Developing mentorship in clinical practice: Psychometrics properties of the Mentors' Competence Instrument

Comparcini, Dania; Cicolini, Giancarlo; Simonetti, Valentina; Mikkonen, Kristina; Kääriäinen, Maria; Tomietto, Marco

doi:10.1016/j.nepr.2020.102713

Cited by 10 publications

(9 citation statements)

References 25 publications

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“…Clinical nurses, positioned as a supervisor nursing student, becomes a role model to teach behavioral attitudes, skills, and knowledge. Role models as an integral part of the behavioral learning process, as students learn from figures observed in the daily learning process [3], [20], [25]. The information observed from the model (clinic guide) will then be re-retensiated by the student, processed in memory, and motivated to perform behavior according to the observed model [23].…”

Section: Clinic Nurses As Role Modelsmentioning

confidence: 99%

Unlocking the Facts Behind Nursing Student Clinical Practices: Challenges During the Covid-19 Outbreak

Kusumawaty¹,

Yunike²,

Mediarti³

et al. 2022

IJSS

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The Covid-19 pandemic increases the complexity of implementing nursing clinic practices fluctuating. Clinical-stage learning outcomes are strongly influenced by online learning methods at the academic stage which preparing students' knowledge, skills, and attitudes before treating patients positively. In fact, preparation in academic stage is feared, because it can affect the formation of student professionalism. Many studies have revealed students' problems during clinical education, but information relating to student experience during clinical nursing practice is still very limited. This research aims to identify and explore the experience of nursing students in caring for Covid-19 patients during the nursing clinic. Qualitative research with phenomenological approaches and data collection using in-depth interviews have been implemented in this study. Participants are nursing students who have participated in nursing clinic practices during the Covid-19 pandemic, numbering 14 participants. Participants ‘exposure was done with purposive sampling techniques. Researchers are research instruments using in-depth interview guidelines and voice recording devices. Trustworthiness efforts are made by conducting peer debriefing and member checking. The data were analyzed with Colaizzi's method and resulted in three main themes: gaining valuable experience during treatment, as a role model, and empathy for patients.

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Section: Clinic Nurses As Role Modelsmentioning

confidence: 99%

Unlocking the Facts Behind Nursing Student Clinical Practices: Challenges During the Covid-19 Outbreak

Kusumawaty¹,

Yunike²,

Mediarti³

et al. 2022

IJSS

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“…According to Wang and Fulton (2012), mentoring can be classified into three categories: responsive, novice-driven; directive, mentor driven; and interactive, jointly driven. Mentors play multiple roles such as modeling, counseling, observing, and providing feedback within the three conceptions of mentoring (Comparcini et al, 2020;Ekiz-Kiran et al, 2021;Walter & Verner, 2019). When mentors value pre-service teachers' ideas and operate as co-learners, they become more productive than those who operate as expert-and novice (Bradbury, 2010).…”

Section: Mentoringmentioning

confidence: 99%

“…Pre-service teachers gain experience-based knowledge when they practice the teaching process. However, as pre-service teachers get experience engaging with learners in the classroom, they need mentors who are role models to guide them through lesson observations and reflections (Comparcini et al, 2020;Ekiz-Kiran et al, 2021;Walter & Verner, 2019). The process reduces the gap experienced by preservice teachers between theory and practice.…”

Section: Introductionmentioning

confidence: 99%

Science pre-service teachers’ experience with mentors during teaching practice

Mafugu

2022

EURASIA J Math Sci Tech Ed

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This study aims to explore how mentor teachers and the school environment helped pre-service teachers develop their pedagogical skills, and thereby, closing the gap between theory and practice. The study is based on a survey research design consisting of 75 participants consisting of third and final year students at a research and teaching university in South Africa. The participants completed a Google survey questionnaire where responses were given on a five-point Likert scale from strongly disagree, to strongly agree. The results indicate that although most preservice teachers received the necessary guidance in theory and practical lessons as well as assessment, a significant proportion of the participants were not adequately assisted. A large proportion of the schools did not have laboratories, laboratory equipment, and chemicals. The study has practical implications for the professional development of teachers of science before service. There is dire need for all science pre-service teachers to be adequately developed by selecting the appropriate context in which the teaching practice is done to develop the knowledge, science specific pedagogical skills, and values necessary for successful entry into a professional career Furthermore, mentor teachers need to be properly oriented about their mentoring roles, and the school management team must assist in monitoring the mentoring process.

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“…Many factors affect the success of the mentor-mentee relationship, and it is difficult to construct a universal model suitable for any context [ 5 ]. Clearly, however, a focus on mentors’ competences is pivotal, as mentors are the main role models and experts guiding students [ 16 ]. Mentoring programs to develop professionalism among pharmacy students have often been presented in detail [ 17 ], but little is known about how mentors should prepare themselves for the successful implementation of these projects.…”

Section: Introductionmentioning

confidence: 99%

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

Yue

Chen

2020

BMC Med Educ

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Background: Although mentorship can bring many benefits to medical education, mentors' need for professional development is typically ignored. This study aims to acquire insight into the development of pharmacy mentors' competence by comparing differences between mentors' and postgraduates' perspectives. Methods: We used ANOVAs, independent-sample T-tests and paired-sample T-tests to analyze data collected via an anonymous survey, which included a prepared questionnaire completed by 118 pharmacy mentors and 118 pharmacy postgraduates from 8 Chinese universities and colleges. Results: 1. Research competence, professional knowledge, and communication competence exhibited the highest means. 2. Research competence was highly correlated with communication competence and moderately correlated with professional knowledge, educational competence, academic achievement and supportive competence. 3. Mentors' educational competence was significantly more important to mentors than to postgraduates, and mentors' supportive competence was significantly more important to postgraduates than to mentors. 4. Educational competence, supportive competence and academic achievement were significantly more important to mentors with a bachelor's degree than to mentors with a master's or doctoral degree. 5. Research competence, educational competence and communication competence were significantly more important to female students than male students. Conclusions: Good mentors should possess three core competencies: research competence, professional knowledge and communication competence. They are related rather than independent. The construction of a harmonious mentoring relationship should take full account of a student's characteristics and expectations because graduate students care more about supportive competence and female students assign greater importance to mentors' competence than male students. There should be more development opportunities for less educated mentors, as they have a greater need to increase their competence than more qualified mentors.

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Developing mentorship in clinical practice: Psychometrics properties of the Mentors' Competence Instrument

Cited by 10 publications

References 25 publications

Unlocking the Facts Behind Nursing Student Clinical Practices: Challenges During the Covid-19 Outbreak

Unlocking the Facts Behind Nursing Student Clinical Practices: Challenges During the Covid-19 Outbreak

Science pre-service teachers’ experience with mentors during teaching practice

Competence of pharmacy mentors: a survey of the perceptions of pharmacy postgraduates and their mentors

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