Post on 26-Jun-2020
THE PERCEPTIONS OF 2nd YEAR BRIDGING COURSE STUDENTS REGARDING
MENTORING AT PRIVATE NURSING COLLEGES IN EASTERN CAPE
THRISCILLA PILLAY
201205736
DISSERTATION PRESENTED IN FULFILMENT OF THE REQUIREMENTS FOR THE
DEGREE OF MASTER OF NURSING SCIENCE (MAGISTER CURATIONIS)
(NURSING EDUCATION)
SUPERVISOR: PROF. E. SEEKOE
CO-SUPERVISOR: MRS N. MBATHA
UNIVERSITY OF FORT HARE
FACULTY OF SCIENCE AND AGRICULTURE
SCHOOL OF HEALTH SCIENCES
DEPARTMENT OF NURSING SCIENCE
2013
i
DECLARATION
By submitting this thesis electronically I declare that the entirety of the work contained
therein is my own original work, that I am the owner of the copyright thereof and that I
have not previously in its entirety or in part submitted it for any qualification.
__________________________________ _________________________
Signature Date
ii
DEDICATION
I dedicate this dissertation to
The Lord for His continuous gift of strength and wisdom. Without Him, this task
would have been impossible. Is 48:17: I am the Lord thy god who teaches thee to
profit, which leadeth thee by the way that thou shouldest go.
My husband, Devan, for your belief in my ability and being the pillar of my strength,
even though at times it was to your own detriment. Also for your patience in all my
studies. Ps. 37:25 I have been young, and now I am old; yet I have not seen the
righteous forsaken nor his seed begging for bread.
My blessed son, Deshaylan for being a blessing. Your unconditional love,
understanding and patience are highly valued. 1 John 4:4: … greater is He that is in
you, than he that is in the world.
My mummy, Cleo, for all your encouragement, prayer and pearls of wisdom. 2 Cor.
2:14: Now thanks be unto God, which always causes us to triumph in Christ, and
maketh manifest the savour of His knowledge by us in every space.
My mom-in-law, Sonia (Mummy), for being a resource in all aspects and for your
prayers. Isaiah 40:31: They that wait upon the Lord shall renew their strength, they
shall mount up with wings as eagles; they shall run and not be weary; they shall walk
and not faint.
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ABSTRACT
Background: Nursing faces many challenges today, such as an international shortage
of nurses and high medico-legal risks. One way of becoming a professional nurse is to
complete a diploma course called the Bridging Course at a private nursing college. This
is a two-year diploma course that is controlled by the South African Nursing Council
(SANC), Regulation 683. This course allows enrolled nurses to further their studies to
become a professional nurse, thus becoming an independent practitioner. These
Bridging Course students need to do mentoring as part of their training so as to
socialise them into the requirements for the role they will fulfil as a professional nurse
and assist them to attain the competencies needed to function independently after the
training phase. The various prescribed competencies that the Bridging Course student
nurse needs to complete are clinical, co-ordination and management competencies.
Clinical competencies equip them to perform and teach all nursing duties and co-
ordination competencies ensure smooth, effective running of a ward. Then there are
management competencies to be able to meet the vision, mission and philosophy of the
unit and to have control from an organisational, human resource and business
perspective.
Research studies have discovered higher retention and graduation rates to be one of
the positive outcomes of the mentoring process; also that mentoring solidifies people as
leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses,
effective mentoring is much needed. This will allow the professional nurses to be able to
perform competently in all expected areas. Having competent, qualified professional
nurses may help to reduce medico-legal risks and restore the public’s trust in the
nursing profession.
Despite extensive research on mentoring, there is little research on the Bridging Course
student nurse’s perceptions regarding mentoring.
iv
Problem: Bridging Course students perceive the clinical environment as problematic
because they feel ill-prepared to perform their functions and feel deprived of
opportunities to develop the required competencies.
Research Question: How do second-year Bridging Course Student Nurses perceive
their mentoring by professional nurses during their training at Private Nursing Colleges
in the 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.
Population: Second-year Bridging Course Student Nurses
Sample: All Second-year Bridging Course Student Nurses who agreed to participate in
the study.
Design: Quantitative, descriptive research design
Method: Simple stratified sampling method
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ACKNOWLEDGEMENTS
I would like to acknowledge the following people, without whom this study would not
have been a success.
Proverbs 3:5: Trust in the LORD with all thine heart; and lean not unto thine own
understanding. The Lord Jesus Christ has been my mental and physical mentor and
guide throughout the entire process.
My supervisor, Dr E. Seekoe, for her support and guidance. Our meetings were
always very productive, her vast knowledge and wisdom is evident.
Co-supervisor, Mrs A. Mbatha, her input has been priceless.
A special thank you to my husband, Devan, son, Deshaylan and family, for
allowing me the opportunity to complete this study, even to their own detriment at
times. The Lord has truly blessed me.
Sister Florence Chetty (Mama), for being my friend and always keeping me
holistically grounded.
Mrs van Vuuren for being so accommodating of me and my needs during this
course. Also for allowing me to conduct my study at your institution. Thank you
seems so menial, so may you be abundantly blessed.
Stephanie Swartbooi and Cecile Breytenbach, for walking this road with me. Also
for putting up with my endless chatter and giving me perspective. The act will be
returned during your time of need.
Anne Roodt, for assistance and guidance at short notice.
Life Healthcare, for allowing me to conduct my study at their institution.
Shereen Choonara, for allowing me to conduct my study at her institution.
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Jillian Strydom, as Regional Manager, for assistance with my data collection in
spite of a busy schedule. I will be forever grateful.
Marise van Vuuren, for assistance in data collection.
Kanjikara George, for assistance in data collection.
Anneci Roux, for assistance in data collection.
Ray Husselman, for assistance in data collection.
R.W. Coetzee for support in a time of need.
All participants, for responding to the questionnaire.
Staff of University of Fort Hare, for their encouragement and support.
Wilfred Otang, for the statistical data analysis.
Ross Kelly, Life Healthcare, for invaluable assistance in formatting my graphs.
H. M. Honey for editing the language in the thesis.
Govan Mbeki Research and Development Centre for funding my studies and the
informative workshops.
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TABLE OF CONTENTS
DECLARATION ............................................................................................................................. i
DEDICATION ................................................................................................................................ ii
ABSTRACT .................................................................................................................................. iii
ACKNOWLEDGEMENTS ............................................................................................................v
LIST OF FIGURES.......................................................................................................................xi
LIST OF TABLES .......................................................................................................................xiii
CHAPTER 1: INTRODUCTION ................................................................................................. 1
INTRODUCTION AND BACKGROUND................................................................................... 1
PROBLEM STATEMENT............................................................................................................ 5
AIM OF STUDY ............................................................................................................................ 7
1.1.1 Research Question............................................................................................................. 7
1.1.2 Objective of the study ........................................................................................................ 7
SIGNIFICANCE OF STUDY ....................................................................................................... 8
OPERATIONAL DEFINITIONS.................................................................................................. 8
1.5.1 Mentor .................................................................................................................................. 8
1.5.2 Mentee ................................................................................................................................. 9
1.5.3 Professional nurse ............................................................................................................. 9
1.5.4 Private nursing college ...................................................................................................... 9
1.6 THE THEORETICAL FRAMEWORK ............................................................................... 10
Table 1.7: DELINEATION OF CHAPTERS ........................................................................... 14
CONCLUSION ............................................................................................................................ 14
CHAPTER 2: MENTORING ..................................................................................................... 15
2.1 INTRODUCTION ................................................................................................................. 15
viii
2.2 THE CONTEXT OF THE BRIDGING COURSE PROGRAMME ................................. 15
2.2.1 The theoretical components ........................................................................................... 16
2.2.2 Practical or skills development ....................................................................................... 17
2.2.3 Assessments ..................................................................................................................... 17
2.2.4 Experiential learning ........................................................................................................ 19
2.2.5 Community Service .......................................................................................................... 19
2.3 HISTORY OF MENTORING .............................................................................................. 19
2.4 DEFINITION OF MENTORING ......................................................................................... 20
2.5 ROLE PLAYERS IN MENTORING ................................................................................... 22
2.5.1 The Nurse Educator ......................................................................................................... 22
2.5.2 The Mentor ........................................................................................................................ 23
2.5.3 The Mentee ....................................................................................................................... 23
2.6 CHARACTERISTICS OF A MENTOR ............................................................................. 24
2.7 TYPES OF MENTORS ....................................................................................................... 25
2.8 SKILLS OF MENTORS....................................................................................................... 27
2.9 ROLE OF THE MENTOR ................................................................................................... 30
2.10 MENTORING PROCESS................................................................................................. 32
2.11 CONCLUSION ................................................................................................................... 37
CHAPTER 3: RESEARCH METHODOLOGY ....................................................................... 38
3.1 INTRODUCTION ................................................................................................................. 38
3.2 RESEARCH DESIGN AND METHODS........................................................................... 39
3.2.1 Research approach.......................................................................................................... 39
3.2.2 Research design............................................................................................................... 39
3.3 RESEARCH SETTING ....................................................................................................... 40
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3.4 POPULATION AND SAMPLING ....................................................................................... 40
3.4.1 Population.......................................................................................................................... 40
3.4.2 Sample ............................................................................................................................... 41
3.5 DATA COLLECTION........................................................................................................... 44
3.5.1 Data collection instrument............................................................................................... 45
3.5.2 Data collection process ................................................................................................... 46
3.6 RELIABILITY AND VALIDITY............................................................................................ 46
3.6.1 Reliability ........................................................................................................................... 47
3.6.2 Validity................................................................................................................................ 48
3.7 DATA ANALYSIS................................................................................................................. 48
3.8 ETHICAL CONSIDERATIONS .......................................................................................... 49
3.9 CONCLUSION ..................................................................................................................... 51
CHAPTER 4: PRESENTATION OF RESULTS..................................................................... 52
4.1 INTRODUCTION.................................................................................................................. 52
4.2 PRESENTATION OF FINDINGS ...................................................................................... 52
4.3 CONCLUSION...................................................................................................................... 89
CHAPTER 5: GENERAL DISCUSSION, RECOMMENDATIONS AND CONCLUSION 92
5.1 INTRODUCTION ................................................................................................................. 92
5.2 DISCUSSION ....................................................................................................................... 92
5.3 LIMITATIONS ....................................................................................................................... 98
5.4 RECOMMENDATIONS ...................................................................................................... 98
5.4.1 Practice .............................................................................................................................. 99
5.4.2 Education ........................................................................................................................... 99
5.4.3 Research .........................................................................................................................100
x
5.5 CONCLUSIONS.................................................................................................................100
REFERENCES .........................................................................................................................101
ANNEXURE A: LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH AT
UNIVERSITY OF FORT HARE..............................................................................................108
ANNEXURE B: UNIVERSITY OF FORT HARE ETHICAL CLEARANCE .....................110
ANNEXURE C: LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH AT
LIFE HEALTHCARE ETHICS COMMITTEE .......................................................................112
ANNEXURE D: LIFE HEALTHCARE ETHICAL CLEARANCE ........................................114
ANNEXURE E: LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH AT
LIFE COLLEGE OF LEARNING EAST LONDON LEARNING CENTRE .......................115
ANNEXURE F: PERMISSION TO CONDUCT RESEARCH AT LIFE COLLEGE OF
LEARNING EAST LONDON LEARNING CENTRE ...........................................................118
ANNEXURE G: LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH AT
LIFE COLLEGE OF LEARNING PORT ELIZABETH LEARNING CENTRE ..................119
ANNEXURE H: PERMISSION TO CONDUCT RESEARCH AT LIFE COLLEGE OF
LEARNING PORT ELIZABETH LEARNING CENTRE ......................................................122
ANNEXURE I: PARTICIPANT INFORMATION SHEET ....................................................123
ANNEXURE J: PARTICIPANT CONSENT FORM .............................................................125
ANNEXURE K: QUESTIONNAIRE .......................................................................................126
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LIST OF FIGURES
Figure 1.1: The theoretical framework
Figure 4.2: Age of respondents (n = 30)
Figure 4.3: Length of service in the Nursing profession (n = 30)
Figure 4.4: Highest education level completed (n = 30)
Figure 4.5: Responses to Questions 1 to 6 on Mentoring role of Professional nurses (n =
30)
Figure 4.6: Responses to Questions 7 to 11 on the Mentoring role of Professional
nurses (n = 30)
Figure 4.7: Responses to Questions 12 to 16 on the Mentoring role of Professional
nurses (n = 30)
Figure 4.8: Responses to Questions 17 to 22 on the Mentoring role of Professional
nurses (n = 30)
Figure 4.9: Responses to Questions 23 to 26 on the Mentoring role of the unit manager
(n = 30)
Figure 4.10: Responses to Questions 27 to 31 on the Mentoring role of the unit
manager (n = 30)
Figure 4.11: Responses to Questions 32 to 36 on the Mentoring role of the unit
manager (n = 30)
Figure 4.12: Responses to Questions 37 to 41 on the Mentoring role of the unit
manager (n = 30)
Figure 4.13: Responses to Questions 42 to 46 on Clinical competencies (n = 30)
Figure 4.14: Responses to Questions 47 to 50 on Clinical competencies (n = 30)
Figure 4.15: Responses to Questions 51 to 57 on Co-ordination Competencies (n = 30)
Figure 4.16: Responses to Questions 58 to 62 on Co-ordination Competencies (n = 30)
Figure 4.17: Responses to Questions 63 to 66 on Management Competencies (n = 30)
xii
Figure 4.18: Responses to Questions 67 to 72 on Management Competencies (n = 30)
Figure 4.19: Responses to Questions 73 to 76 on Management Competencies (n = 30)
Figure 4.20: Responses to Questions 77 to 81 on Management Competencies (n = 30)
xiii
LIST OF TABLES
Table 1.7: Delineation of chapters ....................................................................................... 14
Table 3.1: Tabulation of the Study Population ................................................................. 42
Table 3.2: Tabulation of the Study sample ........................................................................ 43
Table 3.3: Tabluation of the Sampling method ................................................................ 44
1
CHAPTER 1: INTRODUCTION
INTRODUCTION AND BACKGROUND
In South Africa the two most common challenges in the nursing profession are high
medico-legal risks and shortage of qualified professional nurses. The above challenges
have caused a lack of public trust in the nursing profession. The lack of health workers
is a key constraint to achieving the millennium development goals (MDGs) (Rispel,
2008:5). Matsoso, Director General, National Department of Health, South Africa
alludes to the fact that, to transform the health care delivery system is an enormous
challenge. She alluded to the fact the change is needed to meet the South African
citizens’ expectations of good quality care and achieve the millennium development
goals (MDGs) (National Core Standards for Health Establishments in South Africa,
2011:6). Nurses are frequently viewed as the backbone of the health system, as
indicated by Motsoaledi, Minister of Health in South Africa (2011:1) and Snyder,
president of the Ivy Tec College in Indiana (2012:1). The Minister stressed that
providing quality health services is non-negotiable, to assist in improving our poor health
outcomes and restoring trust in the nursing profession (National Core Standards for
Health Establishments in South Africa, 2011:5).
According to the Council on Higher Education (HEQC, 2004:17), the coordination of
work-based learning is done effectively in all components of applicable programs. This
includes an adequate infrastructure, effective communication, recording of progress
made, monitoring and mentoring. This requirement applies to the teaching and learning
of student nurses in South Africa. The training of nurses requires integration of theory
and practice, which is achieved through placement of student nurses in clinical settings
for experiential learning. There appears to be a need for clear development and
direction for students so that they are able to fulfil all the tasks expected of them during
their training and when they qualify. Garvey, Stokes and Megginson (2010:90) cite that
2
mentors would be able to develop the professional strand in mentoring by paying
attention to the development of good practice as well as elegant theory, exploring the
nature of mentoring interaction and paying attention to other formulations of goals and
purposes for mentoring.
The professional nurse qualification can be obtained in many ways. There are 4year
degree courses at universities and diploma courses at public nursing colleges. In the
year 1989 the South African Nursing Council (SANC) R683 introduced a two year
bridging programme. The course was introduced due to an increased number of sub-
professional nurses and few professional nurses. This course allowed enrolled nurses
to further their studies and upgrade themselves to become professional nurses. During
training to become professional nurses, the bridging course students are expected to
develop competencies that lead to them to function as a qualified independent
professional nurse. The required competencies of the Bridging Course student nurse
are patient care, co-ordination and management of healthcare. The required
competencies translate to respect, being skilled in diagnosing a health need, direct and
control interaction, practice ethically, morally and lawfully and also collaborate
harmoniously within the multidisciplinary health team, and apply principles of
management (SANC, Regulation 683:ch7). Student nurses cannot achieve these
competencies through teaching in class only. They are placed in hospital and clinics to
gain experience in integrating into practice.
Mentoring is required to socialise these students into their role as professional nurses
and assist them to attain the required professional competencies. Mentoring is said to
be a protected relationship that is used in all walks of life. It can be done in many ways,
namely, one-on-one mentoring, more than one mentee, group mentoring, peer
mentoring and on-line mentoring (Zachary, 2005:190).
