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In the United Kingdom, the concept of mentorship has been central to nurse education since the 1980s. Mentorship has become the definitive term used to denote the supervisory relationship of the student nurse with a qualified nurse who monitors and evaluates their skill development in the clinical area. The background against which the concept was...
Context in source publication
Context 1
... and counsellor but it also contained some important differences in that the relationship was highly formalised and lacked an element of choice. Both the varieties of roles and their inherent contra- dictory nature, are reflected in the literature on mentorship; for example, Morton-Cooper and Palmer (2000) outlined nine qualities as listed in fig. ...
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Citations
... Instead of valuing power as something negative, he considered power as a creative force that drives society. His idea of the genealogy of knowledge concerned with power, the evolutionary transfer of power and the measures in which it could operate within society (Fulton, 2015). ...
... Foucault challenged the idea of epistemological value by arguing that the genealogy of knowledge connected the learned knowledge and local memory, allowing us to build historical knowledge about struggles and tactfully utilize this knowledge (Percy & Stirling, 2004). The genealogy of knowledge concerns the continuity and discontinuity of the transfer of power relations as well as how these issues influence and shape current practice (Fulton, 2015). Furthermore, the genealogy of knowledge can be used to identify the role of practices in shaping knowledge and identity (Ristić & Marinković, 2019). ...
... Meanwhile, studies of Islamic scholarship in Egypt and Haramain developed in the late 19th and early 20th centuries, so the chain of teacher-student relationships mediated the continuity of such indirect networks. In line with the network pattern described by Percy & Stirling, where scholarly genealogy is associated with the continuity and discontinuity of dissemination, this pattern shapes knowledge practices (Fulton, 2015) and contemporary identities (Ristić & Marinković, 2019). Drawing from Foucault, as cited by Percy & Stirling (2004), scholarly genealogy has the capacity to construct historical knowledge concerning struggles and the utilization of knowledge. ...
This research investigates the Islamic intellectual network between Nusantara and Central Asia in the 19th and 20th centuries. The study examines the Islamic intellectual network pattern between Nusantara and Central Asia, including the underlying factors of the connection and its influence on Nusantara’s traditional Islamic educational institutions, namely Islamic Boarding School (pesantren). This research employs the historical method and cultural diffusion theory to help the analysis. The research identified a clear influence of the Islamic intellectual network on Nusantara ulama's scholarly output in the 19th and 20th centuries, evident in their works covering various subjects such as 'aqīdah, ḥadīth, fiqh, and tasawwuf. These works, known as Kitab Kuning, derived their name from the yellow papers on which they were commonly written and printed. We also found that al-Azhar (Egypt) and Ḥaramain (Mecca and Medina) were crucial in mediating the Islamic intellectual network between Nusantara and Central Asia. The establishment of pesantren by scholars returning from their studies in Egypt and Ḥaramain marked the final step in linking intellectual genealogy between Nusantara and Central Asia. The formation of the network primarily occurred through two key patterns: knowledge transfer facilitated by teacher-student relationships and the transmission of knowledge through the sanad (knowledge chain).
... In Homer's epic, The Odyssey, Odysseus left his son, Telemachus, as a baby to grow up under the supervision of Mentor, who was an old and trusted friend. [7,11,13,14] This image depicts an older and wiser person taking on the responsibility of a younger person's development and learning. [7,14] In 1800 -1900s, the concept of mentorship was then adopted in a variety of professional careers such as in medicine and business, although not called mentoring at the time. ...
... [16] Thus, traditionally, the usage of mentorship tended to describe a relationship that was informal whereby an older, more experienced individual who was a male, would advise and guide the younger, less experienced individual who was also a male. [13] The concept of mentorship became formally known as 'mentorship' in the early 20th century. [15] Currently, mentoring can be broken down into informal and formal mentoring. ...
... [18] Yet the notion of mentorship in an informal sense has been adopted in nursing since Florence Nightingale. [10,13,19] It is thought that Florence Nightingale's (mentor) letters to Rachel Williams (mentee) demonstrated many characteristics of contemporary mentorship such as encouraging innovation, providing motivation, teaching/assessing, and encouraging learning. [10] Currently, formal mentoring relationships are being used in mentoring programs in nursing education [1] and these include faculty-to-student mentoring and facultyto-faculty mentoring. ...
Background and objective: There is a lack of consensus on the definition of mentoring, and a lack of agreement on the role and functions of mentors in nursing education. It is critical to clarify the concept of mentorship in nursing education for mentoring to be used effectively in mentorship programs. The aim of this paper is to provide an in-depth concept analysis on formal faculty-to-faculty mentorship in nursing education.Methods: This study used the Walker and Avant concept analysis model. Results: The analysis identified five defining attributes, three antecedents, and six consequences of mentorship in nursing education.Conclusions: The concept of mentorship in nursing education was clarified and can be applied to nursing mentorship programs. Further research on mentorship’s empirical referents is required to properly evaluate the mentorship relationship, avoid failed mentorship, and consider how the role of age, gender, class, ethnocentric background, and race in shaping the nursing mentorship relationship.
