Professional Experience Placement

The aim of this study on mentorship by Wilson (2014) was to explore the lived experience of mentors of student nurses. Data was collected through interviews, diary entries and ‘rich’ pictures using Heidegger’s approach that conceptualised human existence as dasein or caring. The data was collected during 2008. The findings of this study provide insights for mentors or supervisors of students.  Wilson (2014) found that mentors are witnesses to the precariousness of the student journey and how poorly performing students can go unchecked and unsupportive experiences can discourage ‘good’ students. The findings demonstrate the crucial role that mentors or supervisors play in nurturing, guiding and supporting students towards their learning outcomes.  Wilson (2014) also identified that effective mentorship needs to be supported by a curriculum that prepares students for the workplace.  There is a need to ensure professional values and qualities are taught. The author indicated that mentors are ‘gatekeepers’ and also ‘pass on special things’ because mentorship is more than maintaining a standard.  It is also about guiding student potential.  Reflection and the need for ongoing support for mentors in the workplace to maintain their professional will was also discussed. Wilson (2014) also indicated that the engagement with nurturing of students can be demanding and deeply personal. This study provides insight into the role and function of nurse supervisors that clearly demonstrates support and guidance of students is more than observation of competency in clinical skills or ensuring they have theoretical underpinnings to support their actions.

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