Research studies have discovered higher retention and graduation rates to be one of
the positive outcomes of the mentoring process; also that mentoring solidifies people as
leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses,
effective mentoring is not achieved in the clinical practice. Effective mentoring will
3
enable professional nurses to perform competently in all expected areas. Having
competent, qualified professional nurses may assist to decrease medico-legal risks and
restore the trust in the nursing profession.
Failure to take reasonable steps can lead to medico-legal risks (Burchell, 2004:103).
Medico-legal risks can lead to a lawsuit and distrust of the profession by the public.
However, a competent, qualified professional nurse would be aware of the standards,
policies and procedures of nursing practice and adhere to them. They would also be
aware of the nursing acts and regulations. These competencies should be covered
during mentoring sessions. Such knowledge also leads the nurse to be accountable and
responsible, thereby avoiding any legal action.
In private hospitals, students are placed in different wards and linked to a clinical
training specialist. Students are rotated monthly in order to be exposed to different
practices. Each change of placement to a different ward leads to the student having to
be linked to a different clinical training specialist. The student’s clinical placement
schedule is developed according to the required hours in the different clinical areas, as
set out by the South African Nursing Council (SANC, R683). These allow the students
exposure to the different fields of the nursing profession and the opportunities to
develop required competencies according to their curriculum outcomes. Attachment to a
mentor leads to achieving professional learning and enables a student nurse to gain
clinical skills while placed in the practical environment (Chabeli, 2010:4).
Bridging course students need mentoring to be able to change the mindset from
functioning as enrolled nurses to functioning at a higher level as a professional nurse.
They are expected to be responsible, accountable for all their actions, provide direct
and indirect supervision in client care, make independent decisions and develop
problem-solving abilities.
Mentoring is a two-way process leading to an improvement in teaching, learning,
interaction and reflection, all with the view to create an increase in skill, knowledge and
understanding of concepts (Rhodes, Stokes & Hampton, 2004:26). Mentoring is said to
4
be a protected relationship that is used in all walks of life. It can be done in many ways,
namely, one-on-one mentoring, more than one mentee, group mentoring, peer
mentoring and on-line mentoring. Mentoring appears to be a very widely researched
topic. There is much literature and many studies regarding this topic However, there is
very little research that explores the bridging course student nurses ’ perceptions
regarding mentoring.
Mentoring supports and encourages student nurses to manage their own learning in
order that they may maximise their potential, develop required skills, improve their
performance and become the person they want to be (http://www.mentorset.org.uk).
According to Vygotsky, the More Knowledgeable Other, referring to another
experienced human being, helps individuals in developing a higher level of cognitive
functioning for the particular area (Lee & Smagorinsky, 2007:53). This allows for the
insightful mastery of the required knowledge and skills needed in this course.
According to Rhodes et al. (2004:27), a skilled helper is able to identify problems, blind
spots and possibilities so as to be able to act appropriately. They are able to assist in
constructing new scenarios and set goals. The setting of goals promote to commitment
to the process.
The functions of interpersonal aspects of mentoring are defining the situation and what
to do to influence the course of events. This is followed by creating an active awareness
of how to track and understand what is going on in this process. It also motivates the
mentee to engage in the action (Clutterbuck & Ragins, 2002:30).
According to Clutterbuck and Ragins (2002:4), Kram divided the functions of a mentor
into two broad categories of mentoring; Firstly, career development mentoring, which
involves coaching, sponsoring, challenge assignments, protection and fostering
visibility, and, secondly, psychosocial support mentoring, which includes personal
support, friendship, acceptance, counselling and role modelling.
5
Lack of mentoring of the bridging course student in the private nursing college appears
problematic.
PROBLEM STATEMENT
Bridging course students perceive the clinical environment as problematic because they
feel ill-prepared to perform their role as future professional nurses. They feel deprived of
opportunities to develop their required competencies when placed in the clinical
environment. Students and professional nurses are allowed to hold clinical forum
meetings where they are given the opportunity to voice their views and concerns and
make suggestions to improve their experiences as student nurses. At these meetings
the students complained about being ill-prepared to take on the tasks preparing them
for their role as professional nurses.
Students complain that, in the clinical setting, professional nurses are unable to mentor
them due to focusing more on administrative duties, having too heavy a workload and/or
having a lack of knowledge of the need for mentoring and/or lacking both the
experience of mentoring and skill of mentoring. Student nurses complain about being
poorly understood by professional nurses, hence they tend to have a negative
perception of the clinical field. They are of the opinion that the professional nurse
expects them to be able to perform nursing functions with little supervision. There is a
complaint about very little integration of theory and practice in the clinical setting, and
this distorts their learning experience. At times, student nurses are expected to perform
the practice in the wards without questioning, even if it is against a set standard or
policy. When this same practice, allowed in one ward is not allowed to be repeated in
another ward, students are at risk of being disciplined. This leads to unprofessional
behaviour, shortcuts in nursing practice and may be leading to high medico-legal risks.
The student then becomes very confused and discouraged, which could lead them to
consider dropping out to different professions, reducing the number of qualified
professional nurses. Zachary (2005:144) identifies mentoring as a powerful growth
6
experience, a process of successful collaborative engagement and a reflective process.
Such a collaborative relationship can only enhance understanding by both parties,
improve the quality of teaching and learning and prevent a negative perception about
the clinical field.
The professional nurses complain that student nurses, when they are placed in the
wards as newly qualified staff, are unable to carry out the tasks for the specific job
description. A mentor is to be the provider of the appropriate knowledge base for
nursing interventions, to build confidence, sharing learning, i.e. learning from each
other, to keep own skills and knowledge up to date, linking theory to practice,
developing one’s work skills in teaching and to provide structured learning programmes
during practice placements (Gopee, 2011:19).
Patients complain that student nurses do not know how to perform tasks accurately.
Nursing is not only about caring for patients, it involves management of patient care,
administration, socialisation, quality and much more (www.hschange.com).
Gopee (2011:19) states that mentors are needed in nursing and other health
professions for guidance and support and to structure the working environment for
learning. The mentor also gives constructive and honest feedback, debriefs the student
nurses’ experiences during placement and acts as a link person with other clinical
areas. In addition to this, the mentor is a role model, an assessor, a friend and
counsellor.
Mentoring does not appear to be formalised in South African nursing teaching and
learning centres (Mahlaba, 2011:5). Very few nursing teaching and learning centres
have mentoring programmes in place.
The United States President’s Emergency Plan for AIDS Relief (PEPFAR) (2011:1)
established a mentoring programme in 2011, in Sisonke district, KwaZulu-Natal. This
7
focuses only on HIV/TB care. The results of this programme were that effective
mentoring contributed to an excellent adherence to preventative therapy. This shows
that effective mentoring yielded very positive results. Therefore, according to Seekoe
(2011:24), it is evident that there is a need for a mentoring relationship between student
nurses and professional nurses during clinical placement, in order to assist students in
meeting the challenges of learning.
AIM OF STUDY
This study aims to describe the perceptions of second-year Bridging Course Students
regarding mentoring at Private Nursing Colleges in East London in order to ensure
integration of teaching and learning.
1.1.1 Research Question
How do second-year Bridging Course Student Nurses perceive their mentoring by
professional nurses during their training at Private Nursing Colleges in Eastern Cape?
1.1.2 Objective of the study
To determine and describe the perceptions of second-year Bridging Course Students
regarding mentoring at Private Nursing Colleges in Eastern Cape.
8
SIGNIFICANCE OF STUDY
The researcher hopes that this study will contribute to effective clinical teaching and
learning strategies. It should also highlight the essential element of mentoring that is
lacking in the training of nurses, and the need to integrate mentoring into the training
programmes. It also aims to bring to the fore the effects of poor or no mentoring. This
would inevitably lead to improved quality of teaching and learning, thereby contributing
to delivering excellent nurses and thereby contributing to excellent, world class patient
care.
OPERATIONAL DEFINITIONS
This section provides a brief description of some of the terms used in this study.
1.5.1 Mentor
A mentor is an experienced and trusted adviser. This would be an experienced person
in a company or educational institution who trains and counsels new employees or
students, advises or trains someone (especially a younger colleague). Someone who
assists with career development of a colleague facilitates and encourages that person’s
professional growth (Weller, 2009:255; Brooker, 2006:151). In this study, the mentor is
any professional nurse who guides private nursing college student nurses’ learning at
private hospitals in the Eastern Cape.
9
1.5.2 Mentee
Grove, Burns and Gray (2013:699) describe a mentee as a person who is advised or
helped by a mentor. In this study, a mentee is a second-year bridging course student at
any private hospital in the Eastern Cape.
1.5.3 Professional nurse
This is any person who is registered under the Nursing Act No. 33 of 2005 (Ch. 2,
Section 31.1.a) with the South African Nursing Council (South Africa, 2005,). In this
study, a professional nurse was anyone who was registered as above and involved in
the student’s training in the private sector.
1.5.4 Private nursing college
A private nursing college is an institution that is registered by the registrar according to
the Higher Education Act (Act No. 101 of 1997, Ch. 7, Section 51 and 53), on condition
that: the institution is financially viable, its programmes are higher education
programmes, and it is accredited by the South African Nursing Council and the South
African Qualifications Authority Act as a private nursing college to maintain acceptable
standards. In this study the private nursing college belongs to the Life Healthcare Group
in the Eastern Cape.
10
1.6 THE THEORETICAL FRAMEWORK
Mentoring 2nd year bridging
course students
Experienced
person –
qualified nurse =
mentor (MKO)
Shown skills by
experienced
person – mentor
(MKO)
Student internalises
values - caring,
compassion,
confidentiality
Non-experienced
student practices skills
Independent experienced
practitioner – can become a
mentor. (zone of proximal
development)
1 2 3
4
9
Acquisition of skill by continued
practice under supervision of
mentor or other experienced
person (MKO)
Competence acquired by
student
Continuation of practice by student
leads to proficiency - (zone of
proximal development)
Independent practitioner
5
6
7
8
11
Figure 1.1: The theoretical framework Source: Adapted from Lee &
Smagorinsky, 2007:2.
Theoretical literature is defined as a focus on concepts, analyses, maps, theories and
conceptual frameworks that support a selected research problem and purpose (Grove
et al., 2013:100). Grove et al. also define framework as the abstract, logical structure of
meaning that guides the development of a study and enables the researcher to link the
findings to the body of knowledge for nursing. The theoretical framework of the ‘more
knowledgeable other’ to be used to guide this study, has been adapted fromLee &
Smagorinsky (2007:2). It is illustrated in Figure 1.1.
Social interaction plays a fundamental role in the process of cognitive development.
According to Vygotsky’s theory social learning precedes development. “Every function
in the child’s cultural development appears twice. First, on the social level, and later, on
the individual level; first, between people (inter-psychological) and then inside the child
(intra-psychological)” (Lee & Smagorinsky, 2007:44).
According to Vygotsky, the More Knowledgeable Other (MKO) - refers to anyone who
has a better understanding or a higher ability level than the learner, with respect to a
particular task, process, or concept. The MKO is normally thought of as being a teacher,
coach, or older adult, but the MKO could also be a peer, a younger person, or even
computers. The Zone of Proximal Development (ZPD) is the distance between a
student’s ability to perform a task under adult guidance and/or with peer collaboration
and the student’s ability to problem solve independently. According to Vygotsky,
learning occurs in this zone (Lee & Smagorinsky, 2007:262).
Nursing is mainly a clinical profession. If the social interaction in the clinical field is
lacking in any way, then the student nurse has a gap in his or her learning and may not
be able to perform his or her functions appropriately, and may lead to severe
12
repercussions, such as loss of life of innocent people and low health outcomes in the
country.
1. The more knowledgeable other: This is a qualified professional nurse who has
already obtained the necessary qualification and experience in the field of training.
She starts building the relationship from the first meeting, by orientating the student
nurse to the staff, the ward and their processes.
2. Demonstration of skills to a less knowledgeable other: The student nurse is
instructed systematically, through various steps in the process of acquiring the
knowledge and learning the skills required to perform her functions accurately in that
specific clinical placement area. This occurs by direct supervision of the MKO. She
then set goals and due dates related to the competencies required to be completed
in that specific clinical field.
3. Internalisation of values: This developmental technique ensures that the
maturation occurs in a culturally appropriate manner. The importance of the
discourse in that culture has the same meaning to the new group member as it has
for the matured group member, this assists in maintaining the foundations and ethics
of the group. The student nurse is supervised during processes to be followed for
different situations that may be encountered. This can occur in scenarios, on the
spot teachable moments or at review meetings. The means of assessing
performance allows the student nurse to progress from other-assistance to self-
assistance. This shows internalisation of the group’s values, morals ethics and
discourse.
4. Practice of skill: The student is allowed to practise the different skills, in simulation
or reality. The means of assisting the student’s performance can be by mode lling,
contingency management, giving constructive feedback, instructing, questioning and
cognitive structuring. There is integration of theory and practice.
5. Acquisition of skill: The student is then allowed to practice the skill under direct
supervision of qualified staff, until the student is competent and confident.
13
6. Acquisition of competency: The practice occurs until competency is achieved
according to the specific assessment tools. When the student nurse attains
competency in the skill, she can perform the function under indirect supervision.
7. Achievement of proficiency: The student reaches the point of the zone of proximal
development when she is proficient in the skill, can teach it to anyone else and can
problem solve independently. The stage of proximal development begins with the
more knowledgeable other focusing on capacity building of the student and ends
with developed capacity of the student being evident when the student is able to
assist self.
8. Independent practitioner: Upon reaching the zone of proximal development, the
student becomes an independent practitioner in that skill, rendering the mentor an
indirect supervisor.
9. Mentoring: The student can now mentor others in the skill that she is now proficient
in.
According to Kozulin, Gindis, Ageyev and Miller (2003:25), culture and learning are
inseparable. They suggest that, according to Vygotsky, psychological tools such as
signs, symbols, texts, formulae and graphic organisers need to be internalised to help
individuals master their own functions of perception, memory and attention. Cognitive
strategies are aimed at developing a higher level of cognitive functioning for the
particular area. In nursing there is quite a rich and diverse cultural representation of the
population.Lee & Smagorinsky (2007:88) indicate that Vygotsky’s theory also focuses
on directing the learner’s interaction with the environment. Directing is necessary
through the form of another experienced human being and also through organised
learning activity. In nursing, the students are taught in a class, and then allocated to
different wards where they practise as many skills as possible under direct and indirect
supervision of the ward nurses and the clinical training specialist. This enables them to
develop the competencies needed in the profession. The students are then formatively
and summatively assessed on these competencies by the mentors.
14
Table 1.7: DELINEATION OF CHAPTERS
CHAPTER 1 Introduction
CHAPTER 2 Mentoring
CHAPTER 3 Research methodology
CHAPTER 4 Presentation of Results
CHAPTER 5 General discussions, recommendations
and conclusion
CONCLUSION
This chapter has dealt with the introduction and background of the study, problem
statement, aim, objectives, research questions, significance of the study, definition of
terms, the theoretical framework that guided the study and the delineation of chapters.
The next chapter presents an extensive literature review with regard to mentoring.
15
CHAPTER 2: MENTORING
2.1 INTRODUCTION
The previous chapter focused on the introduction to and background of the study, the
problem statement, aim, objectives of the study, research questions, the significance of
the study, definition of terms and the theoretical framework that guided the study.
In this chapter, the researcher focuses on describing the literature reviewed. A literature
review is the critical summary of research on a topic of interest, often to put a research
problem in context (Polit & Beck, 2006:547). Grove, et al (2013:40) and Brink, Van der
Walt and Van Rensburg (2012:54) state that a literature review aims to generate a
picture of what is known and not known about a research problem and to identify gaps
that exist. The researcher has utilised various sources to conduct the literature review.
These included books, government and corporate reports, journal articles, theses,
dissertations and internet resources. Mentoring appears to be a very widely researched
topic. There is abundant literature and studies regarding this topic However, there is
very little research that explores the bridging course student nurses’ perceptions
regarding mentoring.
2.2 THE CONTEXT OF THE BRIDGING COURSE PROGRAMME
The South African Nursing Council (SANC) R683 introduced a two-year bridging
programme. The course was introduced due to an increased number of sub-
professional nurses and few professional nurses. This course allowed enrolled nurses
to further their studies to be upgraded to become professional nurses. During training to
become professional nurses, the bridging course students are expected to develop
16
competencies that enable them to function as qualified independent professional
nurses. The required competencies of the Bridging Course student nurse are patient
care and co-ordination and management of health care. The required competencies
translate to respect, being skilled in diagnosing a health need, direct and control
interaction, practising ethically, morally and lawfully, collaborating harmoniously within
the multidisciplinary health team, and applying principles of management (SANC,
Regulation 683: ch7). Student nurses cannot achieve these competencies through class
teaching only. They are placed in hospitals and clinics to gain experience by integrating
class learning into practice.
