4.2.2 ANÁLISIS ESTADÍSTICO

As discussed previously in chapter 2, pre-registration nursing education and therefore mentor support for practice learning has had a significant number of changes and developments in the UK (UKCC, 1986; 1999, 2001; DH, 1999; NMC, 2004a; NMC, 2006; NMC, 2008a; NMC, 2010a). Prior to 2006, the availability of (written) guidance and support for mentors was limited. Although the UKCC (1986) provided the initial idea for the introduction of a mentorship role there remained confusion and

misunderstanding about the mentor role and responsibilities (Nettleton & Bray, 2008). The English National Board (ENB, 2001) and later the NMC (NMC, 2005, 2006; 2008a, 2010b) set standards for practice learning. Later the Royal College of Nursing (RCN, 2007) also produced guidance for mentors so there is comprehensive standards and guidance outlining what the role of the mentor should comprise and undertake. A number of studies have discussed issues surrounding the mentor role and mentor responsibilities in terms of what is required (Donovan, 1990; Morle, 1990; Wright, 1990; Armitage & Burnard, 1991; Clutterbuck, 1991; Marriott, 1991; Atkins & Williams, 1995; Cahill, 1996; Phillips et al. 1996a, 1996b; Spouse, 1996; Andrews & Wallis, 1999; Gray & Smith, 1999; Andrews & Chilton, 2000; Northcott, 2000; Chow & Suen, 2001; Lloyd Jones et al. 2001; Spouse, 2001; Ehrich, Tennent & Hansford, 2002; Pulsford, Boit & Owen, 2002; Andrews & Roberts, 2003; Watson, 2004; Hall, 2006; Pellatt, 2006; Tracey & Nicholl, 2006; Bray & Nettleton, 2007; Carnwell et al. 2007; Jinks, 2007; Ali & Panther, 2008). However, uncertainty as to what is expected of mentors is highlighted in the study by Bray and Nettleton (2007). It seems despite the significant number of studies the authors are representative of those who have not progressed, the narrative, of the mentor role and responsibilities.

41 In her investigative case study, Watson (1999) explored students’ experiences and

perceptions of mentoring in a first year theory/practice module which was part of a Project 2000 course. Interviews were conducted with 35 first year students and 15 mentors. Whilst this study is fourteen years old and relates to the student nurses’ first year of pre-registration nursing, it offers insights into the student nurse and mentor experience of mentoring at this time. Students and mentors reported little benefit which may be linked to a distortion between their expectations in terms of the role and purpose of the mentor perceived at the time. A later interpretive study by Duffy and Watson (2001) involved 18 nurse teachers in Scotland which explored their experiences

regarding their role in clinical settings. They found nurse teachers had a multifaceted role which included providing advice and support to trained staff and students, interpreting assessment documentation and networking with clinical staff (Duffy & Watson 2001). Thus the role of the nurse teacher may have added to the confusion that both students and mentors seemingly felt at the time, and led to different expectations of both the mentor and student nurse and importantly impacted on the assessment outcomes for the student. Interestingly, participants in Duffy’s (2003) study reported mentor difficulties in completing assessment documentation.

A particularly insightful study focused on midwifery mentors was undertaken by Fisher and Webb (2009) who identified that there is also role confusion for midwifery mentors. They found in midwifery that a mentor may perform only a supporting role and others may undertake the assessment of practice competence. Their study aimed to prioritise the needs of midwifery mentors by investigating the role of the midwifery mentor,

relationship and conflicts between support and assessment, duration of experience and level of midwife educational qualification. They undertook a cross-sectional correlation study of 82 mentors in the south west of England and identified 15 ‘needs of mentors’ which also became the basis of their later questionnaire. Findings suggest that ‘guidance’ and continuous changes of role expectations’ impacted on individuals. They report that in midwifery a mentor’s academic level, background of the midwifery mentor, mentor experience and place of work, impacts on the perceived mentor role. Conclusions included that recognition of their role was required, breaks between students, due consideration of their workplace and the type of student allocated to mentors.

42 midwifery’ (see Table 3) which identifies specific training, preparation and support needs, date and level of last midwifery student and if they had assessed the student etcetera, which they suggest ‘could be used by educators and managers to audit and prioritise mentor support’ (Fisher and Webb, 2009, p.1).

Table 3 Midwifery mentor pyramid of need (Fisher & Webb, 2009) Optimal: Choice in allocation

Involvement in selection

Preferable: Academic level/opportunities and access to support group

Fundamental: Library, preparation, break (between students) Student Booking, encouragement, theoretical preparation

Tutor support, experiences, peer feedback Adequate staffing, time, tutor feedback Crucial: Shifts with student, guidance

Whilst aspects of the midwifery mentor role is different to that of mentors and SOMs in nursing where both latter roles are consistently responsible for undertaking the

assessment of practice learning. What is significant is that the study has led to the development of a pyramid of needs for midwifery mentors, yet a similar version is not available for nurse mentors despite the much larger number of previous mentor studies which have been undertaken in nursing. However, the midwifery mentor pyramid of needs (see Table 3) involves the identification of key midwifery mentor needs and thus the focus is on the objective needs of the midwifery mentor. Further, since its

development the use of the tool in practice has not yet been evaluated, nor has the tool been adapted for use by nurse mentors, this may demonstrate potential limitations for implementation across different professional groups such as nursing.