Filomena L. W. CHOW and Lorna K. P. SUEN
Abstract
This article aims at describing a multiple-phase action research study on a mentoring program - the "Honorary Clinical Instructor (HCI) Scheme" - initiated by the nursing department of a local university. Different phases of the study are presented in detail to highlight the multiple phases of an action research. Embedded in the descriptions of the various phases are explanations why an action research approach is adopted. The cyclical phases of planning, implementing, evaluating were taken repeatedly in this study, with each cycle directing at identifying specific areas and strategies for improving the scheme. Three cycles of planning, implementation, and evaluation were undertaken upon the completion of this study. However, it is worth noting that continuous evaluation and improvements are being made since the introduction of this mentoring scheme even after the completion of the project. The findings from this study revealed that first, action research is a suitable approach for this kind of situation-based research. Second, the Honorary Clinical Instructor Scheme is a practicable system for clinical supervision and instruction. Student evaluations had shown that the scheme was successful and ways to improve the effectiveness of the scheme were also identified.
Key words: Action research, clinical teaching, Hong Kong, mentoring, nursing education, student perceptions