Development of an evidence-based nurse mentor’s competence model

ERASMUS+ KA2: Strategic partnership. RESEARCH AND DEVELOPMENT PROJECT: QUALITY MENTORSHIP FOR DEVELOPING COMPETENT NURSING STUDENTS. "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Directrices para el desarrollo de competencias de tutoría de enfermeras mentoras clínicas

La guía se basa en evidencia de investigación evaluada críticamente y se ha desarrollado durante los años 2018-2021 a través del proyecto Erasmus +: Mentoría de Calidad para el Desarrollo de Estudiantes de Enfermería Competentes (QualMent) bajo el liderazgo de un equipo internacional de expertos con amplios conocimientos y experiencia en tutoría.Proyecto Erasmus + Mentoría de Calidad para el Desarrollo de Estudiantes de Enfermería Competentes (QualMent) 2018-1-SI01-KA203-04708

Opiskelijaohjaajien ohjausosaaminen viidessä eri Euroopan maassa

Tiivistelmä Ohjattu harjoittelu on keskeinen osa sairaanhoitajaopintoja. Harjoittelun ohjaajien ohjausosaaminen on tärkeää opiskelijoiden tehokkaan oppimisen mahdollistamiseksi. Tutkimuksen tarkoituksena oli kuvata ja vertailla opiskelijaohjaajien itsearvioimaa opiskelijaohjausosaamista ohjatussa harjoittelussa viidessä eri Euroopan maassa. Tämä tutkimus on toteutettu poikkileikkaustutkimuksena, jonka aineisto on kerätty terveydenhuollon organisaatioista opiskelijoita ohjaavilta sairaanhoitajilta Espanjasta, Italiasta, Liettuasta, Sloveniasta ja Suomesta (n=1604) vuosina 2016–2019. Aineisto kerättiin Opiskelijaohjausosaaminen-mittarilla, joka sisältää 43 väittämää, joista muodostettiin seitsemän summamuuttujaa: opiskelijaohjauskäytännöt työyksikössä, ohjaajan ominaisuudet, ohjaajan motivaatio, ohjauksen tavoitteellisuus, reflektiivinen ohjauskeskustelu, opiskelijalähtöinen arviointi ja kehittävä palautteenanto. Aineisto analysoitiin tilastollisia menetelmiä käyttäen. Opiskelijaohjausosaamisen keskiarvot vaihtelivat välillä 3,30–3,63 (1=täysin eri mieltä –4=täysin samaa mieltä). Parhainta osaaminen oli reflektiivisen ohjauskeskustelun osa-alueella ja heikointa osaaminen oli käytännöt työyksikössä osa-alueella. Slovenialaiset arvioivat osaamisensa parhaimmaksi ja italialaiset heikoimmaksi. Suomalaiset arvioivat osaamisensa toiseksi heikoimmaksi. Tutkimuksen tuloksia voidaan käyttää opiskelijaohjaajien ja heidän koulutuksensa kehittämisessä. Ohjaajien tulisi tuntea paremmin työyksikkönsä ohjauskäytännöt, kehittää arviointiosaamistansa ja huomioida tavoitteellisuus ohjauksessa. Ohjauskoulutuksen olisi hyvä vastata näihin osaamistarpeisiin.Abstract The mentoring competence in the clinical practice of five European countries Clinical practice is an essential part of nursing education. Mentoring competence of mentors is critical for nursing student’s practical learning. The purpose of this cross-sectional study was to describe and compare how mentors self-evaluate their mentoring competence in the clinical practice of five European countries. The data was collected from mentors who are registered nurses working in healthcare organizations in five countries: Finland, Italy, Lithuania, Slovenia, and Spain during 2016–2019 (n=1604). Data was collected with Mentor Competence Instrument, which includes seven sum-variables and 43 items: mentoring practices in the workplace, mentor’s characteristics, motivation of the mentor, goal orientation in mentoring, reflection during mentoring, student-centered evaluation and constructive feedback. The data was analyzed using statistical methods. The averages of the mentor’s competence varied between 3,30–3,63 (1=completely disagree –4=completely agree). The highest competence was in the area of reflection during mentoring, whereas the lowest competence was in the area of mentoring practices in the workplace. The Slovenian mentors evaluated their competence highest and Italians evaluated their competence lowest. Finnish mentors evaluated their competence second lowest. The results of this study can be used for developing a mentor’s competence and education. Mentors should be more aware of mentoring practices in the workplace, develop their evaluation skills and pay attention to goal orientation in mentoring. Mentor education should respond to these needs

Development of an evidence-based nurse mentor’s competence model

ERASMUS+ KA2: Strategic partnership. RESEARCH AND DEVELOPMENT PROJECT: QUALITY MENTORSHIP FOR DEVELOPING COMPETENT NURSING STUDENTS. "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Development and testing of an evidence-based model of mentoring nursing students in clinical practice

Abstract Background: Mentoring in clinical settings is an important factor in the development of nursing students’ professional knowledge and competences, but more knowledge of mentors’ current and required competences is needed to improve nursing students’ clinical learning. Objectives: This study aimed to develop and test an evidence-based model of mentoring nursing students in clinical practice. Design: An international cross-sectional survey coordinated in five European countries: Finland, Italy, Lithuania, Slovenia and Spain. Methods: Mentors, 4980 registered nurses working in both primary and specialist healthcare organizations, were invited to participate in the study during 2016—2019. The final sample consisted of 1360 mentors (mean age 41.9 ± 11). Data were collected with background questions and the Mentor Competence Instrument. The instrument was psychometrically validated then the data were used to construct a Structural Equation Model (SEM) with Full Imputation Maximum Likelihood (FIML) estimation. Results: All of six hypotheses were verified. In summary: mentors’ characteristics related to their motivation and reflection are positively related to mentoring practices in the workplace, which (together with constructive feedback) are positively related to and foster goal-orientation in students’ clinical learning and student-centered evaluation. All parameters in the SEM model were significant and the model’s fit indexes were verified (RMSEA = 0.055; SRMR = 0.083; CFI = 0.914, TLI = 0.909). Conclusion: Our evidence-based modeling confirms the research hypotheses about mentorship, and identifies focal competences for designing mentors’ education to improve students’ clinical learning and establish a common European mentoring model. Mentorship is important for both healthcare organizations and educational systems to enhance students’ clinical competences, professional growth and commitment to the nursing profession and organizational environments