... In clinical practice, the exhibition of a case study whether due to its uniqueness or its normality is presented, discussed and recommendations for learning are made. The case study is therefore a prerequisite to in-service-training, within supervision or within mentoring contexts (Fulton, 2015). It is therefore logical to transfer this skill within occupational therapy research design. ...
Introduction
The philosophy and practice of occupational therapy is subjective and this provides a challenge in reflecting the essence of practice within research methodologies for this profession. The individualistic practice of client centredness and the importance of context are core elements of occupational therapy.
Objective
The aim is to conduct a descriptive analysis of contemporary use of case study research in occupational therapy based on selected articles using this methodology.
Method
An integrative literature review was carried out to explore contemporary occupational therapy application of case study as an approach. The search comprised the publications between 2006-2016, containing the keywords: “case study method”, “case study approach” and “case study methodology” were combined with “occupational therapy” in the following databases: CINAHL, MEDLINE and PSYCHINFO, and Royal College of Occupational Therapistsonline dissertation database.
Results
Thirty-two papers were synthesised; the studies predominantly featured mixed method data gathering as would be expected within a case study approach. There was a global uptake of the case study approach; UK, Canada, USA, Australia, Qatar, Brazil and Hong Kong in order of incidence. There was a relatively equal division between explanatory case studies and exploratory case studies.
Conclusion
The case study approach is a strongly viable and acceptable research tool to reflect the elements of occupational therapy practice and enhance the evidence-based practice of this profession. Occupational therapy research would benefit from a higher number of case study designs to reflect the complexity, subjectivity and person centredness of the profession.
... Merriam-Webster's [2] online dictionary defines the term mentor as "someone who teaches or gives help and advice to a less experienced and often younger person", whereas the term virtual is defined as "existing or occurring on computers or on the internet". The concept of mentoring dates all the way back to Greek mythology arising from Homer's The Odyssey character Mentor, who was thought of as a trusted adviser, teacher, and wise counselor [3]. Vinales [4] defines mentoring as: "A process by which one person (the mentor) encourages another individual (mentee) to manage his or her own learning so that the mentee becomes self-reliant in the acquisition of new knowledge, skills, abilities and develops a continuous motivation to do so". ...
... At this time, nurse education was integrating into higher education in the UK, away from smaller local National Health Service (NHS) nurse training schools attached to hospitals (Gray and Smith, 2000;Rolfe and Gardner, 2006). For the first time student nurses were not employed on an apprentice style course but were supernumerary university students (Hart, 2004;Fulton, 2015). Nurse Nurses completing the Project 2000 curriculum were expected to demonstrate a higher level of theoretical knowledge alongside their competency in practice and were labelled 'knowledgeable doers' (Morle, 1990;UKCC, 1999). ...
... This model of mentoring is popular in management and teaching roles (Connor and Pakora, 2007;Lawy and Tedder, 2011). Mentoring in this way can be informal and not documented, with the mentor acting as a stable influence over time (Murray and Owen, 1991;Fulton, 2015). ...
This study investigated the impact of two changes on the assessment of student nurses in practice in one University in England; the introduction of the ongoing achievement record and the development of the sign off mentor role (NMC, 2008). As contemporary literature showed nurse mentors were failing to fail student nurses, these changes to assessment in nursing practice were introduced (Duffy, 2003; Gainsbury, 2010). A literature review was conducted to identify key themes in the nurse mentoring literature and led to the research question for the study; What impact has the introduction of the ongoing achievement record and sign off mentor had on the robustness of mentors’ assessment practices? Using a qualitative interpretive methodology, a two phase study firstly examined forty six assessment records for forty students who had failed in practice. These were examined for common issues and themes before semi structured interviews with eight mentors were completed as phase two, to ascertain links between what assessment documents showed and how the mentors felt these changes had affected the assessment of student nurses. Four themes were drawn from data from both phases of the research: Using the assessment documents, failing a student, accountability and the sign off mentor and finally mentor assessment of behaviours and levels of progress. Data was used to support a discussion on each of these themes. It was found that the introduction of the ongoing achievement record (OAR) has had a positive impact on mentors and the quality of assessment practices as mentors use prior records to inform their role. This was reliant however on prior mentors’ commitment to completion of the document accurately, which was variable. The introduction of sign off mentors was shown to have a negative impact on the robustness of assessment practice. Mentors were reluctant to become sign off mentors due to the perception of the increased accountability. Mentors interviewed identified that mentors earlier in the programme were delegating the assessment decision to the sign off mentor as the accountable gatekeeper. This reduced the reliability of the mentorship process and it is recommended that this role should be removed and instead support for novice mentors should be given by experienced mentors to ensure robust assessment takes place. An emerging theme showed that mentors assess students throughout their nursing programme for key values and behaviours required to be a nurse. This strengthens the profession at a time when it has been under fire in the media for lack of compassion and care (The Patients Association, 2011). It is reassuring for the profession and the public to see that student nurses are assessed consistently against these values as part of their course. Use of the OAR alongside the impact of sign off mentors and assessment of values and behaviours had not been found in prior literature. This study presents these findings as new knowledge and they will be used to guide local strategy on mentorship models and ensure new mentors have access to experienced mentors. They will also be disseminated nationally to enable other educators and the Nursing and Midwifery Council to become aware of this evidence base for the OAR and sign off mentor in order that they can explore changes that may be needed as they revise their mentor standards to improve the assessment process and mentor support for nursing education.
