Mandatory Preceptor and Mentoring Classes for Clinical Nurses Essay

Mandatory Preceptor and Mentoring Classes for Clinical Nurses Essay

The insurmountable amount of work and the lack of personnel, in this case, nurses, have influenced the manner in which the nurses have felt, concerning their tasks, amount of tasks, amount of patients, and obtaining positive results during their healthcare (The Nursing Crisis in Massachusetts: Report of the Legislative Special Commission on Nursing and Nursing Practice, 2001). The Nursing Crisis in Massachusetts (2001) focused on the retention and recruitment in the nursing profession. The nurses have felt: overwhelmed with work; stressed out; and, consequently burnt out while trying to perform their daily routine tasks. This is not even taking into consideration the requirements made by the hospitals and the physicians they work with.
It has been known that the nurses in some cases (The Nursing Crisis in Massachusetts, 2001) may take the initiative of changing the doctor’s prescriptions and/or the amount of the medication the patient has to intake. There are also other occasions when the nurses may assume a passive role and not make any changes given the doctor’s prescriptions although knowing that changes need to be made. Mandatory Preceptor and Mentoring Classes for Clinical Nurses Essay. This may cause the nurses to burn out more than what is expected.
In occasions, the nurses have assumed the initiate to make suggestions of patient care, medication changes, and stay in the hospital wards (The Nursing Crisis in Massachusetts, 2001). This, however, is not the general nurses` responsibilities and they do not always assume a proactive behavior, especially in front of the physician.


To examine registered nurses’ self‐evaluation of their competence in mentoring nursing students in clinical practice.


Clinical mentors have significant roles and responsibility for nursing students’ clinical learning. Moreover, the mentors’ role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students.


The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Mandatory Preceptor and Mentoring Classes for Clinical Nurses Essay.


Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported.


In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students’ learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory.


The results indicate considerable scope for improving mentors’ competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments.

Relevance for clinical practice

Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses’ learning. This systematic review addresses a gap in knowledge of mentors’ self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

Topic: Discuss the importance of mentoring and preceptorship for new graduate nurses when transitioning to their new role as a registered nurse.
Please be aware that international journals may describe preceptorship in a similar fashion to that of Australian mentoring. There is considerable literature available on the topic of mentoring and new graduates, so finding information should not prove difficult. Mandatory Preceptor and Mentoring Classes for Clinical Nurses Essay.  I would suggest, to assist the reader, describe the role of the mentor and the preceptor to the new graduate nurse, supported by the literature, as you these terms will form the discussion within your assessment piece. Therefore, it will be clear to the reader, the similarities and differences between these roles and as evident in your discussion.
This topic will benefit you as a new graduate nurse as the topic aim is to assist you to identify both your role as a new graduate nurse as a mentee, but also, to determine what are the elements of the role of a mentor or preceptor which will impact you. Mentoring and precepting of a new graduate have different aspects to that of the precepting role you have experienced of the’buddy nurse’during your training and it is important that you can begin to understand these differences. There are also expectations of you as the new graduate nurse and mentee by others.So, may I suggest that when you are reading the literature, please identify and consider what are these expectations of you – as a mentee, for your understanding as a new graduate.


This essay is 1800 words and worth 40% of the unit grade. The essay is completed as a Word document, following the SNM assignment guidelines and submitted through Turnitin.There is an expectation that the essay will demonstrate a level of academic writing and critical discussion commensurate to that of a student in the final unit of a bachelor’s degree. This is demonstrated through the appropriate level ofacademic language and academic writing skills; such as topic sentences, linking sentences, paragraphing, logical progression of discussion with a flow from one idea to the next. Where appropriate, headings may be utilised.
Journal articles used are to be published from 2015 to 2020, from peer-reviewed journals, and of a quality suitable to use as reference materials. Please ensure correct use of APA7 referencing both in-text and end text. Books and websites are not applicable reference material for this assessment piece.  Mandatory Preceptor and Mentoring Classes for Clinical Nurses Essay.

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