14, 42–44.
Donovan J (1990) The concept and role of
mentor. Nurse Education Today 10,
59. 294–298.
Duffy ME (2005) Systematic reviews: their
role and contribution to evidence-based
practice. Clinical Nurse Specialist 19,
15–17.
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2865
Dyer L (2008) The continuing need for
mentors in nursing. Journal for Nurses
in Staff Development 24, 86–90.
Elcigil A & Sari HY (2008) Students’ opin-
ions about and expectations of effective
nursing clinical mentors. Journal of
Nursing Education 47, 118–123.
Evans D (2007) Integrative reviews of
quantitative and qualitative research.
60. Overview of methods. In Reviewing
Research Evidence for Nursing Prac-
tice: Systematic Reviews (Webb C &
Roe B eds). Blackwell Publishing Ltd.,
Singapore, pp. 135–148.
Fields WL (1991) Mentoring in nursing: a
historical approach. Nursing Outlook
39, 257–261.
Grimshaw J, McAuley L, Bero LA, Grilli R,
Oxman AD, Ramsay C, Vale L &
Zwarenstein M (2003) Systematic re-
views of the effectiveness of quality
improvement strategies and pro-
grammes. Quality & Safety in Health
Care 12, 298–303.
Hawker S, Payne S, Kerr C, Hardey M &
Powell J (2002) Appraising the evid-
ence: reviewing disparate data system-
61. atically. Qualitative Health Research
12, 1284–1299.
Holloway I & Wheeler S (2002) Qualitative
Research in Nursing. Blackwell Pub-
lishing, India.
Hyatt SA, Brown L & Lipp A (2008)
Supporting mentors as assessors of
clinical practice. Nursing Standard 22,
35–41.
Jinks AM (2007) Methodological consider-
ations of undertaking research with
clinical mentors in the UK: a critical
review of the literature. Nurse Educa-
tion Today 27, 667–676.
Magarey JM (2001) Elements of a system-
atic review. International Journal of
Nursing Practice 7, 376–382.
May KM, Meleis AI & Winstead-Fry P
62. (1982) Mentorship for scholarliness.
Nursing Outlook 30, 22–26.
McKinley MG (2004) Mentoring matters:
creating, connecting, empowering.
AACN Clinical Issues: Advanced Prac-
tice in Acute and Critical Care 15, 205–
214.
Morle KMF (1990) Mentorship – is it a case
of emperor’s new clothes or a rose by
any other name? Nurse Education
Today 10, 66–69.
Myall M, Lewett-Jones T & Lathlean J
(2008) Mentorship in contemporary
practice: the experiences of nursing
students and practice mentors. Journal
of Clinical Nursing 17, 1834–1842.
Neary M (2000) Supporting students’
learning and professional development
63. through the process of continuous
assessment and mentorship. Nurse
Education Today 20, 463–474.
Nursing & Midwifery Council (NMC)
(2008) Standards to support learning
and assessment in practice. NMC
Standards for Mentors, Practice
Teachers and Teachers. NMC, London.
Organisation for Economic Co-operation
and Development (OECD) (2008) The
looming crisis in the health workforce:
How can OECD countries respond?
OECD health policy studies. OECD,
Paris. Available at: http://www.who.
int/hrh/migration/looming_crisis_health_
workforce.pdf. (accessed 28 May 2010).
Pearcey PA & Elliott BE (2004) Student
impressions of clinical nursing. Nurse
64. Education Today 24, 382–287.
Pellatt GC (2006) The role of mentors in
supporting pre-registration nursing
students. British Journal of Nursing 15,
336–340.
Royal College of Nursing (RCN) (2005).
Guidance for Mentors of Student Nur-
ses and Midwives. An RCN toolkit.
Royal College of Nursing, London.
Saarikoski M & Leino-Kilpi H (2002) The
clinical learning environment and
supervision by staff nurses: developing
the instrument. International Journal
of Nursing Studies 39, 259–267.
Steward BM & Krueger LE (1996) An evo-
lutionary concept analysis of mentoring
in nursing. Journal of Professional
Nursing 12, 311–321.
65. The Council of the European Union (CEU)
(2009) Council conclusions of 12 May
2009 on a strategic framework for
European cooperation in education and
training (‘ET 2020’). Official Journal of
the European Union 2009/C 119/02.
Available at: http://eur-lex.europa.eu/
LexUriServ/LexUriServ.do?uri=OJ:C:2009:
119:0002:0010:EN:PDF (accessed 28
May 2010).
The Ministry of Education (ME) (2006)
Ammattikorkeakoulusta terveydenhu-
oltoon. Koulutuksesta valmistuvien
ammatillinen osaaminen, keskeiset
opinnot ja vähimmäisopintopisteet.
Opetusministeriö. Opetusministeriön
työryhmämuistioita ja selvityksiä 2006:
24. OPM, Helsinki. (in Finnish).
66. The Ministry of Social and Health Affairs
(MSHA) (2004) Terveysalan ty-
össäoppiminen ja ohjattu harjoittelu.
