Journal of Advances in Medical Education & Professionalism

The Effect of Mentoring Novice Clinical Educators on the Perception of Nursing Students from the Clinical Learning Environment

FATEMEH HESHMATI NABAVI; FATEMEH SHARIAT SAFA; MOHAMMAD RAJABPOUR

Volume 11, Issue 4 , October 2023, , Pages 252-261

https://doi.org/10.30476/jamp.2023.99480.1844

Abstract

Introduction: Creating a supportive clinical learning environment (CLE) is one of the characteristics of an effective clinical instructor in nursing. Perhaps empowering novice clinical ... Read More Introduction: Creating a supportive clinical learning environment (CLE) is one of the characteristics of an effective clinical instructor in nursing. Perhaps empowering novice clinical educators using mentorship method can reduce or resolve this problem. The aim of this study was to determine the impact of the mentorship program for novice clinical educators on the nursing students’ actual and preferred understanding of CLE.Methods: This quasi-experimental study on three groups was conducted as post-intervention with the participation of 139 undergraduate nursing students of Mashhad University of Medical Sciences. Sampling was done via stratified and multistage method. Students were placed in three groups: expert clinical educator (n=47), novice clinical educator (n=51), and mentorship (n=41). In the novice and expert clinical educator groups, training was conducted through the conventional method. In the mentorship group, a novice clinical educator (mentee) and an expert clinical educator (mentor) had a mentoring relationship for two weeks. The Chan (2001) CLE inventory was completed at the end of the first and second weeks of externship. Data were analyzed through SPSS v. 16 software using one-way ANOVAand paired t-tests.Results: The students of the three groups were homogeneous in terms of gender (P=0.101) and level of interest in the field (P=0.278). According to the result of the paired t-test, the difference in the mean score of the actual and preferred CLE at the end of the first week was statistically significant in the novice clinical educators (P=0.008) and the mentorship group (P=0.04); however, after the implementation of mentorship program (at the end of the second week), the difference was significant only in the novice educators group (P=0.001).Conclusion: The implementation of the mentorship program for novice clinical educators (as with the expert educators group) could lead to a reduction in the mismatch between the actual and preferred views of students about the CLE. Thus, it is recommended that this method should be used under conditions of shortage of expert educators to create a supportive CLE.

The systematic approach to faculty development activities for biomedical educators

SATEESH BABU ARJA; SIMI PARAMBAN; KUMAR PONNUSAMY; ABARAHAM RATNA JOSEPH NAYAKANTI; RESHMA FATTEH; SIREESHA BALA ARJA

Volume 8, Issue 3 , July 2020, , Pages 127-133

https://doi.org/10.30476/jamp.2020.84341.1135

Abstract

Introduction: The term continuing professional development encompasses competencies required to practice the high quality medicine, including medical, managerial, ethical, ... Read More Introduction: The term continuing professional development encompasses competencies required to practice the high quality medicine, including medical, managerial, ethical, social, and personal skills, whereas continuing medical education refers only to expanding the knowledge and skills required by physicians. The competencies for basic science faculty identified are management and administration, teaching, assessments, curriculum development, and research. This study aimed to evaluate theoutcomes of faculty development initiatives at Avalon University School of Medicine and examine the optimal approach to faculty development activities.Methods: This is a survey-based quantitative study. A crosssectional survey was conducted after implementing the faculty development activities. We took thirteen basic science faculty members as a unit and recruited them for different faculty development activities from 2015. Faculty members were involved in various faculty development courses, workshops, and training sessions. A survey was conducted among faculty members using a questionnaire on the Likert scale to identify if there areany increased knowledge or skills on teaching and assessment methods, educational scholarship, and scholarly activities after implementing faculty development initiatives. The faculty responses were tabulated and quantified in the Excel sheet and analyzed by SPSS software. Results: All thirteen faculty members responded to the questionnaire (100% response rate). There was an increased selfreported knowledge and skills of faculty members. 70% of the faculty agreed that they are able to get involved in designing their course learning objectives. 100% of the faculty were aware of different teaching methods, and 93% of them were implementing different types of teaching methods, including small group discussions, flipped classrooms, standardized patient-basedteaching, and problem-based learning. 100% of the faculty were aware of different assessment methods and implementing them. There were self-reported and observed behavioral changes.Conclusions: Faculty development activities at Avalon University School of Medicine have shown to be effective. At larger institutions, the department chair can lead the faculty development activities.

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Keywords = Educators

The Effect of Mentoring Novice Clinical Educators on the Perception of Nursing Students from the Clinical Learning Environment

Abstract

The systematic approach to faculty development activities for biomedical educators

Abstract