Do they know why they know? Student nurses’ experiences of mentors’ judgements of their clinical competence: an interpretative phenomenological study

Abstract

Introduction: Expectations of mentors vary in relation to the judgements made in the assessment of student nurses’ clinical competence. It is not clear in the existing literature how the subjective nature of judgements impacts on the student nurse. Aim: This research aims to explore the subjective nature of judgments of student nurse competency by mentors within clinical practice placements and how this is perceived and experienced by adult student nurses. Methods: A qualitative approach, focusing on adult student nurses’ experiences, perceptions and voice was utilised. A purposive sample of 10 participants was recruited and one-to-one semi-structured interviews were undertaken. An interpretive phenomenological analytical framework was employed to conduct the analysis of interviews. Findings: Findings from each participant were discussed in relation to their experiences and perceptions of the impact of mentors’ judgements of the assessment of their clinical competence. A cross case comparison was then undertaken with common themes being drawn across participants aligned to the complexities of being a student, the impact of the mentor role, the contribution of the clinical learning environment, relationship with your mentor and how the mentor’s judgement of the individual impacts on the assessment of their clinical competence. Discussion and Recommendations: The study contributes to the evidence base by being one of the first to specifically focus on the student voice and provide findings in relation to the adult student nurse experiences and perceptions of impact pertaining to the judgements made by mentors of their assessment of clinical competence. Significant findings portrayed the personal and emotional impact this had on participants in relation to their learning, development and progression aligned to the assessment process, mentor’s judgements, mentor’s approach, attitudes and characteristics. Dissemination of findings is key to support the development and further training of practice assessors and supervisors involved in the assessment of student nurse clinical competence. Further recommendations for higher education institutions to address at a Local, Regional and National level were highlighted focusing on student support, coping strategies, practice assessor/supervisor preparation, peer support, and consistency for clinical competency assessment.