There is constant communication between the designated theoretical nurse educator,
clinical training specialists, professional nurses in the clinical placement areas and
students regarding the students’ learning needs and conduct. A student representative
and all 2nd year bridging course students are invited to the monthly clinical forum
meeting. This communication occurs via monthly clinical forum meetings, face-to-face
conversations, letters, reports and e-mails.
2.2.1 The theoretical components
According to the SANC, the student has to attend 44 weeks of college, as stipulated in
the Nursing Act (South Africa, 2005). All college dates are communicated to the
students and hospitals and clinics in advance, via a placement schedule. This allows for
proper planning of staffing, teaching and learning. The student attends formal classes at
the college. This is facilitated by the designated nurse educator, according to the
prescribed learner guide and college schedule for the bridging course. During classes
the educator facilitates theoretical learning, as per the schedule and learner guide. This
can be accomplished in various ways, for instance formal lectures, reflections, case
studies, discussions, class activities, role play, peer teaching and research.
17
2.2.2 Practical or skills development
According to the SANC, the student has to attend clinical placement in the required
fields. The dates and required areas of all clinical placements are communicated to the
students and hospitals and clinics in advance, via a clinical placement schedule for the
specific group. This allows for proper planning of staffing, teaching and learning. This
type of placement allows the student to meet the hours specified by SANC for each
required discipline. The unit managers use this clinical placement schedule to generate
off duties for the student. The off duty schedule is made out in advance and
incorporates days to come on duty and days to rest. It is generated in such a manner
that the student would have worked the correct amount of hours required by the end of
her stay in that area. The student reports to the allocated clinical area as per off-duty
schedule. The time that the student spends on duty is used as profitably as possible to
practise the clinical skills required and to integrate the theoretical learning with nursing
practice. This clinical teaching and learning is accomplished via the direct and/or
indirect supervision of a registered nurse in the ward and the clinical training specialist.
This can be accomplished in various ways, namely by demonstration, simulation,
simulation practice, real practice, videos, case studies, discussions, reflections, peer
teaching and research. The clinical training specialist sets specific days when she takes
the student out of the clinical field, with permission of the unit manager. This allows for
relationship building, reflection on the part of the student and specific time to practise
nursing skills. The clinical training specialist is also able to identify strengths and
learning needs to be addressed. Peer teaching is also promoted.
2.2.3 Assessments
Assessments are conducted continuously throughout the training period. There are
formative and summative theoretical and practical assessments. The results of all these
18
assessments are forwarded to the SANC according to the regulations (SANC, R683).
(South Africa, 1997).
Theoretical
Formative - These refer to the ongoing written class tests and midyear examinations.
The student has to obtain 50% to pass the assessment. If students fail, they are allowed
one chance to re-write an assessment that evaluates the same content. The student
needs to obtain a year mark of 50% to register to write the summative assessment.
Summative – this is the final written assessment. The students can only write this
assessment if they obtain a year mark of 50%. This assessment is conducted by the
SANC. The student writes two 3-hour SANC examination papers at the end of the
training. Paper one assesses the general nursing science content, then two days later
paper two, which assesses the social sciences content, is written.
• Practical
Formative – refers to the ongoing assessments of the required practical skills, found in
the students’ workbook. A clinical training specialist does these assessments. She then
records the students’ actions on the assessment tool found in the students practical
workbook, calculates a mark, gives the student feedback regarding her performance
and sends all feedback and marks to the nurse educator via e-mail. The student has to
obtain 50% to pass the assessment. If the student fails, she/he is allowed another
chance to be re-assessed on the same content. The student needs to obtain a year
mark of 50% to register for the summative assessment.
Summative – the nursing college conducts this final practical skills assessment. The
students can only perform this assessment if they obtain a year mark of 50%. The
educators decide on the most appropriate skill to assess, set the examination date and
conduct the assessment with two qualified assessors. A moderator is allocated to these
assessments. The marks are then sent to the SANC.
19
2.2.4 Experiential learning
The student has an experience, reflects on it and draws a conclusion (Zachary,
2005:224). The student gains the required clinical skills during clinical placement. All
possible opportunities are made available to the student, so as to ensure that the
clinical outcomes are successfully met. Each clinical discipline has required learning
criteria.
2.2.5 Community Service
The students are allocated to different primary health care centres to gain knowledge
and skills regarding community services. Students have specific learning criteria to meet
at the primary health care centres.
2.3 HISTORY OF MENTORING
In Greek mythology, Mentor was a loyal friend and adviser to Odysseus, king of Ithaca.
Mentor helped raise Odysseus' son, Telemachus, while Odysseus was away fighting
the Trojan War. Mentor became Telemachus' teacher, coach, counsellor and protector,
building a relationship based on affection and trust (Gopee, 2008a:7). This relationship
caused Telemachus to be moulded into a mature wise man who could function
independently. During this relationship, Mentor passed on anchoring and guiding
characteristics, which encouraged Telemachus during difficult times.
Other mentors referred to in literature are Socrates being a mentor to Plato due to his
dialogue through systematic questioning and participation in critical debate (Garvey
Stokes & Megginson, 2010:11). Nursing involves dialogue amongst patients and staff;
all action is systematic so as to ensure quality nursing care. Patients are allowed to be
autonomous; hence they are actively involved in critical debate on decisions regarding
20
their nursing care. Students are required to present case studies and critically debate
the nursing care given to the patients, identify errors and suggest solutions to prevent
these errors from recurring.
Plato was said to be Aristotle’s mentor. Aristotle’s philosophy of learning was said to
consist of a practical, theoretical and productive aspect. This is very much linked to
nursing in all these aspects (Garvey et al., 2010:11). In nursing, the students are
introduced to the theory, then given guidance and opportunity in the practical field. They
are assessed formatively and summatively to be able to determine their productive
ability and then rewarded with an appropriate qualification.
Other mentor pairs are Saul mentoring David to become king, Elijah mentoring Elisha
and Aristotle mentoring Alexander the Great. The steps to effective mentoring has been
outlined as choosing a protégé, connecting, outlining the relationship, getting to the
bottom of it, setting concrete actions, following up and get out of the way (Merlevede &
Bridoux, 2006:16). In nursing, the class educator, clinical training specialist and the
professional nurses involved with the students connect with them, socialise them with
regard to what is expected of them in terms of performance and behaviour, lead them to
obtain the required skills and then allow the student to work under indirect supervision.
2.4 DEFINITION OF MENTORING
Harris (2007:55) refers to mentoring as a bridging process to enable smoother transition
from novice to knowledgeable practitioner.
The Oxford Advanced Learner’s Dictionary (2010:927) defines mentoring as the act of
advising or helping a less experienced person over a period of time.
Mentoring appears to be a two-way relationship. This relationship has a time limit due to
the duration of the student nurse’s course. One person understands the need for the
21
prescribed processes to be followed and the other needs to be guided to understand the
need for the prescribed processes to be followed. There is a mutual sharing of
accountability and responsibility (Zachary, 2005:3). It can have positive and negative
effects. The positive effects appear to far outweigh the negative effects.
Mentoring is said to be used to develop managers and leaders, support induction and
role changes, ‘fast-track’ people into senior positions, reduce stress, support change,
gain employment for the long-term unemployed, reduce crime and drug taking, develop
and foster independence, increase school attendance and support anti-bullying policies
in schools, improve performance in whatever context employed, support talent
management, improve skills and transfer knowledge, support equal opportunities
policies and diversity, develop small and medium enterprises and support retention
strategies (Garvey et al., 2010:98).
Levinson, as cited in Garvey et al. (2010:90), refers to mentoring as a good enough
parent for the child by fostering development, believing in him, sharing the dream,
giving blessing, defining the new emerging self and creating space for him to work.
Garvey and Aldred, as cited in Garvey et al. (2010:152), state that mentoring is also
likened to an activity that focuses on short-, medium- and long-term goals, the ‘ends’
and ‘means’.
Mentoring is very beneficial in various aspects. Mentoring can benefit the mentor with a
feeling of satisfaction derived from helping others; being challenged from a fresh point
of view; becoming better informed strategically about the organisation, gaining an
opportunity to hone new skills or existing ones in fresh context.
The mentee can benefit by acquiring enhanced skills; clearer understanding of
capabilities and prospects; feeling valued; improved communication in working
relationships; more rapid and effective integration into new roles and responsibilities;
gaining an opportunity to acquire skills and insights not generally available; finding a
wider perspective on which to base career decisions; receiving an opportunity to
22
develop broader networks; and having the facility to explore work and personal issues
with a more experienced colleague. Mentoring benefits the organisation through gaining
more motivated employees; improved morale; a broader and deeper talent pool in the
workforce; increased ability to respond to and be open to change; breaking down of
glass ceilings and employer-profile stereotypes; improved representation of minority
groups across different levels of the workforce; capacity to withstand scrutiny and
inspection; and improved performance on diversity-management issues.
The public also benefits from mentoring by having a workforce that understands their
perspectives; engages the public with a diversity perspective; and improved
relationships with the community (Garvey et al., 2010:185).
2.5 ROLE PLAYERS IN MENTORING
Writer and mentor Caraccioli refers to mentoring as a positive reflective experience. He
also stated that academics need to form the heart at the same time that they enrich the
mind (Garvey et al., 2010:13). Mentoring is likened to reprimanding, correcting,
observing, tolerating, and offering of feedback and friendship (Garvey et al., 2010:15).
2.5.1 The Nurse Educator
The nurse educator is allocated to ensure all theoretical and practical competencies are
met within the required time limit of the course. She orientates and inducts the students
into all the requirements of the course and the profession. She also gives feedback and
remediation to the students regarding all theoretical performance. She notifies the
mentors and mentees of all the deadline dates in advance. As each deadline is
reached, the nurse educator reminds the students of the next one, ensuring that
everyone keeps to the time limit. She is responsible for ensuring that all requirements
and correspondence for the SANC is correct and complete. There is constant
23
communication between the nurse educator, mentors and mentees, as indicated above
and required according to SANC, R683 (South Africa 1997).
2.5.2 The Mentor
The clinical training specialists and the professional nurses in the wards receive the
student. They meet with the students to begin the building of a positive learning and
teaching relationship. They have their own orientation and induction that the students
attend. They set out the rules, guidelines, and goals and ensure contact details are
exchanged. They play a vital role in the socialisation of the student into the appropriate
professional attire, conduct, processes and procedures in the clinical field. They
maintain the communication regarding the mentee’s performance with the mentee and
nurse educator and they give career related advice (Zachary, 2005:119).
2.5.3 The Mentee
Commitment to the relationship is the key factor to success. The mentee has a mutual
duty of accountability and responsibility towards her learning. She is answerable to the
nurse educator and the mentors. She is encouraged to use all opportunities afforded to
her to gain as much clinical experience and learning as possible. She needs to ensure
that she follows the guidelines set out regarding the appropriate professional attire,
conduct, processes and procedures in the clinical field. In addition she is also allowed to
query anything that may not seem to be within the professional bounds, so as to obtain
clarity or bring an error to the attention of the professional nurse. She is encouraged to
reflect and share any and all learning that would benefit others. She maintains
communication with the mentors and nurse educator. She is encouraged to make
suggestions to improve or enhance teaching and learning (Zachary, 2005:119).
24
2.6 CHARACTERISTICS OF A MENTOR
According to Gray & Smith (2000:1547) mentors are invariably keen and enthusiastic
about their job, yet realistic in their expectations. Students appreciate having a mentor
who is still enthusiastic about her job and not planning to leave the profession or feeling
demoralised. It gives them hope for the future when they come across such positive role
models. Mentors spend quality time with the students, value their contribution to patient
care, and are good role models. The quality of the role model is linked to the respect the
mentor has from her peers. Students believe that mentors possess good teaching ability
and pace their teaching to match student needs. From the descriptions of Gray and
Smith, an obvious continuum emerges with students being moved along the continuum
from observation to participation. In the pre-placement interview, students experience
anticipatory fear associated with first practice placement. Students viewed their mentor
as someone who would support, guide, assess and supervise students and for many,
this was a great comfort.
As an acronym, the term mentor defines the actions of mentors as managing the
relationship, encouraging, nurturing, teaching, offering mutual respect and responding
to mentees’ needs (Tucker, 2007:62; Clutterbuck, 2004:53; Clutterbuck & Ragins,
2002:88).
Steinmann (2006:134)) suggests that mentors use private conversations to point out the
mentee’s strengths, also to share their own issues and how they overcame them. This
promotes a trust relationship and builds mentee’s confidence.
Gopee (2011:19) says that mentors are needed in nursing and other health
professions for guidance and support; to structure the working environment for learning;
constructive and honest feedback; debriefing related to good/bad experiences during
25
placement; as a link person with other areas; as a role model; to assess competence;
as a friend and counsellor; for encouragement; to provide the appropriate knowledge
base for nursing interventions; for questioning; protection from poor practice; to build
confidence; for sharing learning, i.e. learning from each other; to keep own skills and
knowledge up to date; linking theory to practice; developing one’s work skills in teaching
and explaining; and to provide structured learning programmes during practice
placements.
Mentors need to be able to focus on the mentee, the organisational objectives and the
purpose of the mentoring relationship (Garvey et al. 2010:119).
Mentors will be better prepared to facilitate learning relationships if they have a good
understanding of all aspects that affect the mentoring relationship directly and indirectly
(Zachary, 2005:41).
2.7 TYPES OF MENTORS
Informal mentoring relationships lead to enhanced mentee self esteem and confidence
by providing emotional support and discovery of common interest.
Merrick and Stokes, as cited in Garvey et al. (2010:169), categorises mentors as
novice, developing, reflective and reflexive.
The novice mentor has had very little or no experience in a mentoring relationship. They
have many developmental needs.
The developing mentor has some experience in mentoring and understands the rules,
but they are not yet very comfortable mentoring others.
26
The reflective mentors have much experience in mentoring and have developed their
own mentoring identity. They are able to reflect on themselves via discussions with the
mentees. They are also able to get insight from other mentors.
The reflexive mentor has a vast array of experience as a mentor. They can critically
reflect on their actions, and identify needs and areas for own development. They are
able to mentor students and other mentors.
Garvey et al. (2010:89) refer to executive mentoring, diversity mentoring, mentoring in
education and voluntary sector mentoring. Executive mentoring is linked to leadership
development to focus on the ‘high fliers’. Diversity mentoring focuses on redressing
perceived inequalities in the workplace and recognising and valuing differences.
Mentoring in education is multifocal. This focuses on the mentor’s development, and
also on the relationships between the mentor and mentee in any area of life. Voluntary
sector mentoring focuses on a buddy relationship, most common with people with
addictions.
Darling, as cited in Gopee (2008a:30) identifies four broad types of toxic mentor.
1. Avoiders:
Avoiders simply are mentors who are never available for a variety of reasons. This can
lead to the student not being able to key into the placement and the team and so not
being able to fully exploit all the placement has to offer.
2. Dumpers:
Dumpers are mentors who put students into difficult situations and give them tasks well
out of their depth and offer no assistance. This can obviously be dangerous and can
have a huge negative impact upon the students’ confidence, and create a lack of trust in
the profession due to high patient incidences.
3. Blockers:
Blockers are mentors who actively refuse the students’ requests for help or experience
and withhold information, or over-supervise the student, thereby limiting their
development. This creates to a student who is very doubtful about her actions.
27
4. Destroyers/Criticisers:
Destroyers/Criticisers are mentors who damage the students’ self-esteem by always
being negative and concentrating on faults rather than strengths. The student is then
very wary of doing anything on her own and needs constant direct supervision.
Mentors would be able to develop the professional strand in mentoring by paying
attention to the development of good practice as well as elegant theory, exploring the
nature of mentoring interaction and pay attention to other formulations of goals and
purposes for mentoring (Zachary, 2005:223).
2.8 SKILLS OF MENTORS
According to Zachary (2005:218), knowledge of skills needed in a mentoring
relationship is valuable, but useless if the mentor is uncomfortable using these skills. If
the mentor has these characteristics they tend to be more comfortable mentoring and
can foster an effective mentoring relationship.
Skills of a mentor include being able to communicate, build and maintain a relationship,
facilitate learning, set goals, guide, manage conflict, provide and receive feedback and
reflect (Rhodes et al., 2004:93).
Communication is a vital part of social skills. Supervisors who will be mentors need to
be sensitised to the importance of positive communication abilities, so as to stimulate
the mentee’s job performance and organisational commitment (Madlock & Kennedy-
Lightsey, 2010:56). This also allows fostering a more beneficial two-way relationship.
Communication, according to Garvey et al. (2010:100), occurs in the social context. In
this context, communication and action allows the mentee to understand the need to
perform in a certain manner, hence internalise the teachings. This is directly linked to
Vygotsky’s theory of learning occurring in the Zone of Proximal Development (Lee &
Smagorinsky, 2007:262).
28
Non-linear conversations are set on different levels of dialogue such as social, tactical,
technical, strategic, integrative, etc. All these lead to an understanding and
internalisation of information learnt. The essence of conversation as a dance is more of
an exploratory, repetitive, refocusing and acting experience. The mentor offers “balance
of support and challenge”. These assist to foster a trust relationship.
