7.2 IMPLICATIONS TO STAKEHOLDERS IN NURSING PRACTICE AND
7.2.4 Implications for policy makers
Authorities should evaluate the quality of student mentorship regularly with systematic standards, especially in Finland. Thus, valid instruments for assuring the quality of student mentorship in every healthcare setting are necessary for national and international.
Common standards for student mentorship provision between countries need to be developing to ensure quality for all students, including exchange students, in placements.
Evaluation of the quality of education
Quality standards for evaluating the provision of pre-registration nursing education should be introduced in Finland. Furthermore, systematic regular external and internal audits and quality assurances of HEIs and study programmes based on the specific quality criteria are recommended to be similar with those already implemented in the UK. Regular assessments of the quality of pre-registration nursing education via a unified protocol based on EQF need further attention in both countries.
Harmonising nursing clinical education and mentorship
Ongoing comparisons of student mentorship provisions and procedures between EU countries have to be increased. The coherency and unification of nursing clinical education and student mentorship is worth developed further between countries to attract more student nurses and to ensure they attain their educational qualifications. Promotion of equality in educational procedures and harmonisation of the HE system internationally are vital.
7.3 SUGGESTIONS FOR FURTHER RESEARCH
The findings of this study underscore the need for further research related to student nurse mentorship in clinical education. The following suggestions have been made for further research:
1. It is important to test the elements of the conceptual framework SMiLE-iN in order to develop a model or a theory for student mentorship in order to strengthen the evidence-based knowledge for student nurse mentorship provision and heighten the quality of the elements of the framework also in different healthcare contexts.
2. It is necessary to examine the implementations of mentor preparation programmes in both countries and to compare their effectiveness. By using the elements of the SMiLE-iN framework and existing mentor preparation programmes it is possible to develop curricula for national mentor preparation programme in Finland.
3. There is a need for evaluative research of the national guidelines, standards, and recommendations for the student nurse mentorship to create a systematic and structured national-level student mentorship strategy in collaboration with practice and education and to assure the quality of students’ placement learning in practice learning environments.
4. It is worth conducting further qualitative research of student nurse mentorship from diverse perspectives of stakeholders, including students, executive/ward managers, head nurses, other staff and professionals, tutor teachers/link lecturers, clinical teachers, head mentors, and patients to strengthen the framework of SMiLE-iN.
5. It is necessary to conduct quantitative research for comparing various national student mentorship procedures in nursing education among Finnish UASs and healthcare practice settings, for example, in different areas of the country and between different groups of students. Intervention studies and comparison of the findings of diverse developmental and educational projects should be conducted by posing hypotheses about different demographical factors that could affect mentorship procedures.
6. There is a need to conduct further international comparative research of nursing clinical education and student mentorship within countries in the EU and other areas, for example, investigating the different but related terms used interchangeably with
‘mentorship’ and evaluating the effectiveness of clinical education and student mentorship in different cultures and contexts.
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