... By "nursing phenomena," we mean occurrences, events, processes and contested concerns significant for nurses. Examples include child abuse (Bell, 2011), mentorship in nursing (Fulton, 2015), birthing (Newnham, 2011), chronic illness (Rose, 2002), recovery in mental health practice (Walsh & Stevenson, 2008) and nursing observations in psychiatry (Stevenson & Cutliffe, 2006). We suggest suitable phenom- More specifically, they invite analysis because they involve the imposition of power, provoke questions about strategies of control and discipline and stimulate resistance and opposition as well as conformity. ...
Foucault used the ‘Quadrilateral of Language’ metaphor to describe how language functioned in what the French called the Classic Age, roughly 1650 to 1800, the period from Descartes to Kant. His purpose was to show how the functions of language changed radically with the arrival of the Modern Age (~1800). Foucault developed his archaeological methods to investigate the impact of this change, and later revised his methods to introduce genealogical strategies to conduct ‘histories of the present’ (Foucault, 1994). Our purpose in this paper is to offer a clarification of Foucault’s thinking about ruptures in the functions of language and to show their implications for analyzing nursing discourse. Our account provides an overview of radical changes in both the functions of language and in Foucault’s analytical methods. Drawing on Foucault’s metaphorical ‘Quadrilateral of Language’ this paper advances a critique of Advanced Practice Nursing (APN) discourse as an invitation to critical engagement in the politics of advanced practice nursing and to reflect on the political implications for the future of the profession of nursing.
Introduction
Discourse analysis has been used as an approach to conducting research in health professions education (HPE) for many years. However, because there is no one ‘right’ interpretation of or approach to it, quite what discourse analysis is, how it could or should be used, and how it can be appraised are unclear. This ambiguity risks undermining the trustworthiness and coherence of the methodology and any findings it produces.
Method
A meta‐study review was conducted to explore the current state of discourse analysis in HPE, to guide researchers engaging using the methodology and to improving methodological, analytical and reporting rigour. Structured searches were conducted, returns were filtered for inclusion and 124 articles critically analysed.
Results
Of 124 included articles, 64 were from medical education, 51 from nursing and 9 were mutli‐disciplinary or from other HPE disciplines. Of 119 articles reporting some sort of data, 50 used documents/written text as the sole data source, while 27 were solely based on interview data. Foucault was the most commonly cited theorist ( n = 47), particularly in medical education articles. The quality of articles varied: many did not provide a clear articulation what was meant by discourse, definitions and methodological choices were often misaligned, there was a lack of detail regarding data collection and analysis, and positionality statements and critiques were often underdeveloped or absent.
Discussion
Seeking to address these many lacunae, the authors present a framework to facilitate rigorous discourse analysis research and transparent, complete and accurate reporting of the same, to help readers assess the trustworthiness of the findings from discourse analysis in HPE. Scholars are encouraged to reflect more deeply on the applications and practices of discourse analysis, with the ultimate aim of ensuring more breadth and depth when using discourse analysis for understanding and constructing meaning in our field.
Fostering reflective practice is an integral part of continuing professional development and general practice training. However, popular reflective tools are often applied superficially, with little insight generated as a result. This article presents engagement with poetry as a unique method of reflection, which can enable clinicians to reflect on challenging experiences including those encountered during the COVID-19 pandemic. Existing communities who use poetry as a reflective tool will be spotlighted. Finally, the impact of poetic reflection in building resilience and mature reflection for GPs and GP trainees will be considered.
Foucault used the "Quadrilateral of Language" metaphor to describe how language functioned in what the French called the Classic Age, roughly 1650 to 1800, the period from Descartes to Kant. His purpose was to show how the functions of language changed radically with the arrival of the Modern Age (~1800). Foucault developed his archaeological methods to investigate the impact of this change, but later revised his methods to introduce genealogical strategies to conduct "histories of the present". Our purpose in this paper is to clarify Foucault's thinking about ruptures in the functions of language and to show their implications for analyzing nursing discourse. Our account provides an overview of radical changes in both the functions of language and in Foucault's analytical methods. Drawing on Foucault's "Quadrilateral of Language", his anthropological quadrilateral, and our spatialized conception of his genealogical methods, we critique advanced nursing practice (APN) discourse and invite others to inquire into nursing phenomena with spatialized thinking.