Gopee (2008b:31) recommends that a mentor stop the conversation at appropriate
intervals and summarise to the mentee what they understand the student nurse has
been saying; by this the student knows that the mentor has been listening and so
encourages further dialogue. In addition, this practice allows you to make sure you have
correctly understood the information. However, if you misunderstood, the student nurse
will clarify your interpretation.
Steinmann (2006:30) suggests that mentors need to have greater knowledge and
experience; have a flexible and progressive management style in people management;
who can be trusted; enjoy helping others by sharing knowledge and experience
honestly; will be a confidant, consultant and coach; is not the mentee’s manager; has
good interpersonal skills; and is aware of how to support staff He goes further to
suggest that a good mentor needs to be a skilled teacher, transmit effective teaching
strategies, command teaching, communicate openly, listen well, be sensitive to
mentees’ needs, and understand variety and not be over judgemental.
According to Stone (2007:168) a mentor should facilitate a mentee’s professional
growth; provide information, guidance and constructive feedback at all times; assist in
evaluation of the mentee; support, encourage and highlight shortfalls in performance;
maintain confidentiality, mutual trust and respect; attend all meetings with mentee;
introduce mentee to corporate structure, politics and players; lead by example; be
motivating; demonstrate leadership; and identify opportunities, all the while ensuring
goals are met in good time.
29
Zachary (2008:28) states that mentors need to be motivated so as to drive the need to
participate in the process. The mentor needs to look within the self and understand why
they want to be a mentor, what their motivation to carry on is, and whether they are
ready to mentor.
Mentoring being a collaborative relationship, allows for any issue to be discussed. The
Student nurses initially find it difficult to deal with conflict. Having a trust relationship with
the mentor can help to diffuse any conflicts.
The skill of providing feedback is elaborately discussed by Egan (2002:69), who uses
the acronym S.O.L.E.R. to summarise the non-verbal elements of communication as a
guide to helping us to ‘tune in’ to the other person and give them our full attention This
means to sit squarely or slightly angled, facing the student indicating involvement, and
have an open posture ( no folded arms or defensive, excluding postures), Lean towards
and orient yourself to the student to show interest, make eye contact, ensuring it is
steady and natural, not threatening, and relax, be comfortable and be yourself. Try not
to fidget. Try to set time limits to your action plan and ensure that your objectives are
SMART, i.e. small, measurable, achievable, realistic and timed.
Mentors need to be aware of becoming complacent in a good mentoring relationship.
They need to constantly reflect on each experience to be able to keep tracking and
monitoring of the needs of the relationship properly (Zachary, 2005:200).
Zachary goes further to explain that the nature of mentoring is a powerful growth
experience, a process of successful collaborative engagement and a reflective process.
The mentee should keep reflecting on experiences so as to build on positive
experiences and prevent repetition of negative experiences.
The mentoring programme on business integrity of the Department of Public Service
and Administration South Africa (2011) identifies sponsor, nurturer, advocate, learner,
leader and guide as the different roles that mentors fill. They also need to have integrity
in business dealings, be able to form strong, supportive relationships, be able to deal
with issues in a changing relationship.
30
2.9 ROLE OF THE MENTOR
Mentors have a dual responsibility of maintaining a personal relationship with the
mentee; maintaining the standards of the profession and a contractual obligation to the
employer (Wilkes, 2006:44).
Ehrich, Tennant and Hansford (2002:23) concluded that, as with any relationship issues
pertaining to compatibility of personalities, commitment, trust and support can enhance
or destroy the dynamics between mentor and mentee. Apart from providing valuable
learning experiences, mentoring programmes were deemed as advantageous because
they contributed to the affirmative action needs of the organisation (Nigro, 2003:204).
For example, women and members of minority groups who may have been previously
overlooked by informal mentors were now targeted for mentoring programs.
Rowland focused on e-mentoring (2011:229). This is done using electronic
communication. In her article she found that the principles of developing a relationship
remained the same. A relationship foundation needed to be built on trust and respect.
Heartfield, Gibson, Chesterman and Tagg (2005:7) stated that the preferences
expressed by practice nurses and general practitioners were that more practice nurses
need to be informed about mentoring. Mentoring needs to include a focus on helping
practice nurses clarify and develop their role in the practice setting and many individual
practice nurses need help with identifying career pathways in practice nursing.
Mentoring can help reduce professional isolation. In nursing the more informed the
nurse is the more committed she will be; when there is clarity there appears to be higher
job performance and satisfaction. To explore career paths helps to get the nurse to find
31
her forte. Nursing is a social profession and nurses work most effectively as part of a
team.
According to Nash (2010:35), “if we begin with the end in mind, we come back to the
students who are well served by a system that would not exist were it not for them”. He
focused on nine qualities that is needed by an effective mentor, viz., avoid blame and
focus on learning; anticipate what might happen and plan ahead; learn to listen; build
quality relationships‘ understand the student needs to do 80% of the work done in the
classroom; function as a facilitator rather than a purveyor of information; work on
improving student performance and let the tests take care of themselves; provide a
calm, steady keel for students to rely on; commit to personal and professional
continuous improvement process; and enlist humour to motivate and encourage the
student. Mentors need to activate any and all support systems available to the student
in the organisation. These can include, but are not limited to administrators, specialists
and other teachers. A mentor inspires the student by being positive, enthusiastic,
competent, the impact of their dedicated efforts, pursuing excellence and being
committed to the processes to achieve greatness and competence.
Higgins and Kram, as cited in Garvey et al. (2010:130), mentioned that mentoring roles
are entrepreneurial, opportunistic, traditional and receptive. The entrepreneurial role
has a high network diversity and relationship strength; the opportunistic role has high
network diversity and low relationship strength; the traditional role has a low network
diversity and high relationship strength and the receptive role has low network diversity
and low relationship strength.
The role of the mentor, amongst the others already mentioned, according to Harris
(2007:55), is to challenge the mentee, clear obstacles and translate codes, urge the
mentee forward and explain mysteries. Harris’ advice to mentors is to allow the student
to discover answers/solutions, rather than providing it; establish the students’ needs and
abilities; and then provide opportunities for students to meet outcomes, recognise
differences and uniqueness of mentees and accommodate the mentees’ style of
operating and thinking.
32
Persichilli and Daniels (2007:9) reported that, although mentors were approachable,
had a positive attitude and were a role model, they cited problems such as lack of
resources or time and an inability to balance the many expectations set forth. Peer
mentoring is an important aspect of the mentoring process; this can lead to
collaboration and cross disciplines. Mentoring is said to increase appreciation of nursing
research, motivation to pursue higher education and knowledge on how to translate
evidence-based information into practice.
2.10 MENTORING PROCESS
The four phases of the mentoring relationship is likened to a planting process and
involve preparation to get ready for this process, negotiating to ensure fruition of goals,
enabling to actually foster the relationship and coming to closure; whether the
relationship was positive or not, both parties move on (Zachary, 2005:13). This process
includes assessment, planning, implementation and evaluation.
The assessment starts with meeting the mentee. The preparation phase allows both
parties to get to know each other. The mentor facilitates the mentee to prepare for this
process. The mentor introduces the training schedule; all materials needed and sets
ground rules (Zachary, 2005:13).
Nash (2010:59) alluded to the fact that mentors need to ensure that they do not delay in
meeting with the mentee as soon as they are aware of him or her. This helps to delay
procrastination and also shows the mentor’s interest. They should have two-way
reflective conversations; clear ambiguities; make sense of all information received; and
ask the right questions. These dialogues may be of increased value if other mentors
and mentees are brought in also. This collaboration puts the teaching within a teamwork
perspective and aids in giving valuable feedback to the student. Feedback is critical to
success of students and needs to be effective. The feedback should be more than just a
grading of papers; it should notify the student of what they are doing correctly and
33
incorrectly. Mentors should also make a habit of performing a critical self-assessment to
aid in being the best possible mentor going forward. Inspiration from a mentor and
support personnel is a valuable motivation tool to ensure competence and success of a
student.
According to Wong and Premkumar (2007:2) all mentoring processes were driven by
goals and purposes. Suggested goals are to introduce mentoring as a learning
relationship, identify tasks and processes, identify challenges and opportunities, and
introduce technological strategies to bridge gaps. E-mentoring helped to minimise the
professional gap that some women face. It is also a fast tracked way to interact with
people anywhere in the world. There was also an easy way of transfer of knowledge.
This relationship reduced the partiality, gender and ethnicity issues that frequently occur
in face to face relationships (Rowland, 2011:233).
Gopee (2008b:41) suggested an analysis of strengths, weaknesses, opportunities and
threats (SWOT), as a simple and effective way for a mentor to examine their own
mentorship role and help them to develop and improve it. It is also an efficient method
of reflection to explore and highlight areas which are often not obvious. This helps the
mentor to list their own personal qualities and strengths and examine the weaknesses
and threats to their role as a mentor.
When planning, the mentor needs to take many factors into account. Zachary (2005:13)
likened planning to the ability to negotiate. The mentor defines the learning goals and
criteria to meet the goals, all forms of assessments are explained, as well as the mutual
responsibilities. Mentees will be made aware of human resource support and processes
to address issues that may arise.
According to an article by Abbott, Goosen and Coetzee (2010:9), although mentoring is
new in South Africa, successful mentoring is very dependent on the buy-in and
commitment from the senior level of the organisation.
34
Ramaswami and Dreher (2010:501) refer to mentoring as a key employment
development and career management tool in organisations. It also enhances employee
skills, aids socialisation to a new work setting and improves career outcomes.
Each different type of mentor can use a variety of methods to mentor. These methods
are described by Garvey et al. (2010:90) as traditional dyadic mentoring, peer
mentoring, co-mentoring and e-mentoring. The traditional dyadic mentoring is focused
on a parental relationship. The essence of peer mentoring is that individuals or friends
of same age and experience teach each other. In co-mentoring the individuals mentor
each other at different times. E-mentoring occurs with the use of information technology
and other media for mentoring conversations.
According to Smith (2009:1) in her investigation of the training experiences of fourth-
year student nurses,
Plans for educational intervention must include the students’ needs in totality and ways
should be adopted on how to deal with these in the classroom. These needs are based
on the Bill of Rights and it also includes the psychological, emotional and spiritual
needs. It was only when nurses were placed in the clinical setting that they experienced
real nursing. If their experience in the theoretical field was unsatisfactory, it might have
a negative impact on service delivery once they were placed in the clinical setting.
Zachary (2005:13) likens the implementation phase to enabling. This is the longest
phase. During this phase the mentee is taught the competencies and allowed to
practice. All challenges are addressed. This is a very interactive phase. The mentor also
assesses all activities, follows up on set goal dates and ensures promoting a positive
relationship with the mentee. There is a great deal of integration of theory with practice.
The aim is to get the mentee to apply and integrate all knowledge and skills learnt.
Different mentoring strategies can also be tailored to education, academic life and
clinical settings (Byrne & Keefe, 2002:395).
35
Mentoring today is synonymous with the process by which others are guarded and
guided. In this process, competence, self-confidence, self-direction and professionalism
are imparted to the student (Steinmann, 2006:54). The student nurse is guarded from
any malpractice by having direct supervision until they are found competent in the
practice. They are guided through each procedure and process, theoretically and
clinically. Afterwards they are evaluated to assess the amount of knowledge and skill
gained. During the guiding process the student is introduced to the professional
techniques of handling any arising issues. They are also asked for their input regarding
the processes. This allows them the ability to reflect and feel part of the teaching and
learning. Constructive feedback is given to the student nurse, in a private, two-way
conversation; this gives the student nurse self-confidence and self-direction.
According to Garvey et al. (2010:12), Archbishop and tutor Fenelon in the 18th century
suggested that life’s events are learning experiences, and if the learner is supported
and guided by a mentor it leads to a high level of understanding.
For the mentoring process to succeed, Zachary (2005:254) suggested that mentors
need to be familiar with specific process skills. This includes asking questions to help
the mentee reflect on and articulate their own thinking; reformulating statements to
help mentors clarify their own understanding; and encouraging mentees to reflect on
what they have articulated; summarising to remind both parties of what has happened;
listening for silence, which could indicate boredom, discomfort, confusion,
embarrassment or simply the need to think quietly; lastly to provide authentic feedback
and suggest future action.
Nurse educators should assist unit managers in their mentoring role. Communication
should be enhanced. This collaboration between educational and clinical facilities will
encourage and strengthen the mentoring role of the unit managers. Students and unit
managers need to be willing to be mentor and a mentee respectively (Chabeli,
2010:99; Gopee, 2008a:34).
36
Mentoring newly appointed nurse educators and improving their skills ensures high
quality teaching, which in turn ensures that nursing education institutions send well-
rounded nurse practitioners into the clinical practice setting. This improves the practice
of nursing (Seekoe, 2009:211). It also assists meeting the goals of the South African
Nursing Council, the Council on Higher Education, Education and Training Quality
Assurance, the Department of Health, the Department of Education and the National
Plan for Higher Education, hence the standard and quality of nursing is improved,
leading to an increase in trust in the profession.
The last phase in the mentoring process is evaluation, which ends in both parties
coming to a closure. Irrespective of the relationship, both parties separate. They share
their experiences and best practices. The mentee is now expected to be able to apply
and integrate all knowledge and skills learnt.
According to Persichilli and Daniels (2007:8), mentor-mentee relationships are
multifaceted, and although the result may be successful, problems may arise.
Senior management buy-in and support of the mentoring process is vital to the success
any mentoring programme, activities and the organisational objectives (Garvey et al.,
2010:12). Benefits of successful mentoring are invaluable to any organisation’s
prosperity (Zachary, 2005:9).
According to Zachary (2005:9), the benefits identified by mentees were an increase in
knowledge and self-confidence; higher job satisfaction; better understanding of the
culture and values of the agency; better perception of career opportunities; a valuable
opportunity to gain an understanding of the roles across various business units; and the
opportunity to establish valuable networks within a supportive environment.
Higher education institutions are faced with the lack of effective support which leads to
high turnover amongst nurse educators, lack of mentoring programmes for supporting
students (Seekoe, 2009:218). This can be very disruptive for students, especially to
have to adapt to new educators at different stages of the year and can have a negative
effect on the mentees’ assessment results.
37
In a study by Chabeli (2010:3) it was argued that effective monitoring is vital to assist
the student nurse to be a competent nurse on completion of studies. This allowed the
student to correlate theory and practice so as to develop the necessary skills and was
enhanced further by satisfactory placement in a clinical learning environment.
However, due to the multiple roles of the mentor, problems which may conflict with the
nurturing role of the mentor can also arise (Wilkes, 2006:44).
Toxic mentoring, being one of those problems, is due to various behaviours which have
a negative impact upon the student experience. This usually occurs where the demands
on the mentor’s time are great or the mentors do not particularly like mentoring students
(Gopee, 2008a:30).
Mentoring is said to be costly to the mentor and mentee, in terms of time and energy
(Wu, Turban & Cheung, 2012:63). A non-performing mentee can drain a mentor’s time
and energy and an ineffective mentor can lead the mentee to failure.
According to Madlock and Kennedy-Lightsey (2010:55), mentees may be deterred if
supervisors are verbally aggressive. The authors found that proper communication
accounts for commitment of the mentee. They also found that the positive mentoring
process works adversely when used in conjunction with the negative use of verbal
aggression.
2.11 CONCLUSION
Having reviewed extensive literature pertinent to this study, the researcher has gained
knowledge about mentoring with regard to its history, definition, the role players, the
characteristics of a mentor, types of mentors, skills of mentors, role of the mentor and
the mentoring process
It was found that good mentors need to be able to communicate effectively and develop
a healthy relationship that allows two-way teaching and learning. The mentor has
38
multiple responsibilities that include the mentee and the organisation. Effective
mentoring qualities include caring, nurturing, encouraging, teaching, correcting,
reprimanding and developing a person who has less experience in the chosen career
pathway. Proper positive communication is a vital quality that all mentors need to have.
The mentors need to guard against being toxic mentors falling prey to burnout and
aggression.
The process appears to be two-way and goal-driven, involving all the stakeholders
involved. There has to be much dialogue and effective, constructive two-way feedback.
Senior management buy-in and support of the mentoring process is vital to the success
any mentoring programme, activities and the organisational objectives. The results of
mentoring appear to be positive and necessary for any organisation’s development.
When the mentee develops in knowledge and skill, the profession, the organisation and
the public benefit from having competent practitioners.
The next chapter focuses on the methods that the researcher used to conduct this
study.
CHAPTER 3: RESEARCH METHODOLOGY
3.1 INTRODUCTION
In the previous chapter the researcher presented a review of the literature on different
aspects of mentoring, from the historical background up to the process of mentoring.
This chapter describes the methods that the researcher used to conduct this study, the
research design, the study population, sampling methods, instruments for data
collection, data analysis and the pilot study.
39
3.2 RESEARCH DESIGN AND METHODS
The sub-sections that follow describe the research design and methods used in this
study.
3.2.1 Research approach
Quantitative research, according to Grove et al. (2013:43) is a formal, objective,
systematic study process undertaken to describe relationships. It is also said to be
rooted in logical positivism and to focus on measurable aspects of human behaviour
(Moule & Goodman, 2009:6). A quantitative research approach was selected for this
study so as to be able to focus on the mentoring relationship between the professional
nurses and the students.
