A Q-methodological study to explore student nurse perspectives of effective mentor qualities in different years of training

Abstract This study explores student nurse perspectives of effective mentor qualities, in different years of training. Despite numerous research articles outlining evidence to support good mentoring, gaps in the literature were identified as there is very little "robust evaluation" and research that measures the effectiveness of mentoring from the student nurse perspective (Chandan and Watts 2012 pg1). The majority of the current research that has explored student perspectives of mentorship and the good qualities of a mentor include pre-registration nurses at different stages of their training. However, there is limited research that compares what students at different stages in their training define as the ideal qualities of a mentor. A Q-Methodological study using a focus group to obtain the concourse and a questionnaire/rank order sheet to sort Q sample statements was conducted. The participants were in their 2nd, 3rd or 4th year on the Undergraduate Masters of Nursing Degree course in one Midlands University. The main findings of the study, students above all want to feel integrated in the team and supported by their mentor, are consistent with the current knowledge. Novel literature was created with the knowledge that students in different years of training perceive either personal or professional qualities of a mentor to be determinant of their effectiveness. Although the findings of this study cannot be generalised to all student nurses, due to the small sample size and unique course, it has added to the current body of knowledge on mentoring and what makes this effective from the student's perspective, using a methodology that is innovative within nurse education research