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Workplace mentor support for Foundation degree students: a hermeneutic phenomenological study
1Faculty of Health, Birmingham City University, Birmingham, UK. mark.wareing@bcu.ac.uk
Journal of Clinical Nursing
|January 12, 2011
Summary
Workplace mentors for Foundation degree students face unique challenges but benefit from more equal relationships. This research highlights the distinct experience of these mentors and their mentees, particularly for aspiring Assistant Practitioners.
Area of Science:
- Nursing Education
- Workplace Mentorship
- Healthcare Professional Development
Background:
- Investigates trained nurses as workplace mentors for Foundation degree students in acute UK hospital settings.
- Focuses on mentorship for Healthcare Assistants pursuing the adult pathway of a Foundation degree, preparing them as Assistant Practitioners.
Purpose of the Study:
- To explore the lived experiences of trained nurses serving as workplace mentors for Foundation degree students.
- To examine the interprofessional landscape of workplace learning and mentorship dynamics.
Main Methods:
- Utilized a purposive sample of eight experienced workplace mentors.
- Conducted semi-structured interviews, audio-recorded and transcribed.
- Applied a hermeneutic phenomenological approach to analyze data and identify themes.
Main Results:
- Mentoring work-based learners presents distinct challenges compared to pre-registration students due to the learner's integration into the clinical team.
- Identified 10 major themes related to the mentors' lived experiences.
Conclusions:
- Mentorship for Foundation degree students is challenging but fosters more egalitarian mentor-mentee relationships.
- Workplace mentors benefit from reduced hierarchy, unlike traditional mentoring structures.
- Emphasizes the need to recognize the unique experiences of workplace learners and mentors, especially those aiming for Assistant Practitioner roles.
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