3.2.2 Research design
A research design is said to be the blueprint for conducting a study that guides the
research and maximises control over factors that could interfere with the validity of the
findings (Grove et al., 2013:692; Brink et al., 2012:97). A descriptive research design
was used for this study. This was crafted to gain more information about characteristics
in the particular field of study (Grove et al., 2013:21; Brink et al., 2012:102; Parahoo,
2006:143). This design was deemed appropriate to describe the perceptions of second-
year Bridging Course Students regarding mentoring by professional nurses at Private
Nursing Colleges in Eastern Cape.
40
3.3 RESEARCH SETTING
The setting is the location where a study is conducted. There are three common
settings, namely, natural, partially controlled and highly controlled (Burns & Grove,
2013:373). Polit and Beck (2006:510) state that a setting is the location and conditions
in which data collection occurs. In this study, the researcher has used a natural setting.
The participants were given a questionnaire to fill in in their own time. There was no
manipulation of the location. The questionnaires were handed out at their chosen
locations in Port Elizabeth and East London. Twenty-two questionnaires were handed
out in Port Elizabeth and 27 were handed out in East London. A total of 30 completed
questionnaires and written consent forms were returned.
3.4 POPULATION AND SAMPLING
This section describes the population for the research, and explains how the sample
was selected according to criteria for inclusion and exclusion
3.4.1 Population
The population is defined as a particular group of people or elements that is the focus of
research (Grove et al., 2013:351). The population in this study consisted of 48 Bridging
Course student nurses at two Private Nursing Colleges in the Eastern Cape who agreed
to participate in the research, as indicated by Table 3.1.
41
Table 3.1: The Study Population
Sub-campuses of the Private Colleges Total No. of Students per Campus
Port Elizabeth 22
Queenstown 2
Umtata 1
East London 23
TOTAL 48
The population comprised second-year Bridging Course Students who had written the
final SANC examination in 2013.
3.4.2 Sample
A portion or subset of the population is known as a sample (Parahoo, 2007:218; Botma,
Greef and Mulaudzi, 2010:124; De Vos, Strydom, Fouche & Delport, 2012:223,).
Samples are studied in an effort to understand the population from which the sample
was drawn and the most important aspect of the sample is that it should represent the
population in the study (De Vos et al, 2012:223). The sample of this study is discussed
according to Table 3.2
42
Table 3.2: The sample
Sub-campuses of
the private colleges
Total No. of
Students per
campus
Sample Percentage of
each set of
respondents
Port Elizabeth 22 11 36.7%
East London 26 19 63.3%
TOTAL 48 30 100%
Sampling is the process used to choose a portion or subset of the population (Gorard,
2001:9; De Vos et al, 2012:223). This is done to enable the researcher to generalise the
findings of the research. Probability and non-probability sampling are the two broad
types of sampling methods for quantitative study (Polit & Beck, 2006:261). Non-
probability sampling involves the selection of participants from a population using non-
random procedures (Polit & Beck, 2006:504). This study used non-probability stratified
sampling. Grove et al. (2013:359) state that stratified sampling is used when the
researcher knows some variables that affect the representativeness of the population.
Polit and Beck (2006:261) refer to strata as being based on a specific characteristic.
The sampling procedure of this study will be discussed according to Table 3.3. The first
stratum focused on the geographical areas of the campus, where sampling was done
according to each city. The second stratum was based on the sub-campus of the
college in each city. The third stratum focused on randomly selecting participants in
43
each group of bridging course students. In East London there were 23 possible
participants, and 17 were requested to respond to the questionnaire. In Queenstown
there were two possible participants, and one was requested to respond to the
questionnaire. In Umtata there was one possible participant, who was requested to
respond to the questionnaire. In Port Elizabeth there were 22 possible participants, and
11 were requested to respond to the questionnaire. There were 48 students in all and a
total of 30 were randomly selected to be part of the sample.
Table 3.3: The Sampling Method
PROVINCES CITIES CAMPUS SUB-
CAMPUS
TOTAL
POPULA
TION
SAMPLE
SIZE
GAUTENG JOHANNESBURG HEAD
OFFICE
EASTERN
CAPE
EAST LONDON EAST
LONDON
23 17
QUEENSTOWN 2 1
UMTATA 1 1
PORT ELIZABETH PORT
ELIZABETH
22 11
TOTALS 48 30
44
Inclusion Criteria
Nursing students were included in this study based on the following criteria:
They had written their final SANC examination in July 2013.
They had already completed one year of nursing training and were able to give
valuable opinions about their training experience and what would influence it.
They had experience from their previous years of training and could add much
value to this research.
Exclusion criteria
Students were excluded from this study based on the following criteria:
Second-year Bridging Course Students had to have written their final SANC
examination in 2013, but were unavailable during data collection or were on
leave or sick leave.
Any other students, e.g. Post basic students, Pupil enrolled nurse 1st and 2nd
year students, Bridging Course 1st year students.
Bridging course 2nd year students who had not written their final South African
Nursing Council examinations.
3.5 DATA COLLECTION
Data collection is referred to by Polit and Beck (2006:498), as the gathering of
information to address a research problem. Burns and Grove (20109:45) added to the
above definition by stating that it is precise, systematic and relevant to the research
purpose or the specific objectives, questions or hypotheses of a study. Data collected in
quantitative studies usually are numerical.
45
3.5.1 Data collection instrument
A questionnaire is said to be a means of data collection by which people provide written
responses. Questionnaires come in a variety of formats. A self-administered
questionnaire is less susceptible to interviewer bias (Polgar & Thomas, 2008:397). A
Likert scale is used in research for people to express attitudes or other responses in
terms of ordinal level categories that are ranked along a continuum (De Vos, Strydom,
Fouche & Delport, 2012:213; Brink, 2012:159). A Likert scale furthermore is a
measurement scale that requires the participant to give an opinion on a series of
statements (Moule & Goodman, 2009:390).
A self-administered, structured questionnaire was designed and used for data collection
in this study. The Likert scale that was used consisted of the following options: always,
often, maybe, sometimes, never. Always = 4, Often = 3, Maybe = 2, Sometimes = 1,
Never = 0.
The respondents had to place a tick (√) in response to a series of statements that were
selected specifically to assess their clinical competencies and the professional nurses’
supervisory duties.
The instrument had two major sections: Section A required demographic data and
consisted of a total of four questions enquiring about the candidate’s gender, age,
number of years in the nursing profession and highest school grade completed.
Section B consisted of enquiries regarding the mentoring role of professional nurses
and student competencies. The questionnaire consisted of a total of 81 questions in this
section. The questions in Section B were divided into five different categories dealing
with the mentoring role of the professional nurse, mentoring role of unit manager,
clinical competencies, co-ordination competencies and management competencies.
46
3.5.2 Data collection process
A self-administered, structured questionnaire with closed-ended questions was used for
data collection. Permission had been obtained from the managers of the learning
centres and health facilities before handing the questionnaires to the participants. The
willing respondents were given time to fill out the questionnaires at their own
convenience.
The researcher contacted each respondent telephonically and introduced herself, the
topic of the research, the reason for this research and its value to the nursing
profession. The element of confidentiality, anonymity and the need for honest answers
was also explained. The questionnaires were hand-delivered to the managers of the
relevant hospitals at which the respondents were working. The relevant managers
ensured that the respondents received their envelopes. Each respondent received a
personalised sealed envelope containing the information about the research, a written
consent form, a questionnaire and a self-addressed sealed envelope for the return of
the completed questionnaire. The respondents were requested to return the completed
consent form and questionnaire in the self-addressed sealed envelope. The self-
addressed sealed envelopes were returned to the manager, who had it delivered to the
researcher.
47
3.6 RELIABILITY AND VALIDITY
3.6.1 Reliability
Reliability deals with consistency, stability and repeatability of informants’ accounts; as
well as the researcher’s ability to collect and record information accurately (Brink et al.,
2012:126). For this study, a statistical analyst was used to ensure correct wording of the
questions, so as not to influence participants’ answers. This also decreased
researcher’s bias. Use of a pilot study assisted to pre-test the instrument.
Pilot study
Cormack (2001:24) explains that a pilot study is a smaller version of the proposed study
which entails a trial run before embarking on the actual study. The pilot study assisted
with (1) testing how long it took the recipients to complete the questionnaire, (2)
ensuring all questions and instructions were clear, and (3) determining whether there
were any items that did not yield usable data (Burns & Grove, 20109:343).
The pilot study was conducted using 10% (n = 4) of the sample from one college. This
pilot study used purposive sampling of four second-year Bridging Course students who
had written their final SANC examination in July 2013. The participants in the pilot study
were not included in the main study. Permission for the pilot study was obtained from
the Company and the Learning Centre Manager of the chosen facility.
The four respondents were requested to respond to the questionnaire after they gave
written consent. All ethical considerations used in the main research study were
adhered to in the pilot study. The researcher administered the questionnaires to the
candidates. The candidates were given 30 minutes to complete the questionnaire. The
researcher collected the questionnaires after completion. The candidates indicated that
48
all questions had been understood clearly. No problems were identified with the use of
the questionnaire, therefore no adjustments were required.
3.6.2 Validity
Validity refers to the degree to which the questionnaire measures what it should
measure. The questionnaire was validated through face and content validity (Seekoe,
2009:98).
Face validity
Face validity is important for determining the usefulness of the questionnaire (Seekoe,
2009:98). In this study, the researcher relied on the supervisor’s guidance and a
statistician to draw up the questionnaire and ensure face validity.
Content validity
Content validity refers to the degree which the questions in the instrument represent the
phenomenon being studied (Seekoe, 2009:99). In this study, the questionnaire focused
on questions that explored the students’ perceptions on mentoring. Questions were
drawn from the literature on mentoring and the bridging course curriculum prescribed by
South African Nursing Council. The researcher consulted the supervisor to ensure that
the questions were understandable.
3.7 DATA ANALYSIS
Date analysis involves the systematic organisation and synthesis of research data and,
in most quantitative studies, the testing of research hypotheses using those data (Burns
& Grove, 2009:498). Quantitative analysis concerns the manipulation of numerical data
49
through statistical procedures for the purpose of describing phenomena or assessing
the magnitude and reliability of relationships among them (Burns & Grove, 2009:508).
The collected data were prepared by means of coding to aid in drawing a conclusion
(Moule & Goodman, 2009:387). The data were then transferred manually by the
researcher from the completed questionnaire to the pre-set computerised data sheet
formulated by the statistician. Data were inspected for outliers and irregularities and
cleaned before it was analysed. Analysis was carried out using Minitab Statistical
Software version 12 with the aid of a statistician. The results were coded and analysed
by the statistician.
3.8 ETHICAL CONSIDERATIONS
Ethical considerations were taken into account through the following:
Prior to conducting the research, the researcher obtained written permission from the
University of Fort Hare Research Committee, the Life Healthcare Research Committee,
the Life Healthcare Port Elizabeth Learning Centre Manager, the Life Healthcare East
London Learning Centre Manager, and each participant in the study
Informed consent
Informed consent has three major elements, namely; the type of information needed by
the research participant, the degree of understanding that the participant must have in
order to give consent and the fact that the participant has a choice whether to give
consent or not (Brink et al., 2012:38). The researcher obtained informed consent from
the respondents before handing out the questionnaire. The informed consent sheet
contained a full explanation of the reason for study, the nature of their involvement and
their time commitment and was given prior to filling out the questionnaire. The
respondents were not forced to sign the consent form.
50
Anonymity
Anonymity refers to a situation when other people do not know who you are or what
your name is (Harmer, 2012:59). Names were not used in the questionnaires for this
study. Even the researcher is unable to identify the participants. Should there be any
threat to the anonymity, all records will be destroyed.
Autonomy
Autonomy refers to the ability or opportunity to make your own decision without being
controlled by anyone else (Harmer, 2012:98). In this study the participant was allowed
to answer the questions as they saw fit and had the right to withdraw at any time, even
without reason.
Confidentiality
Confidentiality is a situation in which you trust someone not to share secret or private
information with anyone else (Harmer, 2012:351). In this study, all information was kept
by the researcher in a locked safe.
Right to self-determination
The right to self-determination refers to a person’s ability to decide whether or not to
participate in a study (Polit & Beck, 2006:510). The respondents had an option to decide
to be part of the study or to decline. The respondents were not forced to sign the
consent form and were given the option to withdraw at any time during the process of
the study.
51
Beneficence
Beneficence is an action resulting in something good (Harmer, 2012:142). This study
aimed to strengthen teaching and learning strategies. If participation in this study
became too stressful for the students in any way, emotionally, spiritually, physically,
psychologically, socially or legally, they were able to withdraw at any stage. In this study
no participants reported coming to any harm or being subjected to any harmful effects.
Justice
Justice deals with the fairness of the way in which people are treated (Harmer,
2012:952). In this study there was no discrimination in the selection and interaction
process. All the second-year Bridging Course student nurses had an equal opportunity
to participate in the study if they wanted to. Participants were not coerced in any way, at
any time. If any participant refused to continue at any stage of the research process,
this was entertained. However, no participant indicated a desire to be removed from the
study. The participants were informed of how they can get hold of the results of the
study and of the researcher. Records will be kept safely by the researcher. Results will
not be handed to a third party without prior participant approval.
3.9 CONCLUSION
In this chapter the researcher presented the methods used to conduct this study. The
focus was on the research design, the study population, sampling methods, instruments
for data collection, data collection, data analysis, the pilot study and ethical
considerations.
In the next chapter the researcher provides details of the analysis and interpretation of
research data.
52
CHAPTER 4: PRESENTATION OF RESULTS
4.1 INTRODUCTION
The previous chapter provided a description of the methods used to conduct this study.
The focus was the research design, the study population, sampling methods,
instruments, data collection, data analysis, the pilot study and ethical considerations.
In this chapter the researcher provides details of the analysis and interpretation of the
research data.
The total sample of 30 participants N = 30 (100%) responded to the questionnaire.
4.2 PRESENTATION OF FINDINGS
The questionnaires that were received were checked for completeness and errors. All
questionnaires had been completed and without error. The results in this chapter are
based on the participants’ responses. The results generated in this study will be
presented in a narrative as well as figures and graphs to allow for clear and concise
presentation (Cormack, 2001:27).
SECTION A: BACKGROUND INFORMATION
This section provides a general overview of the gender, age, length of period in the
nursing profession and the highest school qualification of the respondents.
53
Figure 4.1: Gender of respondents (n = 30)
Figure 4.1 shows that 30 (100%) of the participants responded to the questionnaire on
gender. Twenty-nine (97%) females and one (3%) male took part in the study. This is
indicative that nursing remains a female dominated profession (Ozdemir, Akansel &
Tunk, 2008:155).
54
Figure 4.2: Age of respondents (n = 30)
According to Figure 4.2, 30 (100%) of participants responded to the question on age.
Twelve (38%) were in the 30 to 34-year age group. Six (19%) were in the 35 to 39-year
age group and the same number were in the 40 to 44-year age group. Three (10%)
were in the above 50-year age group, and two (9%) were in the 45 to 50-year age
group. only one (5%) participant was in the 20 to 24-year age group, No (0%)
respondent was in the 25 to 29-year age group. With the majority of the respondents
(25 or 85%) above 30 years, a fairly mature group of students who are able to learn is
indicated. Brain mass and sensory powers are at their highest point up to 40 years old
(Brooker, Waugh, Van Rooyen & Jordan, 2009:164).
55
Figure 4.3: Length of service in the Nursing profession (n = 30)
According to Figure 4.3, 30 (100%) of the participants responded to the question on the
period of service, in years, in the nursing profession. The highest number of
respondents, 18 (60%), have been in the nursing profession for between five and nine
years. Five (17%) of the respondents have spent 15 to 20 years in the nursing
profession. Three (10%) of the respondents have spent 2 to 4 years in the nursing
profession; two (7%) of the respondents have spent more than 20 years in the nursing
profession and two (6%) of the respondents have spent 10 to 14 years in the nursing
profession. There appears to be a varied amount of experienced nurses in this group,
with the larger number having 5 to 9 years nursing experience. This indicates a fairly
good understanding of nursing processes and skills, due to socialisation into the nursing
profession (Brooker et al., 2009:159).
56
Figure 4.4: Highest education level completed (n = 30)
According to Figure 4.4, 30 (100%) participants responded to the question on the
highest level of education completed by the respondents. There were 29 (97%)
respondents in this study who had completed Matric (Grade 12). Only one (3%)
completed standard 8 (Grade 10). The majority of the students wrote their matriculation
examination, suggesting a better ability to interpret and comprehend instructions and
they met the registration requirements of the SANC (R683, Ch 4) (South Africa, 1997).
57
58
Figure 4.5: Responses to Questions 1 to 6 on Mentoring role of
Professional nurses (n = 30)
According to Figure 4.5, 30 (100%) of the participants responded to questions 1 to 6 on
the mentoring role of professional nurses.
