Factors Affecting Assessment of Student Nurses` Clinical Practice: A Phenomenographic Exploration of the Experiences and Understanding of Mentors of a Mental Health Service in England

2.50
Hdl Handle:
http://hdl.handle.net/10755/335084
Category:
Full-text
Type:
Presentation
Title:
Factors Affecting Assessment of Student Nurses` Clinical Practice: A Phenomenographic Exploration of the Experiences and Understanding of Mentors of a Mental Health Service in England
Other Titles:
Psychiatric Education and the Nursing Student
Author(s):
Sandy, Peter Thomas; Mavhandu-Mudzusi, Azwihangwisi
Lead Author STTI Affiliation:
Non-member
Author Details:
Peter Thomas Sandy, RMN, BSc (Hons), PGCertED, PGDipED, MSc, PhD, sandypt@unisa.ac.za; Azwihangwisi Mavhandu-Mudzusi, PhD, RN, RM
Abstract:
Session presented on Friday, July 25, 2014: Purpose: The purpose of this study was to explore mentors` experiences and understanding of factors that may affect student nurses` clinical assessments. Methods: This study utilised a phenomenographic methodology and was conducted in a mental health Trust in England. 30 mentors, all registered mental health nurses, participated in the study. Data were collected using five focus group interviews of six participants each. Data were analysed thematically using Sjostrom and Dahlgren approach to analysis. Results: There are multiple factors that may affect clinical assessment of student nurses. Examples of these include anxieties of assessment, student numbers, placement duration, transparency and the nature of learning outcomes. The presence of multiple influential factors makes it practically impossible for mentors to achieve absolute reliability of clinical assessments. Recommendations, such as partnership working with link lecturers and use of protected time were offered to improve the quality of assessments. Conclusion: Assessment of students' clinical performance is a significant and rewarding responsibility, but challenging as well. Mentors need ongoing training and support to improve the quality of students` assessments.
Keywords:
Secure forensic settings; Clinical assessment; student nurses
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14B04
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleFactors Affecting Assessment of Student Nurses` Clinical Practice: A Phenomenographic Exploration of the Experiences and Understanding of Mentors of a Mental Health Service in Englanden
dc.title.alternativePsychiatric Education and the Nursing Studenten
dc.contributor.authorSandy, Peter Thomasen
dc.contributor.authorMavhandu-Mudzusi, Azwihangwisien
dc.contributor.departmentNon-memberen
dc.author.detailsPeter Thomas Sandy, RMN, BSc (Hons), PGCertED, PGDipED, MSc, PhD, sandypt@unisa.ac.za; Azwihangwisi Mavhandu-Mudzusi, PhD, RN, RMen
dc.identifier.urihttp://hdl.handle.net/10755/335084-
dc.description.abstractSession presented on Friday, July 25, 2014: Purpose: The purpose of this study was to explore mentors` experiences and understanding of factors that may affect student nurses` clinical assessments. Methods: This study utilised a phenomenographic methodology and was conducted in a mental health Trust in England. 30 mentors, all registered mental health nurses, participated in the study. Data were collected using five focus group interviews of six participants each. Data were analysed thematically using Sjostrom and Dahlgren approach to analysis. Results: There are multiple factors that may affect clinical assessment of student nurses. Examples of these include anxieties of assessment, student numbers, placement duration, transparency and the nature of learning outcomes. The presence of multiple influential factors makes it practically impossible for mentors to achieve absolute reliability of clinical assessments. Recommendations, such as partnership working with link lecturers and use of protected time were offered to improve the quality of assessments. Conclusion: Assessment of students' clinical performance is a significant and rewarding responsibility, but challenging as well. Mentors need ongoing training and support to improve the quality of students` assessments.en
dc.subjectSecure forensic settingsen
dc.subjectClinical assessmenten
dc.subjectstudent nursesen
dc.date.available2014-11-17T13:43:49Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:43:49Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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