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'Seeking authorization': a grounded theory exploration of mentors' experiences of assessing nursing students on the borderline of achievement of competence in clinical practice

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dc.contributor.author Cassidy, Simon
dc.contributor.author Coffey, Michael
dc.contributor.author Murphy, Fiona A.
dc.date.accessioned 2018-04-20T09:24:30Z
dc.date.available 2018-04-20T09:24:30Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/10344/6769
dc.description peer-reviewed en_US
dc.description.abstract Aim. To develop a substantive theoretical explanation of how mentors make sense of their experiences where nursing students are on the borderline of achievement of competence in clinical practice.Background. The reluctance of Registered Nurse mentors to fail nursing students in clinical practice despite concerns about competence remains a contemporary issue in international healthcare education. Mentors' assessment decisions have considerable impact for a variety of key stakeholders, not least for students in these circumstances.Design. Grounded theory qualitative study.Methods. Phase one involved 20 individual semi-structured interviews with nurse mentors in one United Kingdom National Health Service Health Board (July-October 2009). Phase two included eight individual semi-structured interviews and seven focus groups with mentors and practice educators (n = 38) in four further Health Boards (June 2011-February 2012). Data were analysed using open, axial and selective coding consistent with grounded theory method.Findings. Three categories 'the conundrum of practice competence,' 'the intensity of nurturing hopefulness,' and 'managing assessment impasse,' led to the study's substantive theoretical explanation - 'Seeking authorization: Establishing collective accountability for mentorship.' This demonstrates how mentors are dependent on key sources of support and feedback to validate their assessment decision-making, notwithstanding substantial personal, professional and organizational pressures.Conclusion. We conclude that management of borderline assessment situations is considerably developed by recognition of the authorizing effects of a wider community of assessors. Consequently, we identify the personal, professional and organizational implications involved in the preparation, support and regulation of mentors specifically during borderline assessment circumstances. en_US
dc.language.iso eng en_US
dc.publisher Wiley and Sons Ltd en_US
dc.relation.ispartofseries Journal of Advanced Nursing 73 (9), pp. 2167-2178
dc.relation.uri https://doi.org/10.1111/jan.13292
dc.rights This is the author accepted version of the following article: 'Seeking authorization': a grounded theory exploration of mentors' experiences of assessing nursing students on the borderline of achievement of competence in clinical practice Cassidy, S,Coffey, M,Murphy, F Journal of Advanced Nursing 2017, 73 (9), pp. 2167-2178 which has been published in final form at http://dx.doi.org/10.1111/jan.13292 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. http://olabout.wiley.com/WileyCDA/Section/id-828039.html#terms
dc.subject assessment en_US
dc.subject borderline decision-making en_US
dc.subject clinical practice en_US
dc.subject competence en_US
dc.subject grounded theory en_US
dc.subject mentor en_US
dc.subject nurse education en_US
dc.subject nursing en_US
dc.subject qualitative en_US
dc.subject student en_US
dc.title 'Seeking authorization': a grounded theory exploration of mentors' experiences of assessing nursing students on the borderline of achievement of competence in clinical practice en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2018-04-20T09:20:46Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1111/jan.13292
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2721184
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Journal of Advanced Nursing
dc.description.status peer-reviewed


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