Being a nursing mentor in the intraoperative neurosurgical theatre.

Abstract

For the past 20 years, nurses have mentored an increasing number of students in the operating theatre to counteract worldwide staff shortages. Still, the dual role of scrub/circulation in intraoperative nursing is challenging, particularly in neurosurgery. Moreover, theoretical intraoperative nursing remains excluded from the British nursing curricula. This study explored the nurses' lived experiences of being nursing mentors in the intraoperative neurosurgical theatre. Seven intraoperative neurosurgical nurses were interviewed using hermeneutic phenomenology. Data analysis followed Heidegger's hermeneutic circle, with interpretations emerging through Gadamer's fusion of horizons. The relationship between mentors, context and students led to four interlinked interpretations. Mentoring students required 'keeping too many balls in the air' due to the complexity of the context and dual clinical role. Students were considered as 'fish-out-of-water' due to their lack of basic knowledge. Expectations for students to be invested in learning - as it 'takes two to tango' - were hindered by their lack of motivation. The unpreparedness to mentor meant that most nurses 'run before they could walk'. Hence, assessment often resulted from the 'benefit of the doubt'. There seems to be a need for further academic, professional and clinical support for intraoperative neurosurgical nurses to mentor students.