Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality
American Journal of Nursing Science
Volume 6, Issue 5, October 2017, Pages: 382-386
Received: Aug. 20, 2017;
Accepted: Sep. 13, 2017;
Published: Sep. 19, 2017
Views 2024 Downloads 81
Robert Lovrić, Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Osijek, Croatia
Nada Prlić, Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Osijek, Croatia
Ivana Barać, Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Osijek, Croatia
Radivoje Radić, Faculty of Medicine, Josip Juraj Strossmayer University of Osijek, Osijek, Croatia
Important information about the clinical education can be revealed by nursing students’ initial expectations and final evaluation of mentors’ competences, and mentor’s self-evaluation of their competences. The aim of this study was to examine whether these constructs can be used for evaluating the atmosphere in clinical education. This was a nonexperimental prospective study. Data were collected between January and April 2012, in 12 clinics at the University Hospital Osijek. The participants were undergraduate nursing students in years 1, 2, and 3 (n = 150) and their mentors (n = 35) at the Faculty of Medicine, University of Osijek, during the academic year of 2012/2013. The instrument was a modified version of the questionnaire taken from The Nursing Clinical Teacher Effectiveness Inventory (NCTEI). Prior to clinical practice, the students evaluated the desirability of each competence expected from a mentor; after the clinical practice, the students estimated how often their mentor possessed and applied those competences. Mentors have evaluated their own competences according to the same items. Comparison of students’ expectations and estimates shows significantly higher expectations of first and third year students (p <0.001). Mentors’ self-assessed competences, compared to students' evaluations, were rated significantly higher by mentors of all three years (p <0,001). The comparison of nursing students’ initial expectations and final evaluation of mentors’ competences, and mentor’s self-evaluation of their competences, when they are significantly different, can provide relevant information about potential problem in clinical education.
Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality, American Journal of Nursing Science.
Vol. 6, No. 5,
2017, pp. 382-386.
Lovrić R, Prlić N, Barać I, Plužarić J, Pušeljić S, Berecki I et al. Specificities and differences in nursing students’ perceptions of nursing clinical faculties’ competences. Journal of Professional Nursing. 2014; 30 (5): 406-17.
Agius NM, Wilkinson A. Students' and teachers' views of written feedback at undergraduate level: A literature review. Nurse Education Today. 2014; 34 (4): 552–59.
Powell NJ, Rubenstein C, Sawin EM. Annan S. Student evaluations of teaching tools: a qualitative examination of student perceptions. Nurse Educator. 2014; 39 (6), 274-79.
Scurlock-Evans L, Upton P, Rouse J, Upton D. To embed or not to embed? A longitudinal study exploring the impact of curriculum design on the evidence-based practice profiles of UK pre-registration nursing students. Nurse Education Today. 2017; 58: 12-8.
Foster H, Ooms A, Marks-Maran D. Nursing students' expectations and experiences of mentorship. Nurse Education Today. 2015; 35 (1): 18-24.
Aston L, Hallam P. Successful Mentoring in Nursing. Southernhay East Exeter: British Library, Learning Matters, 2011.
Lovrić R, Piškorjanac S, Pekić V, Vujanić J, Kramarić-Ratković K et al. Translation and validation of the clinical learning environment, supervision and nurse teacher scale (CLES + T) in Croatian language. Nurse Education in Practice. 2016; 19: 48-53.
Gregoric C, Wilson A. Informal peer mentoring in early career researchers. International Journal for Researcher Development. 2015; 6 (1): 40–56.
Rosenau PA, Lisella RF, Clancy TL, Nowell LS. Developing future nurse educators through peer mentoring. Nursing: Research and Reviews. 2015; 5: 13–21.
Won MR, Choi YJ. Undergraduate nursing student mentors' experiences of peer mentoring in Korea: A qualitative analysis. Nurse Educ Today. 2017; 51: 8-14.
MacBeath JEC. Self-evaluation in European Schools: A Story of Change. London (United Kingdom): Routledge, 2000.
Lovrić R, Prlić N, Zec D, Pušeljić S, Žvanut B. Students' Assessment and Self-assessment of Nursing Clinical Faculty Competencies: Important Feedback in Clinical Education? Nurse Educator. 2015; 40 (5): E1-E5.
Janssens Frans JG, Amelsvoort van Gonnie HWCH, School selfevaluations and school inspections in Europe: an exploratory study. Studies In Educational Evaluation. 2008; 34 (1): 15-23.
Dunning D, Heath C, Suls JM. Flawed self-assessment implications for health, education, and the workplace. Psychological Science in the Public Interest. 2004; 5 (3): 69-106.
Reid-Searl K, Moxham L, Walker S, Happell B. Nursing students administering medication: appreciating and seeking appropriate supervision. Journal of Advance Nursing. 2010; 66 (3), 532-41.
Knox JE, Mogan J. Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates. Journal of Advanced Nursing. 1985; 10 (1); 25–30.
Davies M, Hopkins S, Irene Lavery I et al. Guidance for Mentors of Nursing Students and Midwives. 2nd ed., London (United Kingdom): The Royal College of Nursing, 2009.
Kube ML. Clinical Teaching Behaviors-The Relationship of Nursing Faculty Clinical Teaching Behaviors to Student Learning [dissertation]. College of Saint Mary; 2010.
Råholm MB, Thorkildsen K, Löfmark A. Translation of the Nursing Clinical Facilitators Questionnaire (NCFQ) to Norwegian language. Nurse Education in Practice. 2010; 10 (4), 196-200.
Gopee N. Mentoring and supervision in healthcare. 2nd ed. Los Angeles (United States): SAGE, 2011.
Gillespie M. Student-teacher connection in clinical nursing education. Journal of Advance Nursing. 2002; 37 (6): 566-76.
Bastable SB, Gramet P, Jacobs S, Sopczyk DL. Health professional as educator: principles of teaching and learning, London (United Kingdom): Jones & Bartlett Learning LLC, 2011.