Perceptions of Second Year Bridging Students Regarding Mentoring at Private Nursing Colleges in Eastern CAPE

Aim of study: The aim of this study was to describe the perceptions of second-year Bridging Course Students at Private Nursing Colleges in the Eastern Cape, so as to contribute to strengthening the current teaching and learning strategies.

Objective: To determine and describe the perceptions of second-year Bridging Course Student Nurses regarding mentoring by professional nurses at Private Nursing Colleges in Eastern Cape.

Design: Quantitative, descriptive research design

Sampling: Non-probability stratified sampling method

Method: Simple stratified sampling method

Results: This study has revealed that mentoring at Private Nursing Colleges in Eastern Cape provides majority of students with the ability to perform their clinical and co-ordination competencies but, lacks severely in management competencies. Professional nurses omit certain prescribed competencies when training students. Differing practices also seem to exist in the same organisation. Discussion:

Mentoring role of the registered nurses was fairly well done and it is evident in the student’s ability to perform their clinical and co-ordination competencies.

Mentoring role of unit manager lacked in many areas and this is evident in the students’ inability to perform certain management competencies. This competency is a vital component when differentiating the registered nurse from the enrolled nurse. Hence, there seems to be a large gap in the training.

Recommendations:

—  Practice –

—  The need for mentoring needs to be highlighted, so as to improve the standards of nursing practice.

—  Mentoring needs to be part of the joint performance management discussions, so as to incorporate the importance of this in practice.

—  All professional nurses should attend a mentoring course as part of their individual development plan. This would help to have a positive impact on service delivery.

 

—  Education –

—  Formal student mentoring programmes should be set up and adhered to, so as to ensure that all involved follow the same process.

—  Mentoring relationships should be encouraged and monitored.

—  Research –

—  Investigate why competencies were omitted in the students’ training. Develop a mentoring practice model.