engleski

Contribution of mentors to the learning process and the acquisitionof competences of bachelors of nursing - students' attitudes

AimTo examine students' attitudes about healthcare mentors’ contribution to learning , knowledge, skills and attitudes of students, and to investigate the connection of contribution of certain mentors’ competences. Subjects and MethodsThe subjects were a third year students from the undergraduate course of nursing, University of Medicine in Osijek (N = 45). The instrument used in this study is a questionnaire for students with five questions about the general characteristics of the respondents, and five statements for the assessment of the overall contribution of the mentor competencies for bachelor’s competences. The second part of the questionnaire contains 52 specific characteristics divided into 6 healthcare mentors’ competence categories, taken and adapted from: The Nursing Clinical Teacher Effectiveness Inventory (NCTE) and Observations of Nursing Teachers in Clinical Settings (ONTICS). Students were assessing on a five- point Likert scale how much individual characteristics of mentor’s competences contributed and helped them in learning, acquisition of theoretical knowledge, practical skills and organization and change of attitudes. ResultsStudents in general, rate highly the importance and contribution of mentors towards the development of their own bachelor’s competences (4.1 ± 0.8). Mentoring competency student evaluation mostly contributed to the learning process (4.3 ± 0.8), the acquisition of theoretical knowledge (4.2 ± 0.9) and practical skills (4.3 ± 0.9) of students. The biggest contribution for students’ attitudes have a mentoring competence of relationship with the student (4.4 ± 0.9). There is a strong positive correlation between the mentors’ competences which contribute to learning and knowledge of students (rs = 0.893, n = 52, p = 0.00) and a medium strong positive correlation between contributions to learning and acquisition of skills (rs = 0.761, n = 52, p = 0, 00). Mentors’ competences which contribute to the acquisition of knowledge are in the strong positive correlation with competencies that contribute to the acquisition of practical skills (rs = 0, 844, n = 52, p = 0, 00). ConclusionAccording to student’s attitudes, healthcare mentors have a strong contribution and they give assistance in the learning process and acquisition of competences of bachelors of nursing.

healthcare mentor’s competences; bachelor’s of nursing competences

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