The Protege and the Sage : Students' Perceptions of Work-Based Mentoring Experiences

Mentoring is offered as a supportive learning strategy within an educational programme for mature multi-cultural South African nurses. This paper considers the literature; describes mentoring within a nursing management course; and uses the findings to illustrate students' mentoring experience through the following three themes: (1) Mentoring as a teaching strategy: Initial considerations; (2) Mentoring as a process; and (3) Consequences of mentoring as a teaching strategy. Self-reports; based on two questions; describe the perceptions 16 post-basic students have of mentoring as a means of scaffolded learning through the voicing of their 'authentic' experiences. This study forms a component of a larger qualitative case study of a management course using action research within the critical genre. A way forward is suggested that can promote both the mentor/mentee relationship and meaningful learning. Students paid particular attention to the difficulties of choosing mentors; engaging in and 'negotiating' the process and maintaining the relationship. They recognised the value of 'special people' (not necessarily in their discipline); in their professional development and noted the need for mutual commitment to the process to achieve mutual benefits

Is Journaling Empowering ? Students' Perceptions of their Reflective Writing Experience

South African health care organisations are faced by enormous challenges. Responsive measures must include employing nurse practitioners who can think critically and creatively and who can make appropriate decisions that do not necessarily fit into theory learned within a formal educational system. This study arose out of the need for a university of technology nursing department to respond to limitations imposed by traditionally-formed educational frames of reference of post-basic nurse practitioner students that historically rated proficiency in the tasks of nursing above that of knowing nursing. Reflective journals were introduced as an educational strategy within a model for critical reflective practice (Van Aswegen; 1998) to promote independent thinking for improved professional practice and support and sustain 'deep' learning. This four-year qualitative descriptive study; using content analysis of 110 student journal self-evaluations; seeks to determine the value part-time post-basic nursing students place on journaling as a means of enhancing critical reflective practice. The findings of the study suggest that open-ended reflective journals encouraged self-directed learning. Despite journaling being perceived as an arduous; time-consuming exercise particularly in the light of concomitant learning; occupational and social commitments; it was seen as a means of promoting self-insight and self-development and as a viable strategy for life-long learning