UBC Graduate Research

An integrative review of the literature to support mentorship components for new clinical instructors Tiscornia, Lacey


Clinical education is an essential component of nursing education because it is where students can apply their theoretical knowledge to practical settings. The clinical instructor (CI) is often at the centre of this experience. The preparation of competent nursing graduates relies on receiving quality education from nursing schools with a concomitant need for increased numbers of nurse educators who are adequately prepared to educate nurses. There is a well-documented shortage of nursing faculty, and often part-time or contract clinical instructors are used to teach the clinical component of nursing education. Clinical instructors are often experienced nurse clinicians but many CIs lack exposure to educational theory and teaching experience In this Scholarly Practice Advancement Research (SPAR) project I focus on reviewing, identifying, and synthesizing information from the nursing and education literature in order to develop evidence-based components to inform mentorship programs for CIs transitioning from experienced clinician to novice clinical instructor. I use an integrative review approach to examine and critically evaluate the evidence available regarding mentorship for nursing CIs during the transition to their roles as novice educators. From my integrative review I present evidence-based process and content components to inform the development and delivery of mentorship programs for nurses that best support their transition to the CI role. The main process recommendations include: a comprehensive orientation which clearly outlines expectations; situating CIs within the academic institution; incorporating time to build trusting mentor-mentee relationships; peer networking; scheduling frequent and regular face-to-face meetings between the clinical instructor and mentor; and selecting an engaged and voluntary mentor. The main content recommendations include: teaching and learning strategies; effective communication and feedback; and exposure to the curriculum and educational resources for the clinical instructor. The recommendations include attention to initial and ongoing professional development for both the mentor and the CI. Implications for nursing administration, practice, and research are discussed.

Item Citations and Data


Attribution-NonCommercial-NoDerivatives 4.0 International