The highest number (17, or 56%) of the respondents indicated that professional nurses
were assigned to them when they were in the ward, 12 (40%), however, indicated that
this only occurred sometimes, and one (3.3%) had never had a professional nurse
assigned to her. According to Armstrong et al. (2013:26), a component of the new
model for clinical nursing education and training, proposed at the national nursing
summit, suggests that nurses in charge of teams in the clinical settings should teach
and support students who are placed in their wards. The apprenticeship model in
Gopee (2008:33) indicated that the mentee copies the actions of the mentor.
Professional nurses in the wards are the easiest for the student nurse to learn from.
This result indicates a gap in the allocation of professional nurses who are being
assigned to students in the wards.
Clinical training specialists were always allocated to the highest number (21, 70%) of
the respondents, sometimes to seven (23%) of the respondents and never to two
(6.7%) of the respondents. According to Armstrong et al. (2013:25) a component of the
new model for clinical nursing education and training proposed at the national nursing
summit suggested that a clinical placement coordinator manage the total clinical
teaching and support. This result indicates a gap in the allocation of clinical training
specialists assigned to students in the clinical setting.
The figure furthermore indicates that professional nurses who assisted them were
always aware of the goals students had to achieve for 20 (66.3%) of the respondents
and sometimes for 10 (33.3%). Professional nurses who assist respondents were
always seen to be knowledgeable by 25 (83.4%) of the respondents and sometimes by
five (16.6%). Professional nurses were always able to refer 18 (60%) of the respondents
to other resources that would enhance learning, and sometimes to 12 (40%) of the
59
respondents. Students were sometimes given learning activities to meet their goals in
the case of 21 (70%) of the respondents; always for eight (26%) of the respondents and
never for one (3.3%) of the respondents. Brooker et al. (2009:47) suggest that mentors
can facilitate learning by understanding the learners’ needs. There seems to be a need
to create an awareness of the students’ needs among the professional nurses to
improve the competency of the student.
60
61
Figure 4.6: Responses to Questions 7 to 11 on the Mentoring role of
Professional nurses (n = 30)
According to Figure 4.6, 30 (100%) of the participants responded to questions 7 to 11
on the mentoring role of professional nurses.
The figure indicates that professional nurses were sometimes available to 16 (53.3%) of
the respondents and always available to 14 (46.7%) of the respondents. They were
always able to encourage 21 (70%) of the respondents, and sometimes nine (30%) of
the respondents. They always clarified the students’ goals for 15 (50%) of the
respondents, and sometimes for 15 (50%) of the respondents. Professional nurses
helped 21 (70%) of the respondents to always learn positively from errors, and
sometimes helped nine (30%) of the respondents. Fourteen (46.6%) of the respondents
were always assisted to meet goals within time limits, and two (6.7%) were never
assisted to meet goals within time limits. These results bring to the fore that professional
nurses are sometimes available to the students. This supports the initial claim of the
students. They are able to encourage the majority of the students and get them to learn
positively from their errors. Difficulties are noted regarding clarifying goals and meeting
time limits. Zachary (2005:197) suggests a proactive cognisance of pitfalls by planning
appropriately and defining roles.
62
63
Figure 4.7: Responses to Questions 12 to 16 on the Mentoring role of
Professional nurses (n = 30)
According to Figure 4.7, 30 (100%) of the participants responded to questions 12 to 17
on the mentoring role of professional nurses.
Professional nurses always assisted 18 (60%) of the respondents to enhance problem
solving skills, 11 (36.7%) of respondents indicated they were sometimes assisted in that
regard, but it was never done for one (3.3%) respondent. The professional nurses were
always able to build a trust relationship with 16 (53%) of the respondents, sometimes
with 12 (40%) of the respondents and it was never done with two (6.7%) of the
respondents. Review of the students goal achievements always occurred with 13
(43.3%), sometimes with 13 (43.3%) and never with four (13.3%) of the respondents.
Setting dates for goal achievement occurred sometimes with 14 (46.6%) of the
respondents, always with 11 (36.7%) of the respondents and never with five (16.7%) of
the respondents. Twenty-two (73.4%) students were always interacted with in a
professional manner, eight (26.6%) indicated that it occurred sometimes. These results
indicate that the professional nurse was able to interact with students in a professional
manner. However, gaps are noticed when it comes to assisting the student to enhance
problem solving skills and build a trust relationship, as well as with reviewing of the
students’ goal achievement and setting dates for goal achievement. Rhodes et al.
(2004:94) indicate that these are essential standards for mentors.
64
65
Figure 4.8: Responses to Questions 17 to 22 on the Mentoring role of
Professional nurses (n = 30)
According to Figure 4.8, 30 (100%) of the participants responded to questions 18 to 23
on the mentoring role of registered nurses.
Fifteen (50%) of the respondents indicated that the professional nurses sometimes kept
to all set dates, 14 (46.7%) indicated that this always happened and only one (3.3%)
stated that it never happened. Regarding valuing respondents’ input towards their
learning 15 (50%) of the participants indicated that this always happened and the other
15 (50%) indicated that it sometimes happened. Goals were sometimes divided into
manageable tasks for 17 (56.7%) of the respondents, always for 11 (36.6%) of the
respondents and never for two (6.7%) of the respondents. Sometimes relationship
guidelines were set for 13 (43.4%) of the respondents, always for 11 (36.6%) of the
respondents and never for six (20%) of the respondents. Sixteen (53.3%) of the
respondents always felt supported, 13 (43.3%) sometimes, and one (3.3) never felt
supported. Professional nurses always made 17 (56.7%) of the respondents feel
encouraged, sometimes made 12 (40%) of the respondents feel encouraged, and one
(3.3) respondent never felt encouraged. These results indicate that the professional
nurse has some difficulty adhering to set times, dividing the goals into manageable
tasks, setting relationship guidelines, encouraging and supporting the students.
Armstrong et al. (2013:248) suggest that students who are not properly socialised into
the correct way of doing things in nursing do not develop positive values and do things
incorrectly.
66
67
Figure 4.9: Responses to Questions 23 to 26 on the Mentoring role of
the unit manager (n = 30)
According to Figure 4.9, 30 (100%) of the participants responded to questions 24 to 27
on the mentoring role of unit manager.
The manager was always able to show 21 (70%) of the respondents how to handle
disputes, was sometimes able to do this for five (16.6%) of the respondents and never
for four (13.3%) of the respondents. Twenty-one (70%) of the respondents indicated
that they were always shown how to manage an incident, six were sometimes shown
(20%) and four (13.3%) had never been shown. The ability to encourage subordinates
was always shown to 21 (70%) of the respondents, sometimes to five (16.6%) of the
respondents and never as far as four (13.3%) of the respondents were concerned. The
highest number of respondents 19 (63.3%) indicated that they always experienced
positive communication skills, nine (30%) of the respondents indicated sometimes and
two (6.7%) of the respondents indicated that they had never experienced this. These
results suggest that the unit manager was able to mentor the highest number (21, or
70%) of the respondents on how to follow policies, encourage staff and have positive
communication skills.
68
69
Figure 4.10: Responses to Questions 27 to 31 on the Mentoring role
of the unit manager (n = 30)
According to Figure 4.10, 30 (100%) of the participants responded to questions 27 to 31
on the mentoring role of unit manager.
Managers never showed 11 (36.7%) of the respondents how to draw up a budget plan,
always showed 11 (36.7%) of the respondents and sometimes showed eight (26.7%) of
the respondents. Twelve (40%) of the respondents indicated that unit managers were
always able to provide accurate statistics, 10 (33%) of the respondents indicated they
were unable to do so and eight (26.7%) reported that they can do it sometimes. Twelve
(40%) of the respondents indicated they were unable to do a SWOT analysis for the
ward, 11 (36.7%) indicated they could always do this and seven (23%) indicated they
could sometimes do the analysis. Managers never showed 11 (36.7%) of the
respondents how to forward evidence-based recommendations to management for
improvement of services in the ward, always showed 10 (33.3%) of the respondents,
and sometimes showed six (20%) of the respondents. These results indicate a lack of
teaching of management functions pertinent to healthcare businesses success. Muller
(2009:95) refers to management as a process where information resources are used to
achieve organisational goals.
70
71
Figure 4.11: Responses to Questions 32 to 36 on the Mentoring role
of the unit manager (n = 30)
According to Figure 4.11, 30 (100%) of the participants responded to questions 32 to 36
on the mentoring role of the of unit manager.
Respondents indicated that the managers never showed 10 (33.3%) of the respondents
how to draw up a vision and mission statement for the ward, but always did this for 10
(33.3%) of the respondents and sometimes for the rest of the group (33.3%),
respectively. Managers never showed 11 (36.7%) of the respondents how to draw up a
philosophy for the ward, always showed 10 (33.3%) of the respondents and sometimes
showed 9 (30%) of the respondents. Managers always showed 20 (65.7%) of the
respondents how to be pro-active in preventing incidents, sometimes showed eight
(26.7%) of the respondents and never showed two (6.7%) of the respondents. The
respondents indicated that 17 (56.7%) were always shown how to evaluate patient
satisfaction questionnaires, seven (23.3%) of the respondents were never shown and
six (20%) were sometimes shown how to do this. The process of referring staff for
counselling was never shown to 14 (46.7%) of the respondents, always to 12 (40%) and
sometimes to four (13.3%). These results show a lack of teaching of management skills
to the students. Muller (2009:347) indicates that the learning needs to be purposefully
planned and assessed.
72
73
Figure 4.12: Responses to Questions 37 to 41 on the Mentoring role
of the unit manager (n = 30)
According to Figure 4.12, 30 (100%) of the participants responded to questions 37 to 41
on the mentoring role of unit manager.
Prioritising time management was always shown to 16 (53.4%) of the respondents,
sometimes to nine (30%) of the respondents and never to five (16.7%) of the
respondents. Managers always showed 16 (60%) of the respondents how to be
approachable, sometimes showed eight (26.7%) of the respondents and never showed
four (13.3%). Managers always showed 21 (70%) of the respondents how to listen to
staff 6.7%) sometimes showed six (20%) of the respondents, and three (10%) of the
respondents indicated that it had never happened. Twelve (40%) of the respondents
indicated managers always knew how to identify high performers always, 10 (33.3%) of
the respondents indicated never and eight (26.6%) of the respondents indicated that
they could do so sometimes. Eleven (36.7%) of the respondents indicated that they
were always shown how to recommend high performers for career development
opportunities, 10 (33.3%) of the respondents had sometimes been shown and nine
(30%) of the respondents had never been shown.
According to these results the unit managers were reasonably able to mentor the
students to prioritise time, and be approachable, to listen to staff, recognise and
recommend high performers for development opportunities.
74
75
Figure 4.13: Responses to Questions 42 to 46 on Clinical
competencies (n = 30)
According to Figure 4.13, 30 (100%) of the participants responded to questions 42 to 46
on clinical competencies.
The majority 26 (86.7%) of the respondents indicated that they have the ability to
diagnose a health need always and four (13.3%) of the respondents were sometimes
able to do this. Twenty (86.7%) can always direct the actions of subordinates in the
clinical setting appropriately and eight (26.7%) of the respondents can do so sometimes
Twenty (86.7%) can always manage time appropriately and eight (26.7%) of the
respondents can do so sometimes. Twenty-eight (92%) of the respondents are always
able to adhere to the standards of nursing practice whereas two (6.6%) of the
respondents can do so sometimes Twenty-five (83.3%) of the respondents can always
understand the concepts and five (16.7%) can do so sometimes. These results indicate
a high degree of clinical competence. Gopee (2008:106) suggests that clinical
effectiveness improves the standard of quality healthcare delivery.
76
77
Figure 4.14: Responses to Questions 47 to 50 on Clinical
competencies (n = 30)
According to Figure 4.14, 30 (100%) of the participants responded to questions 47 to 50
on the Clinical competencies.
All 30 (100%) of the respondents indicated they always understand the need to work
within the multidisciplinary health team. All 30 (100%) of the respondents indicated they
can always work effectively as part of the multidisciplinary health team. The majority
(27, or 90%) of the respondents indicated they can always teach other staff how to
perform procedures that the staff are unable to do yet and three (10%) of the
respondents can do it sometimes. The majority (28, or 93%) of the respondents
indicated they can always provide effective and updated health education and this is
sometimes possible for two (6.7%) of the respondents. These results indicate that the
students are able to collaborate well with other disciplines, also to provide health
education. Gopee (2008:92) alludes to the fact that successful multidisciplinary
collaboration depends on commitment of all staff involved.
78
79
Figure 4.15: Responses to Questions 51 to 57 on Co-ordination
Competencies (n = 30)
According to Figure 4.15, 30 (100%) of the participants responded to questions 51 to 57
on coordination competencies
All 30 (100%) of the respondents indicated that they can always liaise with the
multidisciplinary health team. Nineteen (63.3%) of the respondents indicated they can
always work out an appropriate staffing schedule to meet the ward’s needs and eleven
(27.7%) of the respondents can sometimes do so. Twenty-three (76.7%) of the
respondents indicated they that can always work out an appropriate daily duty schedule
to meet the ward’s needs and seven (23.4%). are able to do it sometimes. Seventeen
(56.7%) respondents indicated that they can always amend the daily duty schedule
appropriately to meet the changing needs of the ward as it arises and by 13 (43.4%) of
the respondents can sometimes do it. Most of the respondents, namely 26 (86.7%)
indicated that they can always effectively refer a patient to the appropriate discipline,
four (13.3%) can sometimes do it. Twenty (66.7%) respondents indicated that they can
always coordinate activities of the ward to create harmony amongst the staff, while nine
(30%) can do it sometimes and one 1(3.3%) never. Twenty-six (86.7%) of the
respondents indicated that communication is always clear and understandable and four
(13.3%) found that it sometimes was. These results indicate fairly good coordination
skills. Muller (2009:134) alludes to the fact that coordination achieves unity in goal
achievement.
80
81
Figure 4.16: Responses to Questions 58 to 62 on Co-ordination
Competencies (n = 30)
According to Figure 4.1.12, 30 (100%) of the participants responded to questions 58 to
62 on coordination competencies.
The majority 26 (86.7%) of the respondents indicated that they can always coordinate
activities to lead to quality nursing care and four (13.3%) of the respondents indicated
that they can sometimes do it. Most (24, or 78%) of the respondents indicated that they
can always coordinate activities to lead to customer satisfaction and six (20%) of the
respondents can do so sometimes. The majority (25, or 83.3%) of the respondents
indicated that they can always appropriately allocate each category of staff according to
their level of expertise; five (16.6%) can sometimes do so. The majority (28, or 93.3%)
of the respondents indicated that they are always aware of the limitations of practice of
the lower categories of staff and two (6.7%) of the respondents sometimes are. Fifteen
(50%) of the respondents indicated that their coordinating efforts always lead to low
costs in the ward; coordinating efforts by 11 (36.7%) of the respondents sometimes do
and four (13.3%) of the respondents indicated that it had never happened with them. It
appears that majority of respondents can perform coordinating functions. Zachary
(2005:86) suggests that if a coordinator gets the general system coordinated, all the
parts of that system work together.
82
83
Figure 4.17: Responses to Questions 63 to 66 on Management
Competencies (n = 30)
According to Figure 4.1.13, 30 (100%) of the participants responded to questions 63 to
66 on management competencies.
Twenty (66.6%) of the respondents indicated that they can always handle disputes in
the workplace according to the correct policies; nine (30%) sometimes manage this and
one (3.3%) of the respondents never does. The majority (25, or 83.3%) of the
respondents indicated that they can manage always an incident according to policies;
four (13.3%) of the respondents can sometimes do it and one (3.3%) indicated never.
The majority (25, or 83.3%) of the respondents indicated that they can always
encourage subordinates, three (10%) can do this sometimes and one (3.3%) of the
respondents ticked ‘never’. The majority 28 (93.3%) of the respondents indicated that
they can always use positive communication skills; two (6.7%) do this sometimes.
These results indicate that the respondents understand the policies and procedures.
Muller (2009:95) indicates that the goal of management is to achieve the healthcare
service objectives.
84
85
Figure 4.18: Responses to Questions 67 to 72 on Management
Competencies (n = 30)
According to Figure 4.18, 30 (100%) of the participants responded to questions 67 to 72
on management competencies
Twelve (40%) of the respondents indicated that they can sometimes draw up a budget
plan; 10 (33.3%) of the respondents indicated never, but eight (26.7%) of the
respondents indicated that they are always able to do it. That they can sometimes
provide accurate statistics was indicated by 14 (46.7%) of the respondents, seven
(23.3%) of the respondents indicated never and nine (30%) of the respondents
indicated that they are always able to do it. A SWOT analysis for the ward can never be
done by 15 (50%) of the respondents, sometimes by nine (30%) of the respondents and
always by six (20%) of the respondents. Twelve (40%) of the respondents ticked always
as indication that they can forward evidence-based recommendations to management
for improvement of services in the ward; 11 (36.6%) of the respondents ticked
sometimes and never was ticked by seven (23.3%) of the respondents. Twelve (40%) of
the respondents indicated that they can always draw up a vision statement for the ward,
by 11 (36.6%) are able to do this sometimes and seven (23.3%) of the respondents
indicated that they are unable to do it by ticking never. The figures for drawing up a
mission statement for the ward are similar, with 13 (43.4%) of the respondents
indicating always, 12 (40%) of the respondents indicating sometimes five (16.7%) of the
respondents believing that they are unable to do this, indicated by ’never’ . These results
indicate a lack of development in these management functions. Muller (2009:95) refers
to management as a process where information resources are used to achieve
organisational goals.
