Teaching In Nursing And Its Scope

Running head: TEACHING IN NURSING
Teaching in Nursing
Name of the Student
Name of the University
Author Note

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Introduction
Mentoring and clinical learning is an essential component in educating the nursing
professionals. The competence of the nursing professionals is based on the knowledge and
the skill taught to them. The overall approaches of monitoring in clinical nursing are broad.
Some of the mentors adhere to a rigid meeting schedule with definite goals, defined
expectation and research. Whereas, other group of mentors mainly follow a friendly
relationship in order train the novice nurses. For example, they guide the mentee through the
challenges by the use of different methodologies like transformational learning, per
mentoring and remediation (Jacobson & Sherrod, 2012). Effective mentoring and clinical
learning help the nursing students to gain proper clinical knowledge, nursing skills and
attitudes for delivering care and proper health education to the patients and their family
members. The aim of this essay to evaluate the issues related to clinical teaching and
mentoring in the nursing profession. In doing so, the paper will discuss the significance of
mentoring in clinical teaching followed by the attributes of an ideal mentor and the
professional values and behaviors of a mentor important for the novice nurses to deliver
quality care to the patient.
Significance of mentoring in clinical teaching
Role models play a crucial role in shaping up the identities of the students and the
mentors are often perceived to be the role models for the novice nurses or under graduated
nursing students (Chen, Watson & Hilton, 2018). Mentoring in clinical nursing helps the
novice nurses to work with and to emulate the senior qualified nurses towards progressing
through the clinical competencies and nursing skills during the process of nurse education
(Tuomikoski et al., 2019). Chen, Watson and Hilton (2018) stated that the novice nurses to
the nursing wards and hospital organizations require role models for overcoming the

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challenges that are experienced within the new environment and to acquire the required skills
and knowledge base. Tuomikoski et al. (2019) argued that the mentoring in the clinical
teaching of the nursing profession helps in the process of socialization and thereby helping to
increase the provision for therapeutic relationships with the patients and thereby helping to
improve the overall outcome of care. Socialization under the concept of novice nursing under
the new learning environment is important for the development of the student nurses. In this
case, the mentors play an important role in the process of socializations from both the
professional/behavioral perspective and role-model perspective. Here the novice nurses
imitate the good nurse or the mentor whom they consider as role model (Tuomikoski,
Ruotsalainen, Mikkonen and Kääriäinen, 2019). The importance of the mentorship in the
domain of the clinical teaching of nursing can be explained by taking reference to Bandura.
According to Bandura, majority of human behavior is learned observationally. This is done
through modeling or their observing others. This coded information mainly services as a
guide for action. Thus having a qualified yet knowledgeable mentor helps to excel in the
nursing clinical skills by getting proper guidance and a role model to imitate (Thomas,
Morgan & Harris, 2016). Tuomikoski et al. (2019) provided a detailed explanation about the
importance of the mentorship under the aspect of the clinical training of the nursing
professionals. Mentoring under clinical teaching set-up of the nursing profession, deals with
giving training to the novice nurses in the domain of the evidence-based practice guidelines
in therapy planning and implementation. Helminen et al. (2017) stated that there are
numerous reasons why the novice nursing professionals or the nursing students who are in
their final year of education fail to incorporate the proper evidence-based practice in clinical
practice. Some of the important reasons behind this gap in practice include lack of proper
knowledge and skills about application of the evidence-based practice guidelines, lack of
proper training and proper organizational support (Spiva et al., 2019). The pretest-posttest

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quasi-experimental study conducted by Spiva et al. (2019) over 66 mentors and 367 nurses
working in five different integrated healthcare system of United States showed that evidence-
based practice (EBP) mentors are influential in supporting and educating the nurses in
evidence-based care. It is the duty of the leaders to make use of the multifaceted approach in
educating and supporting the nurses under the EBP care. This multifaceted approach includes
skill-based training and knowledge development. Saunders and Vehviläinen‐Julkunen (2017)
stated that systematic implementation of EBP is important to improve effective patients’
outcomes. However, the novice nurses do not implement EBP guidelines while treating
patients. Lack of readiness of nurses in EBP and lack of EBP mentors are the two main
reasons. Saunders and Vehviläinen‐Julkunen (2017) further highlighted that training of the
novice nurses coming from the efficient mentors in the domain of selecting the systematic
review for the highlighting the EBP guidelines followed by proper implementation of the
same helps to increase the acceptance and implementation of EBP by novice. Proper training
coming from mentors of EBP guidelines help in integrating best evidence into the aspect of
the clinical care delivery. Jakubik et al. (2016) are of the opinion that mentoring is a solution
for the retention and proper succession planning in the nursing. The seven-part leadership
series in the mentorship is characterized by the transformational leadership guidelines. This
kind of leadership guidelines help to increase the knowledge of the novice nurses in EBP
implementation and thus helping to improve the overall quality of care.
Shaikh et al. (2015) stated that mentoring is increasing seen as a way of supporting
the holistic development among the nursing students and the novice nursing professionals.
However, there are significant variance within the process of mentoring practice and lack of
consensus in the process of understanding of the overall approach of mentoring in the clinical
training of the nursing professionals. The primary role of the nurse mentor in the process of
clinical training includes transmission of proper knowledge and skills among the nursing