Maybe a fresh asnwer to your question could be offered from Mentoring for nurse students bachelor's degree programmes from the Central Europe cultural's perspective. I suggest you use EmpNURS programme Mentorship course mtarials' perpective as a starting point

Hi Diane, when you say educating nurses to degree level, are you talking about pre -registration education or is this in relation to qualified nurses upskilling to a degree level, or to nurses undertaking post graduate study?  all three processes can occur, and the associated use of mentors or preceptors varies in relation to the education model being applied and the level of existing knowledge.  If you can clarify the question a little, I can make some suggestions re the literature

Thank you, Sandra.  I am talking about pre-registration only.   Would greatly appreciate your advice.  

Hi Diane - you've probably already seen this brief policy report by the National Nursing Research Unit? Useful document......follow the link below

http://www.kcl.ac.uk/nursing/research/nnru/policy/By-Issue-Number/Policy-Issue-43.pdf?utm_medium=email&utm_source=The+King%27s+Fund+newsletters&utm_campaign=4333778_HMP+2014-06-27&dm_i=21A8,2KVYQ,FLXCFP,9F1FS,1

Thank you v much indeed, Aled.  Yes, I had seen this.  Do you have the original article (the longer version)?

No I haven't. Have you a reference?

On another but related note - have you read the 2012 Willis Commission report into nurse education in the UK? - again you probably have!

I was wondering whether Willis's current review, the newly started "Shape of Caring" review, will tackle mentoring....he has said that CPD will be under the spotlight and so much about good and bad mentoring can be tracked back to CPD I think....

Yes, you are right...........I've read all of these obvious pieces and am conducting research for East of England............and will be meeting with Willis and his team week after next.  You are right about CPD and about "Shape of Caring".  I am confronted with the task of full scope reviews on a number of themes.   V kind of you to write.

My apologies, Aled, if I sounded abrupt yesterday.   Was completely shattered by work.  I am so very grateful to you for taking the time to write to me.  Perhaps we could stay in touch.  My email is [email protected]    All good wishes, Diane

Mentoring of pre-registered nurses in the US typically occurs primarily, when the student seeks it out.  Some students are engaged in healthcare delivery as technicians and may seek support from their co-workers.  Other's have difficulty with this, depending on the culture of their workplace, as it can create role confusion in their work setting.  The US literature that I'm familiar with deals mostly with career advancement and pursuit of higher learning or advanced practice.

Hi Diane,

apologies for delay getting back to you - typical issues with computers!  I have found the use of terminology varies across countries and within health services, and recognise that in relation to undergraduate nursing student education, the following terms are used to describe periods of supervised time with an experienced clinical nurse and/or academic representative (and often both).  Terms used include preceptor, mentor, clinical supervisor, academic liason nurse (probably the most common). Specific models of use vary from the traditional one on one interaction, team processes, and new models such as the DEU (Dedicated Education Unit) approach.  Variations of all of these are used in New Zealand, where entry to nursing registration is via a degree programme, lasting 3 years.  I am not sure if you are already familiar with the models and whether they are relevant to your research question, but I do have a fairly wide ranging list of references in rlation to these.

I am attaching a few articles, which I hope might be helpful:

also : Myall, M., Levett-Jones, T. and Lathlean, J. (2008) Issues in undergraduate education: Mentorship in contemporary practice: The experiences of nursing students and practice mentors. Journal of Clinical Nursing, 17, (14), 1834-1842. (doi:10.1111/j.1365-2702.2007.02233.x). 

Dear Sandra,

This is an invaluable answer.  I am incredibly grateful.  My email address is [email protected] -- I will come back to you if I may -- I am advising the NHS at the moment on fairly radical changes to nurse education in England. 

Best for now, Diane

Very interesting and helpful.  Thank you, Terri.

At our university of La Laguna (Tenerife) we have spent years forming in some areas of nursing degree online through strategies.

Can you send me examples of either mentorship in the teaching of nursing and also the teaching of care and compassion on your nursing degrees?

Are there any studies on mentorship in teaching of nursing?. I had done some work on mentoring of students in the clinical setting only

Mentoring is essential as students transition from academia to practice. When I explored mentoring within the context of opportunities and obstacles for good work in nursing, I learned that professional nurses regretted that they had little time for the mentoring process. Time constraints limited their capacity to form a meaningful relationship with potential mentees. I am interested in studies that have assessed the benefits of dedicated time for the purpose of mentoring.  Management must value the mentoring process and build in opportunity for reflection.

Hi Diane

Thanks for posting this question.

In my view, this is a very important period for the newer nurses/ graduates where they need to be taken care well through good mentoring. Some qualities of a good mentor

Nursing students and new graduates (whichever level) face a real challenge entering the field of nursing. Mentoring new nurses is a chance for more experienced professionals to take a new graduate ‘under their wing’ and make them feel an important part of the team. Mentoring is based on mutual respect and agreed expectations, and valuable to both the mentor and the mentee. Patience, honesty and collaboration will help build a stronger new team member, and a stronger profession (Shutterstock, 2014).

The nurse mentor can help the newer nurses to guide and support; teach clinical skills, time management skills and help them find ways to deal with the stresses inherent within the profession.

1. Learn to Hear, Not Just Listen - In your conversations with a new nurse listen for signs of apprehension or fear, and take the time to help them be more comfortable with unfamiliar processes and procedures.

2. Be Enthusiastic and Have a Laugh - It’s no secret that many nurses today are overworked and tired. It shows in our attitudes and tone of voice. New graduates can help us regain the enthusiasm and passion we once possessed. A sense of humour, and a chance to laugh has always been good medicine; don’t be afraid to find it.

3. Present Yourself As a Wise and Trusted Professional - The new graduate looks to you for learning experiences, wisdom of practice and support during those tougher moments.

4. Reflect - Provide time for reflection and feedback.

5. Remember, You Are a Role-model - This includes practicing confidentiality. Walk the talk!

6. Share Your Past Experiences - It makes nursing seem more real, and helps you assert your knowledge in a more tangible way.

7. Always Offer Praise - It goes without saying, but don’t criticise, admonish or call others names etc.

8. Give Constructive Feedback - Preferably during or as soon as possible after an event.

9. Be Willing to Learn Yourself - You can’t know it all and there should always be room to grow and develop.

10. Offer Guidance and Reassurance - Try to provide lots of practice opportunities and participate in those, which seem most frightening for your mentee. Shutterstock, Nurse Ausmed, April 7, 2014, Professional Issues.

Thank you very much for this.  I will refer to it in my writing and will credit you and your work in Oman.  This will be very helpful in informing the work of HEE in England.  All best wishes, Diane

Dear Diane

Thank u so much for that.  will i be able to get a copy of your work.

Yes, eventually.  At the moment, my work is part of the research into a "re-thinking" of how nurses and care workers should be educated more effectively.

This isn't research but is a great example of what should result from research; https://www.luriechildrens.org/en-us/for-healthcare-professionals/nursing-lurie-childrens/nursing-education-training/Pages/internship-program.aspx