Mentoring medical students as a means to increase healthcare assistant status: A qualitative study.
healthcare assistants
hierarchical status
identity
interprofessional team
learning
medical students
mentoring
person‐centred care
qualitative research
Journal
Nursing open
ISSN: 2054-1058
Titre abrégé: Nurs Open
Pays: United States
ID NLM: 101675107
Informations de publication
Date de publication:
Apr 2024
Apr 2024
Historique:
revised:
16
06
2023
received:
19
12
2022
accepted:
19
03
2024
medline:
16
4
2024
pubmed:
16
4
2024
entrez:
16
4
2024
Statut:
ppublish
Résumé
To offer a practical way in which the status of healthcare assistants (HCAs) can be increased by drawing on their experience, knowledge and skillset, whilst mentoring medical students during an HCA project. Qualitative, reflexive thematic analysis. One-to-one semi-structured interviews were conducted between April and June 2019, with 13 participants. Participants included five healthcare assistants; three practice development nurses, two of whom were former HCAs; one registered general nurse and four clinical educators. Two themes were identified: HCAs as silent, invisible caregivers (theme 1) and the formation of an HCA identity through mentoring (theme 2). HCAs are often silent performers of complex patient care with limited opportunity to engage in the interprofessional team dialogue. Social perceptions of HCAs describe them as a marginalised, poorly understood, 'unqualified' group with 'lowly status'. Mentoring medical students allows HCAs to draw on their experience, knowledge and skillset by actively contributing to the learning and development of future doctors. The mentoring of medical students gave HCAs an active voice within the interprofessional team, instilling their confidence and self-worth. Mentoring allowed HCAs to move from a homogenous, group-based social identity to a role-based one that enabled HCAs to reveal the true extent of their work whilst negotiating their place and identity within the interprofessional team. Leaders in healthcare will see that a re-evaluation of HCAs as performers of basic, hands-on patient care is needed to breakdown ingrained beliefs, eliminating a 'us and them' mentality. Involving HCAs in the mentoring of medical students will impact on the personal development of both HCAs and medical students in the cultivation of a future, person-centred, inclusive and collaborative workforce. COREQ guidelines to enhance methodological rigour were strictly adhered to. There is no patient or public involvement.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
e2149Informations de copyright
© 2024 The Authors. Nursing Open published by John Wiley & Sons Ltd.
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