Context: Culturally competent care has been on the radar of peer health care professions for many years. The unique patient populations that athletic trainers work with lend us to be at the forefront of delivering truly patient-centered care. However, we have not yet appropriately incorporated this tenet of evidence-based practice. Objective: To…

A clinical guide is an experienced nurse who supports nursing students throughout the program, particularly in clinical placements. More than a mentor, a guide is fully involved in promoting deep learning in clinical settings. (SK)

Responses from 198 of 400 British nurses who mentor students showed that mentors felt supported by colleagues but less so by managers or universities. They wanted more time for mentoring, closer links with the universities, and better assessment documentation. Mentor update sessions were often not attended, due to staff shortages or lack of…

Interviews with 23 Finnish preceptors who mentored British nursing students indicated that intercultural mentoring is characterized by concern for student adjustment and learning outcomes, mutual learning, and pervasive relationships. Mentors sought to develop students' intercultural competence. School-clinical setting cooperation was inadequate.…

Interviews with nursing students and nurses revealed how nurses undertake emotional labor--the induction or suppression of feeling in order to sustain a caring environment. Instructors and mentors in clinical settings play a key role in fostering reflective learning and providing emotional support. (Contains 33 references.) (SK)

Observations of and interviews with seven nursing students during their clinical experience showed the importance of a close, facilitative relationship with a knowledgeable practitioner. Students developed enthusiasm and commitment to professional development and became autonomous learners. (SK)

Nursing students (n=22) mentored by hospital staff during clinical placements viewed the assisting and guiding roles of mentors as most crucial. The befriending role facilitated their integration into placement settings. Advising and counseling were less important. Mentor roles having a direct instrumental effect on their learning had the highest…

A program in which senior nursing students (n=31) supported junior students (n=27) in clinical placements was evaluated. Peer support was considered valuable, but both groups desired more preparation for their roles. Seniors felt their teaching and mentoring skills were enhanced. Juniors reduced anxiety about placements. (Contains 26 references.)…

Fifteen community-based primary care physician-preceptors were interviewed while working with and without a medical student concerning questions that had arisen that required further investigation. Follow-up indicated that preceptors generated fewer questions when students were present; the proportion of questions pursued also decreased when…

Education for nursing practice must shift to a collaborative education/service model in which the value of practical education and experience is better understood and integrated with academic knowledge. This model provides better resources and availability of mentors/preceptors, resulting in better prepared nurses. (Contains 32 references.) (SK)

The University of Wisconsin Medical School began a class mentor program in 1985 utilizing five senior physician faculty members who attended courses as mentors through four years with the assigned class. Mentors shared practical experience about the subjects being taught. Program response was highly favorable. (GLR)

A Boston University (Rhode Island) dental school program allows dental students to intern in dental practices while gaining paid professional work experience. The program has stimulated the dental community to participate in the training process by becoming teachers and mentors to future professionals. Practitioners and students have received it…

Paper uses a British research project on training and career development for postgraduate doctors to analyze and compare the training of doctors in hospitals with preservice teachers in schools. The comparison underlines conceptions of medicine and teaching as practical activities, emphasizing the importance of hands-on experience and field…

This pamphlet presents the thoughts of six physician mentors in family practice and their third-year medical students, as they reflect on their practice and on their teaching or learning of clinical skills. An examination of the role of the family-practice physician as mentor may help teacher educators and cooperating teachers gain a valuable…

The purpose of this paper is to explore the value of experiential education in the context of Washington internships and to consider the importance of role mentoring for female students in political science. The central question for this paper is whether the presence of female leadership role models and mentors in Washington internship programs…