Naslov
Effectiveness of nursing clinical mentors

Autori
Lovrić, Robert ; Prlić, Nada ; Barać, Ivana ; Plužarić, Jadranka

Izvornik
Pielęgniarstwo XXI Wieku (1730-1912) 40 (2012), 3; 23-29

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

Ključne riječi
Nursing clinical mentor ; Student ; Evaluation

Sažetak
Aim. To explore effectiveness of nursing clinical mentors. Material and methods. The subjects were 56 third-year students of Nursing of undergraduate studies and 17 of their clinical mentors from J.J. Strossmayer University of Osijek, Faculty of Medicine Osijek. The research was conducted at Clinical Hospital Centre Osijek, Department of Surgery, divided in two parts. The first part (prior to clinical practi ce) exami ned students’ expectations of effective nursing clinical mentors. The second part (after completing clinical practice) examined and compared evaluations and self-evaluations of mentor effectiveness. The research instrument was a questionnaire containing six categories (52 criteria) for assessment of effective nursing clinical mentors taken from The Nu rsing Clinical Teacher Effectiveness Inventory (Mogan & Knox) and Observations of Nursing Teachers in Clinical Settings (Mogan & Warbinek). Numerical data were described using ba sic mean and dispersion measures. For exploring differences between three in de pen dent gro ups Kru skal Wallis test was used and Mann -Whitney test was used to co m pa re two groups.The obtained data were analysed statistically at a significance level of p≤0, 05. Results.The most desirable mentor qualities, expected by students, are correcting student mistakes without belittling, being well-organized and providing clear explanations. Least important are: enthusiasm, adapting instructions to students’ level of competence, discussing new developments in the area they are covering. Mentor self-evaluation was significantly higher compared to students’ expectations and students’ evaluation of mentors’ effectiveness (p<0.001). There are no significant differences between expectations and evaluation within categories, although, they are present within more than half of criteria students marked important:correcting students’ mistakes without belittling (p=0.001), being well- organized (p=0.039) and providing clear explanations (p<0.001).

Izvorni jezik
Engleski

Znanstvena područja
Kliničke medicinske znanosti

POVEZANOST RADA