{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,4]],"date-time":"2026-02-04T18:56:20Z","timestamp":1770231380748,"version":"3.49.0"},"reference-count":39,"publisher":"Wiley","issue":"19-20","license":[{"start":{"date-parts":[[2017,3,27]],"date-time":"2017-03-27T00:00:00Z","timestamp":1490572800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Clinical Nursing"],"published-print":{"date-parts":[[2017,10]]},"abstract":"<jats:sec><jats:title>Aims and objectives<\/jats:title><jats:p>To investigate the current practice and experience of sign\u2010off mentors in one <jats:styled-content style=\"fixed-case\">NHS<\/jats:styled-content> trust.<\/jats:p><\/jats:sec><jats:sec><jats:title>Background<\/jats:title><jats:p>In the <jats:styled-content style=\"fixed-case\">UK<\/jats:styled-content>, sign\u2010off mentors support nursing students in their last clinical placement and are accountable for the final assessment of fitness to practice as a registered nurse.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>Mixed\u2010methods study.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>The focus was on two key Nursing and Midwifery Council standards: the requirement for students to work at least 40% of their time on clinical placement with a sign\u2010off mentor\/mentor; the sign\u2010off mentor had one\u2010hour\u2010per\u2010week protected time to meet the final placement student. Data were collected through two audits of clinical and university documents and an experience survey administered to all sign\u2010off mentors in one trust.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The audits showed that only 22\/42 (52%) of students were supervised by their sign\u2010off mentor\/mentor at least 40% of the time, whilst 10\/42 (24%) students never worked a shift with their sign\u2010off mentor. Only one student met their sign\u2010off mentor every week. Complete data were available in 31\/64 (47%) sign\u2010off mentors, of whom 21\/30 (70%) rarely\/never had reduced clinical commitment to mentor final placement students. Furthermore, 19\/28 (68%) met their student after their shift had ended with 24\/30 (80%) reporting not getting any protected time.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Sign\u2010off mentors have inadequate time and resources to undertake their role, yet are accountable for confirming the student has the required knowledge and skills to practise safely. The current model needs urgent review to improve mentoring standards.<\/jats:p><\/jats:sec><jats:sec><jats:title>Relevance to clinical practice<\/jats:title><jats:p>Understanding how the role of the sign\u2010off mentor is working in practice is critical to ensuring that the Nursing and Midwifery Council standards are met, ensuring students are well supported and appropriately assessed in practice, and mentoring is given the high profile it deserves to guarantee high\u2010quality care and protecting the public.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jocn.13652","type":"journal-article","created":{"date-parts":[[2016,11,16]],"date-time":"2016-11-16T21:17:47Z","timestamp":1479331067000},"page":"3056-3066","source":"Crossref","is-referenced-by-count":9,"title":["A mixed\u2010methods study exploring sign\u2010off mentorship practices in relation to the Nursing and Midwifery Council standards"],"prefix":"10.1111","volume":"26","author":[{"given":"Joanna","family":"Newton","sequence":"first","affiliation":[{"name":"School of Health and Social Care London South Bank University London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Rachel M","family":"Taylor","sequence":"additional","affiliation":[{"name":"School of Health and Social Care London South Bank University London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Liz","family":"Crighton","sequence":"additional","affiliation":[{"name":"School of Health and Social Care London South Bank University London UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2017,3,27]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2009.11.014"},{"key":"e_1_2_9_3_1","unstructured":"BallsP(2010)What are the Factors That Affect Band 5 Nurses\u2019 Career Development and Progression?[Online]. Available at:http:\/\/www.nursingtimes.net\/what-are-the-factors-that-affect-band-5-nurses-career-development-and-progression\/5013702.fullarticle(accessed 6 April 2016)."},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2006.01828.x"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2648.2010.05351.x"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.12968\/bjon.2011.20.15.933"},{"key":"e_1_2_9_7_1","volume-title":"The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process","author":"Department of Health","year":"2004"},{"key":"e_1_2_9_8_1","unstructured":"DuffyK(2003)Failing Students: A Qualitative Study of Factors That Influence the Decisions Regarding Assessment of Students\u2019 Competence in Practice. [Online]. Available at:http:\/\/www.nm.stir.ac.uk\/documents\/failing-students-kathleen-duffy.pdf(accessed 3 April 2016)."