Lastnosti mentorja in mentoriranca z njunih medsebojnih vidikov: opisna raziskava mnenj dijakov, študentov in mentorjev

Abstract

Uvod: Lastnosti mentorja so za odnos med mentorjem, dijakom in študentom zdravstvene nege zelo pomembne. Namen raziskave je bil ugotoviti, katere lastnosti mentorjev so pomembne z vidika dijakov in študentov zdravstvene nege, in obratno, katere lastnosti mentorirancev, tj. dijakov oz. študentov, so pomembne z vidika mentorjev. 
 Metode: Uporabljena je bila kvantitativna deskriptivna metoda raziskovanja. S spletnim anketnim vprašalnikom je bil anketiran 201 anketiranec, od tega 50 dijakov srednje zdravstvene šole (3. in 4. letnik), 97 študentov prve stopnje zdravstvene nege (2. in 3. letnik) ter 54 mentorjev v kliničnem okolju. Uporabljena je bila deskriptivna statistika, test hi-kvadrat ter metoda analize variance oz. analiza povprečij. 
 Rezultati: Ugotovljeno je bilo, da mentorji menijo, da odnos med mentorirancem in mentorjem ni odvisen od mentorjeve starosti. Komunikacija je pomembna vsem trem skupinam anketirancev. Medsebojno spoštovanje je enako pomembno dijakom, študentom in mentorjem. Mentorjem je poleg dijakovega oz. študentovega spoštljivega odnosa najpomembnejše, da se dijak oz. študent zaveda svojih nalog in zadolžitev (x = 4,6). Najbolj zaželena lastnost mentorja je, da si vzame čas (x = 4,7) za dijaka oz. študenta ter da je organiziran in dostopen. 
 Diskusija in zaključek: Med raziskovalnimi skupinami je opaziti razlike v dojemanju lastnosti in vrlin mentorjev. Vsem raziskovalnim skupinam je pomembna mentorjeva sposobnost komunikacije ter ustvarjanja kreativnega okolja.

Medosebni odnos med mentorjem in mentorirancem v klinični praksi zdravstvene nege

“…In this way, they enable their mentees to undergo appropriate socialisation into their potential work environment. Similar conclusions about the role of the mentor have also been reached in other studies reporting that students see their mentor as someone they can rely on and turn to for knowledge and advice (Kaihlanen et al, 2013;Foster, Ooms, & Marks-Maran, 2015;Babuder, 2016).…”

“…The results of our research show that mentees see their role as showing initiative, being actively engaged and demonstrating the knowledge they have acquired, which, according to other studies, mentors also expect of them (Jokelainen et al, 2013;Joubert & de Villiers, 2015;Babuder, 2016;Setati & Nkosi, 2017). Based on the findings of these studies, mentors expect their mentees to show willingness to work and respect the principles of morality, ethics and humanity.…”

“…While the mentor needs to help the student with experience and practical knowledge, the student's role is to bring new, fresh nursing knowledge and insights into the clinical setting. It is also important that mentees are capable of independent thinking, are reliable, responsible, and have a respectful attitude towards others (Babuder, 2016). During clinical practice, students need to demonstrate not only theoretical knowledge, but also improvement in their own research skills, critical thinking, selfesteem, independent decision-making and effective interpersonal communication (Günay & Kılınç, 2018).…”

“…In the Slovenian context, Babuder (2016) identifies certain differences in the perception of the mentormentee interpersonal relationship, as well as the necessary qualities and virtues of each. He identifies communication and mutual respect as the key factors in this relationship, while age is shown to be an independent factor.…”

The First Encounter With Childbirth Among Midwifery Students: Self-Evaluation of the Feelings at Their First Clinical Practice in a Maternity Ward

“…Študenti v raziskavi navajajo, da pri mentorju cenijo predvsem znanje, poleg tega pa potrpežljivost in dostopnost. Da so v odnosu mentor-študent odnosne komponente zelo pomembne, potrjuje tudi Babuder (2016). Dober odnos med mentorjem in študentom je ključen za uspešno študentovo pridobivanje izkušenj in kompetenc.…”