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.

iii

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

ix

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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).

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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

117

Cell: 083 629 6789

E-mail: thrispil@gmail.com

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

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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

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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

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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