clinical mentoring, motivation, and empowerment of ...

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power differential between mentor and mentee so that they are equals on a personal level ; and also allows each person to feel as though they are ...

CLINICAL MENTORING, MOTIVATION, AND EMPOWERMENT OF BACCALAUREATE NURSING STUDENTS IN A NIGERIAN UNIVERSITY: A MIXED METHOD STUDY MILDRED E. JOHN, PATIENCE E. SAMSON-AKPAN, MARY A. MGBEKEM DEPARTMENT OF NURSING SCIENCE, COLLEGE OF MEDICAL 1 SCIENCES, UNIVERSITY OF CALABAR, CALABAR, NIGERIA

BACKGROUND  Clinical

practice forms a large part of education among nursing students  Mentoring (faculty-based and clinical-based), is critical in facilitating academic, professional and social development, especially in undergraduate nurses [Royal College of Nursing, 2012] 2

Mentoring: Integrates & connects students with the required academic and clinical experiences [Crisp et al., 2017]

Socializes and moulds the mentee & eventually transforms him/her into a colleague [USC Centre For Excellence In Teaching]

Is a sustained collaborative relationship which ensures assistance, support, and guidance for a less experienced person in the educational or professional setting3

Clinical mentoring: Plays a vital role in preparing nursing students for professional roles and is therefore important during nursing students' clinical placements [Royal College of Nursing, 2012; Moscaritolo, 2009]

Is an essential component in supporting and enabling the nurses of the future to provide high quality nursing care to patients [Lang, 2017]

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www.nursinglibrary.org

In Nigeria: Some nurse training institutions only have informal mentoring in place Others have formal faculty-based mentoring without appropriate clinical-based mentoring structures 5 www.nursinglibrary.org

At the University of Calabar, formal structures exist for both faculty-based and hospital-based mentoring, in the health-related programmes The perspectives of students concerning the effectiveness of such mentoring has not been ascertained Studies on mentoring of Baccalaureate nursing students is scarce in Nigeria

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AIMS OF THE STUDY 1. Explore the perception and experiences of clinical mentoring among Baccalaureate nursing students of the University of Calabar Nigeria

2. Describe the self-reported effectiveness of clinical mentoring in motivating, empowering, and enhancing students attitudes and clinical competencies 7

METHODS Design

Participants

Ethical approval

Mixed Method (Exploratory and Descriptive used sequentially QUAN-QUAL) 60 purposively selected Baccalaureate Nursing students at 300 to 500 Level (proportionately selected)

State Health Research Ethics 8 Committee

SETTING OF THE STUDY

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Data Collection

Quantitative 28-items structured Questionnaire Qualitative Focus Group Discussion Diary keeping

Quantitative SPSS 18.0

Data Analysis

Qualitative FGD data recorded on audio-tapes & field notes; FGD and diary data transcribed verbatim, coded and analysed using10 Atlas-ti 7.0

RESULTS Socio-demographic characteristics Age

Range (18-29 years) Predominantly (46.7%) between 23 and 25 years

Gender

Predominantly female (68.3%)

Level of Training

300 Level: 35.0% 400 Level: 31.7% 500 Level: 33.3%

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Quantitative results Participants reported that Clinical Mentoring: Empowers application of theoretical knowledge in practice (93.3%)

Motivates, and inspires students (90.0%)

Builds & strengthens professional competence (86.7%);

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Empowers students to achieve proficiency in tasks (86.7%) Enhances positive attitudes (86.7%) Builds confidence (81.7%) Improves clinical efficiency (78.3%)

Scores on Motivation and Empowerment were significantly associated with level of training (p = 0.01), gender (p