Nursing student evaluations of the quality of mentoring support in individual, dual and group mentoring approach during clinical training: A prospective cohort study (CROSBI ID 282850)
Prilog u časopisu | izvorni znanstveni rad | međunarodna recenzija
Podaci o odgovornosti
Gusar, Ivana ; Bačkov, Kristina ; Tokić, Andrea ; Dželalija, Boris ; Lovrić, Robert
engleski
Nursing student evaluations of the quality of mentoring support in individual, dual and group mentoring approach during clinical training: A prospective cohort study
Objective: To examine how BSc nursing students evaluates the quality of mentoring support during clinical training using three different types of mentoring approach. Background: The mentoring approach and the mentor – student relationship are important factors of nursing students׳ satisfaction with the clinical experience. However, there are significant differences in the approaches to mentoring in nursing, and no global consensus around a universal form of mentorship. Study design and methods: The participants were first-year BSc students (n = 86) divided into three groups who were exposed to three different mentoring approaches: Group 1 = dual (two mentors/group of students) ; Group 2 = individual (one mentor/one student) ; Group 3 = group (one mentor/group of students). The validated Mentor Support Evaluation Questionnaire (MSEQ) has been applied to assess the quality of mentoring support. Results: Students from Group 2 gave a significantly higher evaluation (P < 0.01) to the level of quality of mentoring support (M = 4.8 ; SD = 0.32), in comparison to students from Group 1 (M = 4.1 ; SD = 0.66) and students from Group 3 (M = 3.32 ; SD = 1.71). Discussion: Nursing students exposed to different mentoring approaches vary in the quality of mentoring support. The highest level of quality of mentoring support was evaluated by students in individual approach and the lowest quality of mentoring support was evaluated by students mentored in a group of 4 to 6 students by a single mentor. In the individual approach, the students experienced the continuous availability of the mentor, recognition of personal study needs, respect, safety, appreciation and patience. Conclusion: Mentoring approach is an important factor that affects students’ satisfaction with the clinical experience and in return influences the achievement of final learning outcomes and professional development of students.
mentor, mentorship ; nursing students ; satisfaction ; training support
nije evidentirano
nije evidentirano
nije evidentirano
nije evidentirano
nije evidentirano
nije evidentirano
Podaci o izdanju
37 (4)
2020.
28-36
objavljeno
0813-0531
1447-4328
10.37464/2020.374.83
Povezanost rada
Kliničke medicinske znanosti, Psihologija, Socijalne djelatnosti