Abstract
Session presented on Saturday, July 23, 2016 and Sunday, July 24, 2016:
Aim of study: The aim of this study was to describe the perceptions of second-year Bridging Course Students at Private Nursing Colleges in the Eastern Cape, so as to contribute to strengthening the current teaching and learning strategies. Objective: To determine and describe the perceptions of second-year Bridging Course Student Nurses regarding mentoring by professional nurses at Private Nursing Colleges in Eastern Cape.
Design: Quantitative, descriptive research design Sampling: Non-probability stratified sampling method Method: Simple stratified sampling method.
Results: This study has revealed that mentoring at Private Nursing Colleges in Eastern Cape provides majority of students with the ability to perform their clinical and co-ordination competencies but, lacks severely in management competencies. Professional nurses omit certain prescribed competencies when training students. Differing practices also seem to exist in the same organisation.
Discussion: Mentoring role of the registered nurses was fairly well done and it is evident in the student's ability to perform their clinical and co-ordination competencies. Mentoring role of unit manager lacked in many areas and this is evident in the students' inability to perform certain management competencies. This competency is a vital component when differentiating the registered nurse from the enrolled nurse. Hence, there seems to be a large gap in the training.
Recommendations: Practice: The need for mentoring needs to be highlighted, so as to improve the standards of nursing practice. Mentoring needs to be part of the joint performance management discussions, so as to incorporate the importance of this in practice. All professional nurses should attend a mentoring course as part of their individual development plan. This would help to have a positive impact on service delivery. Education: Formal student mentoring programmes should be set up and adhered to, so as to ensure that all involved follow the same process. Mentoring relationships should be encouraged and monitored. Research: Investigate why competencies were omitted in the students' training. Develop a mentoring practice model.
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Mentors, Nursing, Strategy
Recommended Citation
Pillay, Thriscilla, "Perceptions of second year bridging students regarding mentoring at private nursing colleges in Eastern CAPE" (2016). INRC (Congress). 136.
https://www.sigmarepository.org/inrc/2016/posters_2016/136
Conference Name
27th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Cape Town, South Africa
Conference Year
2016
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Acquisition
Proxy-submission
Perceptions of second year bridging students regarding mentoring at private nursing colleges in Eastern CAPE
Cape Town, South Africa
Session presented on Saturday, July 23, 2016 and Sunday, July 24, 2016:
Aim of study: The aim of this study was to describe the perceptions of second-year Bridging Course Students at Private Nursing Colleges in the Eastern Cape, so as to contribute to strengthening the current teaching and learning strategies. Objective: To determine and describe the perceptions of second-year Bridging Course Student Nurses regarding mentoring by professional nurses at Private Nursing Colleges in Eastern Cape.
Design: Quantitative, descriptive research design Sampling: Non-probability stratified sampling method Method: Simple stratified sampling method.
Results: This study has revealed that mentoring at Private Nursing Colleges in Eastern Cape provides majority of students with the ability to perform their clinical and co-ordination competencies but, lacks severely in management competencies. Professional nurses omit certain prescribed competencies when training students. Differing practices also seem to exist in the same organisation.
Discussion: Mentoring role of the registered nurses was fairly well done and it is evident in the student's ability to perform their clinical and co-ordination competencies. Mentoring role of unit manager lacked in many areas and this is evident in the students' inability to perform certain management competencies. This competency is a vital component when differentiating the registered nurse from the enrolled nurse. Hence, there seems to be a large gap in the training.
Recommendations: Practice: The need for mentoring needs to be highlighted, so as to improve the standards of nursing practice. Mentoring needs to be part of the joint performance management discussions, so as to incorporate the importance of this in practice. All professional nurses should attend a mentoring course as part of their individual development plan. This would help to have a positive impact on service delivery. Education: Formal student mentoring programmes should be set up and adhered to, so as to ensure that all involved follow the same process. Mentoring relationships should be encouraged and monitored. Research: Investigate why competencies were omitted in the students' training. Develop a mentoring practice model.
