Abstract
Introduction: Providing adequate training for mentors, fostering a positive mentorship culture and establishing the necessary operational procedures for ensuring mentorship quality are the keys to effective clinical mentoring of nursing students.
Purpose: The purpose of the research was to explain different dimensions of clinical mentors’ professional development and their capability of developing ethical values in nursing students.
Methods: A non-experimental quantitative research design was employed. Data were collected by means of a questionnaire administered to the population of clinical mentors (N=143). The total number of questions was 36. Descriptive statistics were used, and bivariate analysis, factor analysis, correlation analysis and linear regression analysis were performed.
Results: The professional development of clinical nurse mentors was explained (R2 = 0.256) by career advancement (p = 0.000), research and learning (p = 0.024) and having a career development plan (p = 0.043). In-creased professional self-confidence (R2 = 0.188) was explained by career advancement (p = 0.000) and the time engaged in record keeping (p = 0.028). Responsibility for the development of ethical values in nursing students (R2 = 0.145) was explained by the respondents’ level of education (p = 0.020) and research and learning (p = 0.024). Applying ethical principles and norms into practice (R2 = 0.212) was explained by self-assessed knowledge in ethics (p = 0.037) and research and learning (p = 0.044).
Conclusions: Clinical nurse mentors tended to lack a career development plan, had low work time spent on research and insufficiently participated in education and training activities, which turned out to be significant explanatory factors of their professional development and their capability of developing ethical values in nursing students. The research showed that nursing and higher education managers often failed to assume responsibility for the professional development of clinical nurse mentors.
Purpose: The purpose of the research was to explain different dimensions of clinical mentors’ professional development and their capability of developing ethical values in nursing students.
Methods: A non-experimental quantitative research design was employed. Data were collected by means of a questionnaire administered to the population of clinical mentors (N=143). The total number of questions was 36. Descriptive statistics were used, and bivariate analysis, factor analysis, correlation analysis and linear regression analysis were performed.
Results: The professional development of clinical nurse mentors was explained (R2 = 0.256) by career advancement (p = 0.000), research and learning (p = 0.024) and having a career development plan (p = 0.043). In-creased professional self-confidence (R2 = 0.188) was explained by career advancement (p = 0.000) and the time engaged in record keeping (p = 0.028). Responsibility for the development of ethical values in nursing students (R2 = 0.145) was explained by the respondents’ level of education (p = 0.020) and research and learning (p = 0.024). Applying ethical principles and norms into practice (R2 = 0.212) was explained by self-assessed knowledge in ethics (p = 0.037) and research and learning (p = 0.044).
Conclusions: Clinical nurse mentors tended to lack a career development plan, had low work time spent on research and insufficiently participated in education and training activities, which turned out to be significant explanatory factors of their professional development and their capability of developing ethical values in nursing students. The research showed that nursing and higher education managers often failed to assume responsibility for the professional development of clinical nurse mentors.
| Original language | English |
|---|---|
| Pages (from-to) | 1044-1051 |
| Number of pages | 8 |
| Journal | Nurse Education Today |
| Volume | 35 |
| Issue number | 10 |
| Early online date | 21 Apr 2015 |
| DOIs | |
| Publication status | Published - Oct 2015 |
Bibliographical note
Date of Acceptance: 08/04/2015The paper presents, in part, the results of a broader non-profit development project entitled “Advance level of knowledge for quality in clinical mentorship — professional ethics and continuously professional development”. The project was financed by the Ministry of Higher Education, Science and Sport of the Republic of Slovenia (contract no. 3211-11-000263, the number of project OP RCV_VS-11-14). The members of the development group of the project were: Brigita Skela-Savič (leader), Karmen Romih, Sanela Pivač, Katja Skinder Savić and Andreja Prebil. The research report for the entire project is available on the online bibliographic database COBIB.si, at the Faculty of Health Care Jesenice and at the Ministry of Higher Education, Science and Sport of the Republic of Slovenia.
Keywords
- nurse
- mentor
- career
- self-confidence
- learning
- nursing managers