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Current Pediatric Research| Volume: 22
November 28-29, 2018 | Dubai, UAE
15th World Congress on
Pediatrics, Clinical Pediatrics and Nutrition
28th International Conference on
Nursing Practice
Joint Event
&
Supervised practice as a mentor is an integral component
of professionally-accredited nurse mentor education and
is essential to the development of robust undergraduate
workplace learning and assessment. However, the literature
tends to focus on the mentor-student relationship rather than
the relationships facilitating mentors’ workplace learning. This
paper begins to redress this gap in the literature by asking
the research question: Which relationships are important
in developing nurses as mentors in practice, and how is their
mentorship impacted by professional, organizational and
political agendas in NHS settings?
A qualitative case study of two NHS Trusts was undertaken
utilizing a range of data collection methods. In order to explore
supervisory and supportive relationships whilst studying for an
approved mentorship award semi-structured interviews were
undertaken with three recently qualified mentors. A snowball
interview technique enabled access to those they identified as
significant in their own learning to become mentors, who were
similarly interviewed about their developmental and support
network in practice. In total six mentors were interviewed.
Additional Interviews with nurses in senior NHS Trust-based
educational roles, and senior policy-making and education
figures augmented these initial interviews. In another strand
of the research, professional mentorship standards were
mapped across each of the mentors’ interview data to gain an
idea of their penetration into practice. Finally, each interview
participant developed a developmental mentorship network
diagram which identified colleagues significant to their own
development as a mentor or educator, and the attributes which
is enabled.
The findings reveal complex learning relationships and
situational factors affecting mentor development and
ongoing practice. They suggest that traditional dyadic forms
of supervisory mentorship may not offer the range of skills
and attributes that developing mentors required. Mentor
network type, orientation to learning, learning strategies and
organizational focus emerge as the foci of tensions in learning
to be a mentor. The study recommends that nursing teams in
acute areas further develop a shared culture of learning and
development in providingmultiple opportunities for supporting
developing mentors.
Speaker Biography
Julie-Ann MacLaren is an experienced nurse educator who is currently Deputy Divisional
Lead for Nursing at the School of Health Sciences; City, University of London. Expertise
and passion lie in developing and improving workplace learning for student nurses and
midwives. The focus of doctoral thesis entitled ‘Inside Mentoring Relationships: Influences
and Impacts on Mentorship Learning for Acute Care Nurses Working in the NHS’ (2012,
Institute of Education, University College London).
e:
Julie-Ann MacLaren
City University of London, UK
Developing Nurses as mentors and educators in practice-analyzing support and
development networks
Julie-Ann MacLaren, Pediatrics and Clinical Pediatrics 2018
& Nursing Practice 2018, Volume 22
DOI: 10.4066/0971-9032-C2-004