The operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptions
Journal article, Peer reviewed
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OriginalversjonAverlid GM, Høglund S.. The operating room as a learning arena: Nurse anaesthetist and student nurse anaesthetist perceptions. Journal of Clinical Nursing. 2020 https://dx.doi.org/10.1111/jocn.15227
Aim: To examine which competencies mentors and student nurse anaesthetists per-ceive as important in a clinical anaesthesia education practice. Background: Mentoring during clinical placement in the operating room can be challenging from the viewpoint of both a nurse anaesthetist and their students. The operating room is a work environment with many restrictions, and the nurse anaesthetist's work requires prompt decisions and actions. Simultaneously, the mentor is tasked with guiding and supporting the student. Method: A qualitative approach including two focus group interviews was used. The analysis was conducted using systematic text condensation. The COREQ checklist for qualitative studies was applied. Result: The analysis yielded two main categories,including two sub-categories for each. The first, “Mentoring in the operating room,” contained sub-categories “Application of knowledge and expectations” and “Mentoring experiences,” and the second, “Creating a good climate for learning,” contained sub-categories “Impact on mentoring: human factors” and “Impact on mentoring: obstacle factors.” The mentor's knowledge of human relationships and learning strategies emerged as an important factor with the potential to influence the students’ learning and self-confidence. Another valuable consideration was the ability to give constructive feedback, from the perspective of both. However, production pressure was a negative factor for effective knowledge transition. Conclusions: The ability to give constructive feedback and having an awareness of one's own attitude—which should ideally be positive and inclusive—are crucial mentoring skills. Mutual expectations must be clearly communicated before the clinical placement period, including learning assumptions, a progression plan and learning outcomes. This will facilitate the planning and help to direct the optimal course of learning.Implications for clinical practice: This study highlights that an awareness of the student's vulnerability and the mentor's pedagogical competence and learning strategy are crucial factors to take into account.