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Mentors in waiting.

Kathleen Duffy1, Jacqueline McCallum2, Claire McGuinness3

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|November 4, 2015
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Summary
This summary is machine-generated.

The Nursing and Midwifery Council

Keywords:
Development frameworkMentorshipStage 1 registrantSupporting students

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Area of Science:

  • Nursing Education
  • Healthcare Professional Development

Background:

  • The UK Nursing and Midwifery Council implemented a four-stage framework in 2007 for preparing healthcare professionals to support learners.
  • Literature and debate have predominantly focused on Stage 2 (mentor role), neglecting other stages.
  • This framework aims to enhance the support provided to students in practice and educational settings.

Purpose of the Study:

  • To evaluate the current realization of Stage 1 (registrant role) within the NMC framework.
  • To explore the arguments for and against all nurses acting as mentors.
  • To advocate for the fuller utilization and support of Stage 1 registrants in student learning.

Main Methods:

  • Literature review and critical analysis of the NMC's four-stage developmental framework.
  • Examination of the existing discourse surrounding the mentor role versus other support roles.
  • Argumentative approach to support the integration of Stage 1 registrants.

Main Results:

  • The potential of Stage 1 registrants in supporting student learning within practice settings remains largely unrealized.
  • The debate on whether all nurses should be mentors highlights both advantages and disadvantages.
  • Limited attention has been given to the roles of registrant, practice teacher, and teacher.

Conclusions:

  • Stage 1 registrants are currently 'mentors in waiting' and require recognition.
  • There is a need to fully support the contribution of Stage 1 registrants to student education and assessment.
  • Optimizing the NMC framework requires addressing all stages, particularly the foundational registrant role.