Naslov
Nursing student evaluations of the quality of mentoring support in individual, dual and group mentoring approach during clinical training: A prospective cohort study

Autori
Gusar, Ivana ; Bačkov, Kristina ; Tokić, Andrea ; Dželalija, Boris ; Lovrić, Robert

Izvornik
Australian journal of advanced nursing (0813-0531) 37 (2020), 4; 28-36

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
mentor, mentorship ; nursing students ; satisfaction ; training support

Sažetak
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.

Izvorni jezik
Engleski

Znanstvena područja
Kliničke medicinske znanosti, Psihologija, Socijalne djelatnosti

POVEZANOST RADA