86
87
Figure 4.19: Responses to Questions 73 to 76 on Management
Competencies (n = 30)
According to Figure 4.19, 30 (100%) of the participants responded to questions 73 to 76
on management competencies.
Thirteen (41.3%) of the respondents indicated ‘always’ to the question concerning
whether they could draw up a philosophy for the ward. Eleven (36.7%) of the
respondents selected ‘sometimes’ and six (20%) ‘never’. The majority of the
respondents, namely 26 (86.6%) indicated that they can always be pro-active in
preventing incidents, while by three (10%) of the respondents felt this is sometimes
possible and one (3.3%) of the respondents indicated ‘never’. Regarding evaluating
patient satisfaction questionnaires, 23 (76.7%) indicated always, sometimes was
selected by four (13%) of the respondents and never by one (3.3%) of the respondents.
Sixteen (53.3%) of the respondents indicated that they are always able to refer staff for
counselling, ‘sometimes’ was selected by seven (23.3%) of the respondents, as was
never (seven, or 23.3%). The results of the lack in these competencies are evident in
the lack of mentoring by the unit manager above. Muller (2009:347) indicates that
learning needs to be purposefully planned and assessed.
88
89
Figure 4.20: Responses to Questions 77 to 81 on Management
Competencies (n = 30)
According to Figure 4.20, 30 (100%) of the participants responded to questions 77 to 81
on management competencies.
The highest number, namely 21 (70%) of the respondents indicated that they can
always prioritise time management, eight (26.7%) can do this ‘sometimes’ and one
(3.3%) of the respondents indicated inability by selecting never. All the respondents 30
(100%) indicated always when it came to being approachable. Almost all (29, or
(96.6%) of the respondents indicated that they can always listen to staff and one (3.3%)
can do so sometimes. Twenty-seven (90%) of the respondents indicated that they can
always identify high performers; three (10%) indicated ‘sometimes’. Twenty-three
(76.7%) of the respondents indicated always with regard to ability to recommend high
performers for career development opportunities; six (20%) selected sometimes and
never by one (3.3%) of the respondents indicated that she/he did not think it would be
possible. These results indicate that there is a lack in teaching the management
competencies to some of the students. Armstrong et al. (2013:248), suggests that, if a
student is not properly socialised in the correct way of doing things in nursing, they do
not develop positive values and do things incorrectly.
4.3 CONCLUSION
In this chapter the researcher has provided details of the analysis and interpretation of
research findings. The data analysis was carried out using Minitab Statistical Software
version 12. The results were presented in bar graphs, pie graphs and tables.
The researcher achieved the objective of determining and describing the perceptions of
second-year Bridging Course Students regarding mentoring at Private Nursing Colleges
in Eastern Cape.
90
Mentoring role of registered nurses and Student Competencies:
Although the greater number of respondents had positive experiences, there were
respondents who indicated that registered nurses as clinical training specialists were
never assigned to them; these put the nurse at a disadvantage due to not being given
an opportunity to be mentored to develop the necessary competencies. Garvey points
out that the learner achieves a higher level of understanding if the mentor supports and
guides him or her. Mentors enrich the mind (Garvey et al., 2010). Mentors encourage,
nurture and teach (Clutterbuck, 2004:53).
Mentoring role of unit manager:
The unit manager appeared able to mentor the respondents in the attributes that are
inherent in a caring, nursing culture, but lacked the ability to provide mentoring for the
actual management responsibilities. These competencies are vital for the success of
any business, especially in the private sector.
Clinical competencies:
The majority of the respondents indicated that they were able to meet the clinical
competencies set out by the South African Nursing Council.
Co-ordination Competencies:
The majority of the respondents are able to co-ordinate their nursing actions
appropriately. Nash (2010:59) suggests that there should be reflective two-way
conversations between mentor and mentee to clear ambiguities make sense of all
information received, and the right questions are asked. This collaboration puts the
teaching within a teamwork perspective and aids in giving valuable feedback to the
student.
91
Management Competencies:
The respondents indicated their ability to perform some functions, but they lack the
ability to perform actual management functions. These were the same issues that were
identified as lacking in the mentoring abilities of the unit manager, above. Armstrong et
al. (2013:248), suggest that, if a student is not properly socialised into the correct way of
doing things in nursing, they do not develop positive values and do things incorrectly.
The findings of this chapter are discussed in the next chapter. In addition, a discussion
of the strengths and limitations of this study is presented, and recommendations and
suggestions for future research are proposed.
92
CHAPTER 5: GENERAL DISCUSSION, RECOMMENDATIONS
AND CONCLUSION
5.1 INTRODUCTION
In the previous chapter the researcher provided details of the analysis and interpretation
of research findings. The results were presented in bar graphs, pie graphs and tables.
This chapter contains a discussion of the findings of this research and the limitations of
the study, and also includes recommendations and suggestions for future research.
5.2 DISCUSSION
The questionnaire was divided into different sections and this discussion addresses
each section individually.
The research question for this study was, How do second-year Bridging Course Student
Nurses perceive their mentoring by professional nurses during their training at Private
Nursing Colleges in Eastern Cape?
The objective of the study was to determine and describe the perceptions of second-
year Bridging Course Students regarding mentoring at Private Nursing Colleges in
Eastern Cape.
93
SECTION A – BACKGROUND INFORMATION
There appears to be a lack of males in the nursing profession. This is evident in the fact
that there were 29 (97%) female respondents and only 1 (3%) male. This is indicative
that nursing remains a female dominated profession (Ozdemir, Akansel & Tunk, 2008).
A higher number (11, 38%) of respondents were in the 30 to 34-year age group, which
indicates that there is a possibility that they will be in the profession long enough to
mentor other students, in the groups that follow. However, 10% were in the over 50-year
age group and will soon be retiring, contributing to the shortage of competent, qualified
nursing staff. Brain mass and sensory powers are at their highest up to 40 years of age
(Brooker et al., 2009:164).
Eighteen (60%) of the respondents have been in the profession between five and nine
years, so they have some experience which could be valuable in mentoring other
students. This indicates a fair amount of understanding of nursing processes and skills,
due to socialisation into the nursing profession (Brooker et al., 2009:159). The two (6%)
more experienced of the respondent nurses were in the minority and had more than 10
years of experience. This indicates the need for qualified nursing staff.
Twenty-nine (97%) of the respondents had completed Grade 12. This assists the
student to comprehend and understand instructions. This is also an advantage when
assisting other students in their training. Only one (3%) of the respondents had only
completed Grade 10. The majority of the students completed their matriculation
examination, suggesting a better ability to interpret and comprehend instructions. They
met the registration requirements of the SANC (R683, Ch 4).
94
SECTION B - MENTORING ROLE OF THE REGISTERED NURSES AND
STUDENT COMPETENCIES
Mentoring role of the registered nurses
With regard to the mentoring role of registered nurses, the higher number of
respondents, namely 17 (57%), indicated that registered nurses and clinical training
specialists assigned to assist them were knowledgeable and referred them to other
resources that enhanced their learning. Registered nurses were encouraging and
clarified goals. Respondents learnt positively from errors, met their goals and their
problem-solving skills were improved. Registered nurses had built a trust relationship
with students; interacted professionally, made them feel supported and encouraged. .
The results are similar to those of Chabeli (2010:99) and Gopee (2008:34), who
indicated that nurse educators should assist in strengthening the unit managers’
mentoring role. Merleverde and Bridoux (2006:16) suggest that setting concrete actions
is one of the steps to effective mentoring. Wilkes (2006:44) suggests that a mentor’s
role is to maintain the standards of the profession. Mentors enhance mentees’ learning
by providing guidance (Clutterbuck, 2004:53). Stone (2007:3) points to the fact that a
benefit of mentoring is self-confidence. Communication is a vital key for successful
mentoring. Positive communication stimulates job performance and commitment and is
vital for successful mentoring (Madlock & Kennedy-Lightsey, 2010:56).
A few respondents 2 (6.7%) indicated that registered nurses as clinical training
specialists had not been assigned to them. They were never given learning activities to
meet their goals within the time limit. Registered nurses never assisted to improve
problem-solving skills nor built a trust relationship. Goal achievement dates were never
set or reviewed. The registered nurse at times failed to keep set dates, divide the set
goals into manageable tasks, set guidelines for the relationship or make them feel
encouraged.
95
According to Garvey et al. (2010:50), it leads to a higher level of understanding if the
mentor supports and guides the learner. This appears lacking as a higher number of
respondents indicated that registered nurses had only sometimes been allocated to
them. There even were instances when a student did not have a registered nurse
allocated to her/him at all. The mentor should allow the mentee to discover solutions
(Harris, 2007:55). Rothwell & Chee (2013:118) suggests that a mentor evaluates and
highlights shortfalls in performance via constructive feedback. Mentors lead by example
and inspire the mentee by being dedicated. Mentors enrich the mind (Garvey et al.,
2010) and encourage, nurture and teach (Clutterbuck, 2004:53). If these are lacking, an
inferior quality of nurses would be completing the course.
Mentoring role of unit manager
The mentoring role of the unit managers has a direct impact on the quality of
professional nurse practitioner that will be produced and the success of the business of
the service provider. According to these results, the unit managers were able to mentor
the higher number of students with regard to handling disputes, managing an incident,
encouraging subordinates, being pro-active in preventing incidents, evaluating patient
satisfaction, prioritising time, being approachable, and listening to staff. These attributes
are inherent in a caring, nursing culture. However, when it comes to the actual
management responsibilities, there appears to be a lack of mentoring, which is evident
by the higher number of respondents indicating that they at times were not taught
certain competencies, such as how to draw up a budget plan, a vision statement, a
mission statement or a philosophy, perform a SWOT analysis, forward evidence-based
recommendations to management for the improvement of the unit, refer staff for
counselling, identify high performers, recommend high performers for career
development opportunities. These competencies are vital for the success of any
business, especially in the private sector. According to the Department of Public Service
and Administration in South Africa (2011), mentoring programmes on business integrity
identifies that mentors have a variety of roles, one of which is to have a have integrity in
96
business dealings. This assists to promote the business of the service provider and
contributes to the success of the organisation and the profession. Heartfiteld et al.
(2005:7) add that mentoring can help reduce professional isolation; this will assist in
success of the organisation. Senior management buy-in and support of the mentoring
process is vital to the success any mentoring programme, activities and the
organisational objectives (Garvey et al., 2010:12). Ehrich et al. (2002:23) conclude that
mentoring programmes were deemed advantageous because they contribute to the
affirmative action needs of the organisation. This assists, amongst others, to promote
commitment and retention of staff.
Clinical competencies
The majority of respondents indicated that they were able to meet the clinical
competencies set out by the South African Nursing Council with regard to being able to
diagnose a health need, direct actions appropriately, manage time appropriately, adhere
to the set standards, understand the concepts, understand the need to work within the
multidisciplinary health team, understand the need to work effectively as part of the
multidisciplinary health team, teach other staff and provide effective and updated
health education. In a study done by Chabeli (2010:104), the conclusion was that
effective monitoring is vital to assist the student to be a competent nurse on completion
of studies. This allowed the student to correlate theory and practice so as to develop the
necessary skills and this was further enhanced by satisfactory placement in a clinical
learning environment.
Co-ordination competencies
The majority of respondents are able to co-ordinate their nursing actions appropriately
to liaise with the multidisciplinary health team, work out staffing and daily duty
schedules, amend the daily schedule, refer a patient, create harmony, communicate
clearly, promote quality nursing care, promote customer satisfaction, allocate staff
97
appropriately and be mindful of the limitations of staff abilities. However, there is no
clarity on the quality of the coordinating activities. Nash (2010:59) suggests that there
should be reflective two-way conversations between mentor and mentee to clear
ambiguities, make sense of all information received, and ask the right questions. These
dialogues may be of increased value if other mentors and mentees are brought in also.
Such collaboration puts the teaching within a teamwork perspective and aids in giving
valuable feedback to the student. Feedback is critical to the success of students and
needs to be effective. Inspiration from a mentor and support personnel is a valuable
motivation tool to ensure the competence and success of a student. This appears
evident in the student having appropriate co-coordinating competencies.
Management competencies
According to these results, the greater number of respondents indicated being
competent with regard to handling disputes, managing an incident, encouraging
subordinates, being pro-active in preventing incidents, evaluating patient satisfaction,
prioritising time, being approachable and listening to staff. These confirm the mentoring
ability of the unit manager, as previously stated. However, when it comes to the actual
management responsibilities, there appears to be a lack of mentoring, which is evident
by the larger number of respondents indicating at times that they were not taught certain
competencies, such as how to set up a budget plan, a vision statement, a mission
statement or a philosophy, perform a SWOT analysis, forward evidence-based
recommendations to management for improvement of the unit, refer staff for
counselling, identify high performers, and recommend high performers for career
development opportunities. These were the same issues that were identified above as
lacking in the mentoring abilities of the unit manager. This could be due to loss of
experienced staff, hence leaving the younger, more inexperienced nurse to fulfil this
role; without proper mentoring (Armstrong et al., 2013:27). They go further and point out
that managers in the dynamic health environment face many challenges. To overcome
these challenges, they need to combine leadership, and entrepreneurial and
administrative skills. Armstrong et al. (2013:248) suggest that a student who is not
98
properly socialised in the correct way of doing things in nursing, does not develop
positive values and does things incorrectly. Gopee (2008:30) insinuates that toxic
mentoring is due to various behaviours which have a negative impact upon the student
experience. This usually occurs where the demand on the mentor’s time is great or the
mentors do not particularly like mentoring students. Nurses who are unable to perform
their management abilities tend to be unable to problem-solve effectively. This can lead
to an increase in medico-legal hazards and distrust in the nursing profession. Toxic
mentors can also cause the nurse to seek employment in another country or leave the
profession entirely, adding to the present problem of a shortage of nursing staff.
5.3 LIMITATIONS
This study only focused on two private nursing colleges in the Eastern Cape, and
cannot be generalised for all private nursing colleges in South Africa, and on
perceptions of second-year Bridging Course student nurses, and cannot be generalised
for all categories of nursing students. A small number of participants were in this study,
hence the results focused on their perceptions and cannot be generalised for all
bridging course students.
5.4 RECOMMENDATIONS
Based on the findings of this study, the following recommendations for practice and
research are proposed;
99
5.4.1 Practice
The need for mentoring needs to be highlighted, so as to improve the standards of
nursing practice. According to an article by Abbott et al. (2010:9), mentoring,
although new in South Africa, is very dependent on buy-in and commitment by the
senior level of the organisation to be successful.
Mentoring needs to be part of the joint performance management discussions, so as
to incorporate the importance of this in practice. Ramaswami and Dreher (2010:501)
refer to mentoring as a key employment development and career management tool
in organisations. It enhances employee skills, aids socialisation to a new work
setting and improves career outcomes.
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.
According to Wong and Premkumar (2007:11), all mentoring processes are driven
by goals and purposes. Suggested goals are to introduce mentoring as a learning
relationship, identify tasks and processes, identify challenges and opportunities, and
introduce technological strategies to bridge gaps.
5.4.2 Education
Formal student mentoring programmes should be set up and adhered to, so as to
ensure that all involved follow the same process. Gopee (2011:19) says that
mentors are needed in nursing and other health professions for guidance and
support, to structure the working environment for learning, for constructive and
honest feedback, for debriefing related to good/bad experience during placement,
and as a link with other areas, as a role model, to assess competence, as a friend
and counsellor, for encouragement, to provide the appropriate knowledge base for
nursing interventions, for questioning, for protection from poor practice, to build
confidence, for sharing learning, i.e. learning from each other, to keep own skills
100
and knowledge up to date, for linking theory to practice, developing one’s work skills
in teaching and explaining, and to provide structured learning programmes during
practice placements. This would help to deliver a very high quality, competent,
independent nurse practitioner and also help to decrease medico-legal risks.
Mentoring relationships should be encouraged and monitored. Having a good
understanding of all aspects that affect the mentoring relationship directly and
indirectly will assist the mentor to be better prepared to facilitate learning
relationships (Zachary, 2005:191).
5.4.3 Research
There needs to be an investigation as to why certain aspects of the competencies
are being omitted in the training of the students.
A practice model for mentoring should be developed.
Formal student mentoring programmes should be established
5.5 CONCLUSIONS
This 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 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.
101
Research Question: How do second-year Bridging Course Student Nurses
perceive their mentoring by professional nurses during their training at Private
Nursing Colleges in Eastern Cape?