},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1473-6861.2008.00193.x"},{"key":"e_1_2_9_10_1","volume-title":"Report of the Mid\u2010Staffordshire NHS Foundation Trust Public Inquiry","author":"Francis R","year":"2013"},{"key":"e_1_2_9_11_1","doi-asserted-by":"publisher","DOI":"10.12968\/ijtr.2008.15.9.30827"},{"key":"e_1_2_9_12_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2012.09.005"},{"key":"e_1_2_9_13_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1478-5153.2008.00293.x"},{"key":"e_1_2_9_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2005.01239.x"},{"key":"e_1_2_9_15_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2013.09.018"},{"key":"e_1_2_9_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1440-172X.2011.01964.x"},{"key":"e_1_2_9_17_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2013.01.001"},{"key":"e_1_2_9_18_1","first-page":"12","article-title":"If we want caring nurses we must ensure time for good mentoring","volume":"27","author":"Kendall\u2010Raynor P","year":"2013","journal-title":"Nursing Standard"},{"key":"e_1_2_9_19_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1744-6198.2007.00073.x"},{"key":"e_1_2_9_20_1","doi-asserted-by":"publisher","DOI":"10.12968\/bjcn.2009.14.11.45005"},{"key":"e_1_2_9_21_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2007.02194.x"},{"key":"e_1_2_9_22_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2008.02693.x"},{"key":"e_1_2_9_23_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2007.02233.x"},{"key":"e_1_2_9_24_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2007.08.003"},{"key":"e_1_2_9_25_1","volume-title":"Standards to Support Learning and Assessment in Practice","author":"NMC","year":"2008"},{"key":"e_1_2_9_26_1","volume-title":"The Code \u2013 Professional Standards of Practice and Behaviour for Nurses and Midwives","author":"NMC","year":"2015"},{"key":"e_1_2_9_27_1","volume-title":"Guidance for Mentors of Nursing Students and Midwives \u2013 An RCN Toolkit","author":"RCN","year":"2007"},{"key":"e_1_2_9_28_1","volume-title":"Overstretched. Under\u2010Resourced. The UK Nursing Labour Market Review 2012","author":"RCN","year":"2012"},{"key":"e_1_2_9_29_1","volume-title":"Mid Staffordshire NHS Foundation Trust Public Inquiry Report \u2013 Response of the Royal College of Nursing","author":"RCN","year":"2013"},{"key":"e_1_2_9_30_1","unstructured":"RCN(2013b)Equity for nurse mentors. Available at:https:\/\/www2.rcn.org.uk\/newsevents\/congress\/2013\/agenda\/21-equity-for-nurse-mentors(accessed 3 April 2016)."},{"key":"e_1_2_9_31_1","volume-title":"RCN Mentorship Project 2015: From Today's Support in Practice to Tomorrow's Vision for Excellence","author":"RCN","year":"2015"},{"key":"e_1_2_9_32_1","volume-title":"Sustaining and Managing the Delivery of Student Nurse Mentorship: Roles, Resources, Standards and Debates. Report for the NHS London \u2018Readiness for Work\u2019 Programme","author":"Robinson S","year":"2012"},{"key":"e_1_2_9_33_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2013.04.015"},{"key":"e_1_2_9_34_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2007.02.006"},{"key":"e_1_2_9_35_1","first-page":"12","article-title":"What are the barriers to good mentoring?","volume":"108","author":"Veeramah V","year":"2012","journal-title":"Nursing Times"},{"key":"e_1_2_9_36_1","doi-asserted-by":"publisher","DOI":"10.12968\/bjon.2015.24.3.174"},{"key":"e_1_2_9_37_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.nedt.2010.03.003"},{"key":"e_1_2_9_38_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1365-2702.2010.03287.x"},{"key":"e_1_2_9_39_1","unstructured":"WillisL(2015)Raising the Bar \u2013 Shape of Caring: A Review of the Future Education and Training of Registered Nurses and Care Assistants. [Online]. Available at:https:\/\/www.hee.nhs.uk\/sites\/default\/files\/documents\/2348-Shape-of-caring-review-FINAL.pdf(accessed 3 April 2016)."},{"key":"e_1_2_9_40_1","unstructured":"Willis Commission(2012)Quality with Compassion: The Future of Nursing Education. [Online]. Available at:http:\/\/www.williscommission.org.uk\/__data\/assets\/pdf_file\/0008\/485009\/Willis_Commission_executive_summary.pdf(accessed 3 April 2016)."}],"container-title":["Journal of Clinical Nursing"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/api.wiley.com\/onlinelibrary\/tdm\/v1\/articles\/10.1111%2Fjocn.13652","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/api.wiley.com\/onlinelibrary\/tdm\/v1\/articles\/10.1111%2Fjocn.13652","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/jocn.13652","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2023,10,5]],"date-time":"2023-10-05T17:18:26Z","timestamp":1696526306000},"score":1,"resource":{"primary":{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/jocn.13652"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2017,3,27]]},"references-count":39,"journal-issue":{"issue":"19-20","published-print":{"date-parts":[[2017,10]]}},"alternative-id":["10.1111\/jocn.13652"],"URL":"https:\/\/doi.org\/10.1111\/jocn.13652","archive":["Portico"],"relation":{},"ISSN":["0962-1067","1365-2702"],"issn-type":[{"value":"0962-1067","type":"print"},{"value":"1365-2702","type":"electronic"}],"subject":[],"published":{"date-parts":[[2017,3,27]]}}}