Suositus sosiaali- ja terveydenhuollon
toimintaympäristöille. Sosiaali- ja
terveysministeriö. Terveydenhuollon
ammattihenkilöiden neuvottelukunta.
Sosiaali- ja terveysministeriön moniste-
ita 2003:22. STM, Helsinki. (in Finnish)
The Ministry of Social and Health Affairs
(MSHA) (2009) Johtamisella vaikutta-
vuutta ja vetovoimaa hoitotyöhön.
Toimintaohjelma 2009 - 2011. Sosiaali-
ja terveysministeriö. Sosiaali- ja ter-
veysministeriön julkaisuja 2009:18.
STM, Helsinki. (in Finnish)
Waters A (2008) Nursing student attrition is
costing taxpayers 99 million pounds a
67. year. Nursing Standard 22, 12–15.
Webb C & Shakespeare P (2008) Judge-
ments about mentoring relationships in
nurse education. Nurse Education To-
day 28, 563–571.
Whittemore R (2005) Combining evidence
in nursing research: methods and impli-
cations. Nursing Research 54, 56–62.
Whittemore R (2007) Rigour in integrative
reviews. In Reviewing Research Evi-
dence for Nursing Practice: Systematic
Reviews (Webb C & Roe B eds).
Blackwell Publishing, Singapore, pp.
149–156.
Whittemore R & Knafl K (2005) The inte-
grative review: updated methodology.
Journal of Advanced Nursing 52, 546–
553.
68. Wilkes Z (2006) The student-mentor rela-
tionship: a review of the literature.
Nursing Standard 20, 42–47.
77/453/EEC Council Directive of 27 June
1977 concerning the coordination of
provisions laid down by law, regulation
or administrative action in respect of the
activities of nurses responsible for gen-
eral care. Available at: http://eur-lex.
europa.eu/LexUriServ/LexUriServ.do?
uri=CELEX:31977L0453:EN:HTML
(accessed 28 May 2010).
Yoder L (1990) Mentoring: a concept anal-
ysis. Nursing Administration Quarterly
16, 9–19.
M Jokelainen et al.
2866 � 2011 Blackwell Publishing Ltd, Journal of Clinical
Nursing, 20, 2854–2867
69. The Journal of Clinical Nursing (JCN) is an international, peer
reviewed journal that aims to promote a high standard of
clinically related scholarship which supports the practice and
discipline of nursing.
For further information and full author guidelines, please visit
JCN on the Wiley Online Library website: http://
wileyonlinelibrary.com/journal/jocn
Reasons to submit your paper to JCN:
High-impact forum: one of the world’s most cited nursing
journals and with an impact factor of 1Æ228 – ranked 23 of 85
within Thomson Reuters Journal Citation Report (Social
Science – Nursing) in 2009.
One of the most read nursing journals in the world: over 1
million articles downloaded online per year and accessible in
over
7000 libraries worldwide (including over 4000 in developing
countries with free or low cost access).
Fast and easy online submission: online submission at
http://mc.manuscriptcentral.com/jcnur.
Early View: rapid online publication (with doi for referencing)
for accepted articles in final form, and fully citable.
Positive publishing experience: rapid double-blind peer review
with constructive feedback.
Online Open: the option to make your article freely and openly
70. accessible to non-subscribers upon publication in Wiley
Online Library, as well as the option to deposit the article in
your preferred archive.
Review Mentoring nursing students in clinical placements
� 2011 Blackwell Publishing Ltd, Journal of Clinical Nursing,
20, 2854–2867 2867
Advanced accounting
Final assignment
1) (10 points)
Indigo Company is offered a contract whereby it will be paid
$10,000 every six months for the next five years. The first
payment will be received six months from today. What will the
company be willing to pay for this contract if it expects a 16%
annual return on the investment?
$ 49,114.50
$ 72,498.00
$ 67,101,00
$ 98,229.00
$ 59,890.50
2)(10 points)
3)(10 points)
71. 4)(20 points)
On June 30, 1993, the DEF Corporation sold bonds with a face
value of $100,000. The contract rate of bond interest was 9%
with interest payments on December 31 and June 30. the bonds
mature in 10 years. When the bonds were sold, the market rate
of bond interest was 12%. How much money did the DEF
Corporation receive when it sold the bonds?
$119,252
$110,042
$100,000
$ 82,795
prepare the accounting entry for the interest payments on both
December 31 1993 and June 30 1994
5)(25 points)
The Kitchener Company issued bonds with a par value of $150
000 on their initial issue date. The bonds mature in 15 years and
pay 8% annual interest in two semi-annual payments. On the
issue date, the annual market rate of interest for the bonds was
10%.
a) What is the size of the semi-annual interet payment for these
bonds?
b) How many semi-annual interest payments will be paid on
these bonds over their life?
72. c) Were the bonds issued at par, at a discount, or at a premium?
d) Estimate the market value of the bonds as of the date they
were issued?
e) Present the journal entry that would be made to record the
bonds issuance and the first monthly interest payment.
6) (25 points)