This study has revealed that the perceptions of second-year Bridging Course Students
regarding mentoring at Private Nursing Colleges in Eastern Cape are that the majority
of them are able to perform their prescribed clinical and co-ordination competencies.
Management competencies were omitted in their training, however. Professional nurses
omit certain prescribed competencies when training students.
There seems to be a lack of adequate mentoring at the Private Nursing Colleges in the
Eastern Cape, especially in management competencies. Differing practices also seem
to exist in the same organisation. This poses the question of standardisation in the
organisation and also questions the induction and orientation processes at the different
settings.
The above could be contributing factors to high medico-legal risks, shortage of qualified
staff, lack of public trust in the nursing profession, the arduousness of achieving the
millennium development goals and the struggle to maintain high staff retention and
student graduation rates.
102
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108
ANNEXURE A: LETTER REQUESTING PERMISSION TO CONDUCT
RESEARCH AT UNIVERSITY OF FORT HARE
University of Fort Hare
School of nursing
P.O. Box 7426
East London
5201
Ethics Committee
P.O. Box 7426
East London
5201
Request to conduct research at your college of nursing:
I am a Master’s student at the above university and I am requesting permission to
conduct research at your colleges of nursing in Eastern Cape, with the second year
Bridging Course students. The title of my study is “The perceptions of second year
bridging course students regarding mentoring by registered nurses at a private nursing
college in Eastern Cape.”
The purpose of the study is to describe the perceptions of second year bridging course
students regarding mentoring by registered nurses at a private nursing college in
Eastern Cape.
This study hopes to contribute to effective clinical teaching and learning strategies. Also,
highlight the essential element of mentoring that is lacking in the training of nurses, and
109
the need to integrate mentoring in the training programs. It also hopes to bring to the
fore the effects of poor or no mentoring of students in clinical teaching.
Should you grant me permission; I propose to administer a structured questionnaire to
the second year bridging course students. The questionnaire should take the student 30
– 40 minutes to complete.
My intention is to collect the data in the second week in October 2013, after my pilot
study in the first week of October 2013.
I order to protect the identity of you institution, no name will be mentioned in the
questionnaire or the publication. The students are under no obligation to participate in
this study and have the right to withdraw at any stage of the research. They will not be
subjected to any harm by participating in this study.
The results of this research will be made available to you on request and on completion.
Should you have any queries please feel free to contact me on the details below.
Thanking you
Yours Sincerely
_______________________
Mrs. Thriscilla Pillay
M. Cur student
Cell: 083 629 6789
E-mail: thrispil@gmail.com
110
ANNEXURE B: UNIVERSITY OF FORT HARE ETHICAL CLEARANCE
111
112
ANNEXURE C: LETTER REQUESTING PERMISSION TO CONDUCT
RESEARCH AT LIFE HEALTHCARE ETHICS COMMITTEE
University of Fort Hare
School of nursing
P.O. Box 7426
East London
5201
30 September 2014
Life Healthcare Ethics Committee
P.O. Box 11187
Southernwood
East London
5213
Dear Ms. A. Roodt
Request to conduct research at your college of nursing:
I am a Master’s student at the above university and I am requesting permission to
conduct research at your colleges of nursing in Eastern Cape, with the second year
Bridging Course students. The title of my study is “The perceptions of second year
bridging course students regarding mentoring by registered nurses at a private nursing
college in Eastern Cape.”
The purpose of the study is to describe the perceptions of second year bridging course
students regarding mentoring by registered nurses at a private nursing college in
Eastern Cape.
113
This study hopes to contribute to effective clinical teaching and learning strategies. Also,
highlight the essential element of mentoring that is lacking in the training of nurses, and
the need to integrate mentoring in the training programs. It also hopes to bring to the
fore the effects of poor or no mentoring of students in clinical teaching.
Should you grant me permission; I propose to administer a structured questionnaire to
the second year bridging course students. The questionnaire should take the student 30
– 40 minutes to complete.
My intention is to collect the data in the second week in October 2013, after my pilot
study in the first week of October 2013.
I order to protect the identity of you institution, no name will be mentioned in the
questionnaire or the publication. The students are under no obligation to participate in
this study and have the right to withdraw at any stage of the research. They will not be
subjected to any harm by participating in this study.
The results of this research will be made available to you on request and on completion.
Should you have any queries please feel free to contact me on the details below.
Thanking you
Yours Sincerely
_______________________
Mrs. Thriscilla Pillay
M. Cur student
Cell: 083 629 6789
E-mail: thrispil@gmail.com
114
ANNEXURE D: LIFE HEALTHCARE ETHICAL CLEARANCE
115
ANNEXURE E: LETTER REQUESTING PERMISSION TO CONDUCT
RESEARCH AT LIFE COLLEGE OF LEARNING EAST LONDON
LEARNING CENTRE
School of nursing
P.O. Box 7426
East London
5201
02 October 2014
Life College of Learning
East London Learning Centre
P.O. Box 11187
Southernwood
East London
5213
Dear Mrs Janse van Vuuren
Request to conduct research at your college of nursing:
I am a Master’s student at the above university and I am requesting permission to
conduct research at your college of nursing in Eastern Cape, with the second year
Bridging Course students. The title of my study is “The perceptions of second year
bridging course students regarding mentoring by registered nurses at a private nursing
college in Eastern Cape.”
116
The purpose of the study is to describe the perceptions of second year bridging course
students regarding mentoring by registered nurses at a private nursing college in
Eastern Cape.
This study hopes to contribute to effective clinical teaching and learning strategies. Also,
highlight the essential element of mentoring that is lacking in the training of nurses, and
the need to integrate mentoring in the training programs. It also hopes to bring to the
fore the effects of poor or no mentoring of students in clinical teaching.
Should you grant me permission; I propose to administer a structured questionnaire to
the second year bridging course students. The questionnaire should take the student 30
– 40 minutes to complete.
My intention is to collect the data in the third week in October 2013, after my pilot study
in the second week of October 2013.
I order to protect the identity of you institution, no name will be mentioned in the
questionnaire or the publication. The students are under no obligation to participate in
this study and have the right to withdraw at any stage of the research. They will not be
subjected to any harm by participating in this study.
The results of this research will be made available to you on request and on completion.
Should you have any queries please feel free to contact me on the details below.
Thanking you
Yours Sincerely
_______________________
Mrs. Thriscilla Pillay
M. Cur student
118
ANNEXURE F: PERMISSION TO CONDUCT RESEARCH AT LIFE COLLEGE OF
LEARNING EAST LONDON LEARNING CENTRE
119
ANNEXURE G: LETTER REQUESTING PERMISSION TO CONDUCT
RESEARCH AT LIFE COLLEGE OF LEARNING PORT ELIZABETH
LEARNING CENTRE
University of Fort Hare
School of nursing
P.O. Box 7426
East London
5201
02 October 2014
Life College of Learning
Port Elizabeth Learning Centre
P.O. Box 12051
Centrahil
Port Elizabeth
6006
Dear Ms. S. Choonara
Request to conduct research at your college of nursing
I am a Master’s student at the above university and I am requesting permission to
conduct research at your college of nursing in Eastern Cape, with the second year
Bridging Course students. The title of my study is “The perceptions of second year
120
bridging course students regarding mentoring by registered nurses at a private nursing
college in Eastern Cape.”
The purpose of the study is to describe the perceptions of second year bridging course
students regarding mentoring by registered nurses at a private nursing college in
Eastern Cape.
This study hopes to contribute to effective clinical teaching and learning strategies. Also,
highlight the essential element of mentoring that is lacking in the training of nurses, and
the need to integrate mentoring in the training programs. It also hopes to bring to the
fore the effects of poor or no mentoring of students in clinical teaching.
Should you grant me permission; I propose to administer a structured questionnaire to
the second year bridging course students. The questionnaire should take the student 30
– 40 minutes to complete.
My intention is to collect the data in the third week in October 2013, after my pilot study
in the second week of October 2013.
I order to protect the identity of your institution; no name will be mentioned in the
questionnaire or the publication. The students are under no obligation to participate in
this study and have the right to withdraw at any stage of the research. They will not be
subjected to any harm by participating in this study.
The results of this research will be made available to you on request and on completion.
Should you have any queries please feel free to contact me on the details below.
Thanking you
Yours Sincerely
_______________________
121
Mrs. Thriscilla Pillay
M. Cur student
Cell: 083 629 6789
E-mail: thrispil@gmail.com
122
ANNEXURE H: PERMISSION TO CONDUCT RESEARCH AT LIFE COLLEGE OF
LEARNING PORT ELIZABETH LEARNING CENTRE
123
ANNEXURE I: PARTICIPANT INFORMATION SHEET
University of Fort Hare
School of nursing
P.O. Box 7426
East London
5201
Dear Participant
Request for consent from participant
I am a lecturer at the Life College of Nursing, East London and a Masters student at the
above university. I am currently conducting a study on “The perceptions of second year
bridging course students regarding mentoring by registered nurses at private nursing
colleges in Eastern Cape.”
The purpose of the study is to describe the perceptions of second year bridging course
student nurses regarding mentoring by registered nurses at private nursing colleges in
Eastern Cape.
This study hopes to contribute to effective clinical and learning strategies. Also highlight
the essential element of mentoring that is lacking in the training of nurses, and the need
to integrate mentoring into the training programs. It also aims to bring to the fore the
effects of poor or no mentoring.
You are invited to participate in this study voluntarily. As part of the research process
you are required to fill out a structured questionnaire. It should take you 30 – 40
minutes. Your identity and all information will be kept strictly confidential.
Please note that:
124
1. You are free to participate
2. You are free to withdraw from this study without any repercussions.
3. There are no risks attached to your participation
4. You will not be identified when data is published.
5. You will come to no harm by participating in this study
6. Should you have any questions you may contact me at the details below.
The findings will be made available to you on completion of the study.
Thank you for your participation.
Mrs. T. Pillay
M. Cur student
Cell: 083 629 6789
E-mail: thrispil@gmail.com
125
ANNEXURE J: PARTICIPANT CONSENT FORM
Researcher: Thriscilla Pillay
Student No.: 201205736
Cell phone no.: 083 629 6789
E-mail: thrispil@gmail.com
Title: “The perceptions of second year bridging course student nurses regarding
mentoring by registered nurses at a private nursing college in Eastern Cape.”
Declaration:
I __________________________________________ (Full names of participant),
hereby confirm that I understand the contents of this document and nature of the
research project. I consent to participating in the research project voluntarily.
I understand that I am at liberty to withdraw from the project at any time, should I so
desire.
Signed at __________________ on _____________ of ____________ 2013
Signature of Participant ___________________________________
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ANNEXURE K: QUESTIONNAIRE
SECTION A: BACKGROUND INFORMATION
Please use a tick to answer all the questions. All answers will be kept anonymous and
confidential. No unauthorised third party will be allowed access to these details
1. Please indicate your gender
Male
Female
2. Indicate your age group
20-24yrs
25-29yrs
30-34yrs
35-39yrs
40-44yrs
45-50yrs
Above 50 yrs
3. Indicate the length of period you are in the nursing profession
2 – 4 yrs
5 – 9 yrs
10 – 14 yrs
15 – 20 yrs
Greater than 20 yrs
4. Indicate the highest school education you completed
Std 8
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Std 9
Matriculation
SECTION B: Mentoring role of registered nurses and Student
Competencies
This section of the questionnaire refers to the mentoring role of registered nurses to
students. Answer all the questions. Use a tick to indicate the most appropriate answer.
Only one answer per question.
Mentoring role of registered
nurses
ALWAYS OFTEN MAYBE SOMETIMES NEVER
1. Registered nurses are
assigned to you when you
are in the ward
2. There are clinical training
specialists allocated to
each ward that you work in
3. Registered nurses who
assist you are aware of
your goals to be achieved
4. Registered nurses who
assist you are
knowledgeable in the ward
that they are allocated to
5. Registered nurses who
assist you are able to refer
you to other resources that
would enhance your
learning
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6. Registered nurses who
assist you are able to give
you learning activities to
meet your goals
ALWAYS OFTEN MAYBE SOMETIMES NEVER
7. Registered nurses who
assist you are available to
you
8. Registered nurses who
assist you are encouraging
9. Registered nurses who
assist you clarifies your
goals for the time you are
in the unit
10. Registered nurses who
assist you helps you learn
positively from errors
11. Registered nurses who
assist you helped you meet
your goals within your time
limit
12. Registered nurses who
assist you assists you to
enhance your problem
solving skills
13. Registered nurses who
assist you built a trust
relationship with you
129
ALWAYS OFTEN MAYBE SOMETIMES NEVER
14. Registered nurses who
assist you reviews your
goal achievement
constantly
15. Registered nurses who
assist you set goal
achievement dates
16. Registered nurses who
assist you interact with you
in a professional manner
17. Registered nurses who
assist you keep to all dates
set
18. Registered nurses who
assist you values your
input towards your learning
19. Registered nurses who
assist you divided the set
goals into manageable
tasks
20. Registered nurses who
assist you set guidelines
for the relationship
21. Registered nurses who
assist you make you feel
supported
22. Registered nurses who
130
assist you make you feel
encouraged
Mentoring role of unit
Manager
ALWAYS OFTEN MAYBE SOMETIMES NEVER
23. Managers show you how to
handle disputes in the
workplace according to the
correct policies
24. Managers show you how to
manage an incident
according to policies
25. Managers show you how to
encourage your
subordinates
26. Managers show you how to
have positive
communication skills
27. Managers show you how to
draw up a budget plan
28. Managers show you how to
provide accurate statistics,
as needed
29. Managers show you how to
do a SWOT analysis for
your ward
131
ALWAYS OFTEN MAYBE SOMETIMES NEVER
30. Managers show you how to
forward evidence based
recommendations to
management for
improvement of services in
your ward
31. Managers show you how to
draw up a vision statement
for your ward
32. Managers show you how to
draw up a mission
statement for your ward
33. Managers show you how to
draw up a philosophy for
your ward
34. Managers show you how to
be pro-active in preventing
incidents
35. Managers show you how to
evaluate patient
satisfaction questionnaires
36. Managers show you how to
refer staff for counselling
37. Managers show you how to
prioritise your time
management
132
ALWAYS OFTEN MAYBE SOMETIMES NEVER
38. Managers show you how to
be approachable
39. Managers show you how to
listen to your staff
40. Managers show you how to
identify high performers
41. Managers show you how to
recommend these high
performers for career
development opportunities
Clinical Competencies ALWAYS OFTEN MAYBE SOMETIMES NEVER
42. You are able to diagnose a
health need
43. You are able to direct the
actions of your
subordinates in the clinical
setting, appropriately
44. You are able to manage
your time appropriately
45. You are able to adhere to
the standards of nursing
practice
46. You understand the
concepts
133
ALWAYS OFTEN MAYBE SOMETIMES NEVER
47. You understand the need
to work within the
multidisciplinary health
team
48. You are able to work
effectively as part of the
multidisciplinary health
team
49. You are able to teach other
staff how to perform
procedures that they are
unable to do yet
50. You are able to provide
effective and updated
health education
Co-ordination Competencies ALWAYS OFTEN MAYBE SOMETIMES NEVER
51. You are able to liaise with
the multidisciplinary health
team
52. You are able to work out
an appropriate staffing
schedule to meet the
ward’s needs
53. You are able to work out
an appropriate daily duty
schedule to meet the
ward’s needs
134
ALWAYS OFTEN MAYBE SOMETIMES NEVER
54. You are able to amend the
daily duty schedule
appropriately to meet the
changing needs of the
ward as it arises
55. You are able to effectively
refer a patient to the
appropriate discipline
56. Your efforts to coordinate
activities of the ward create
harmony amongst the staff
57. Communication is clear
and understandable
58. The results of your
coordinating activities
leads to quality nursing
care
59. The results of your
coordinating activities
leads to customer
satisfaction
60. You are able to
appropriately allocate each
category of staff according
to their level of expertise
61. You are aware of the
limitations of practice of the
135
lower categories of staff.
ALWAYS OFTEN MAYBE SOMETIMES NEVER
62. Your coordination efforts
leads to low costs in the
ward
Management Competencies ALWAYS OFTEN MAYBE SOMETIMES NEVER
63. You are able to handle
disputes in the workplace
according to the correct
policies
64. You are able to manage an
incident according to
policies
65. You are able to encourage
your subordinates
66. You use positive
communication skills
67. You are able to draw up a
budget plan
68. You are able to provide
accurate statistics, as
needed
69. You are able to do a
SWOT analysis for your
ward
70. You are able to forward
evidence based
recommendations to
136
management for
improvement of services in
your ward
ALWAYS OFTEN MAYBE SOMETIMES NEVER
71. You are able to draw up a
vision statement for your
ward
72. You are able to draw up a
mission statement for your
ward
73. You are able to draw up a
philosophy for your ward
74. You are able to be pro-
active in preventing
incidents
75. You are able to evaluate
patient satisfaction
questionnaires
76. You are able to refer staff
for counselling
77. You are able to prioritise
your time management
78. You are approachable
79. You are able to listen to
your staff
80. You are able to identify
high performers
81. You are able to
recommend these high
performers for career
137
development opportunities