Impact of an Emerging Model of Mentorship : Implications for Mental Health Nursing Practice

Abstract

Feedback received from mentors working on the ward within one mental health organisation, highlighted that the newly registered mental health nurses lack knowledge and skills. This they reported were in particular areas on commencement of their new roles, including competency in managing physical health care issues. The aim of this hermeneutic phenomenological study was to explore the impact of an emergent model of mentorship on seven mental health student nurses’ nursing practice.
A purposive sample of seven mental health student nurses were recruited from a group of ten 2nd and 3rd year mental health and learning disability student nurses. Using semi-structured individual interviews, the seven student nurses described their experiences of participation in an emergent model of mentorship, factors that influence their experiences as well as their personal and professional development. This phenomenological study provided the students opportunity to talk freely about their experiences and factors that impacted them, providing rich data for analysis. Analysis of this data involved the application of thematic analysis and an interpretative lens using the hermeneutic circle.
For these students, some of the key factors which had an influence on their experiences, were the preparation they received prior to commencing their placements, being made to feel welcomed and that they belonged. This allowed the students to feel supported in their practice environments. Access to acute physical health care practice areas and services, allowed students to develop the confidence, knowledge, and skills in the delivery of physical healthcare to patients in their care. For some of these students being involved in this model was described as unsupportive and lacking in opportunities to learn.
This study promotes in-depth insights into the lived experiences of pre-registration mental health student nurses, which both informs and supports current literature focusing on student nurse education. Key insights are that student nurses need robust preparation and support from their mentor and clinical area, access to learning opportunities and environments that promote personal and professional development.

Date of Award	3 Jul 2024
Original language	English
Awarding Institution	University of Northampton
Supervisor	Tracey Redwood (Director of Studies) & Steve O'Brien (Supervisor)