Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Robert Lovrić; Nada Prlić; Ivana Barać; Radivoje Radić

doi:doi:10.11648/j.ajns.20170605.12

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Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality

Robert Lovrić, Nada Prlić, Ivana Barać, Radivoje Radić

Published in American Journal of Nursing Science (Volume 6, Issue 5)

Received: 20 August 2017 Accepted: 13 September 2017 Published: 19 September 2017

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Abstract

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.

Published in	American Journal of Nursing Science (Volume 6, Issue 5)
DOI	10.11648/j.ajns.20170605.12
Page(s)	382-386
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Nurse, Mentoring, Evaluation, Quality Indicators

References

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Robert Lovrić, Nada Prlić, Ivana Barać, Radivoje Radić. (2017). Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality. American Journal of Nursing Science, 6(5), 382-386. https://doi.org/10.11648/j.ajns.20170605.12

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ACS Style

Robert Lovrić; Nada Prlić; Ivana Barać; Radivoje Radić. Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality. Am. J. Nurs. Sci. 2017, 6(5), 382-386. doi: 10.11648/j.ajns.20170605.12

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AMA Style

Robert Lovrić, Nada Prlić, Ivana Barać, Radivoje Radić. Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality. Am J Nurs Sci. 2017;6(5):382-386. doi: 10.11648/j.ajns.20170605.12

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@article{10.11648/j.ajns.20170605.12,
  author = {Robert Lovrić and Nada Prlić and Ivana Barać and Radivoje Radić},
  title = {Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality},
  journal = {American Journal of Nursing Science},
  volume = {6},
  number = {5},
  pages = {382-386},
  doi = {10.11648/j.ajns.20170605.12},
  url = {https://doi.org/10.11648/j.ajns.20170605.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20170605.12},
  abstract = {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.},
 year = {2017}
}

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TY  - JOUR
T1  - Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality
AU  - Robert Lovrić
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T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
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AB  - 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.
VL  - 6
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Author Information

Robert Lovrić
Nada Prlić
Ivana Barać
Radivoje Radić

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APA Style

Robert Lovrić, Nada Prlić, Ivana Barać, Radivoje Radić. (2017). Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality. American Journal of Nursing Science, 6(5), 382-386. https://doi.org/10.11648/j.ajns.20170605.12

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ACS Style

Robert Lovrić; Nada Prlić; Ivana Barać; Radivoje Radić. Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality. Am. J. Nurs. Sci. 2017, 6(5), 382-386. doi: 10.11648/j.ajns.20170605.12

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AMA Style

Robert Lovrić, Nada Prlić, Ivana Barać, Radivoje Radić. Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality. Am J Nurs Sci. 2017;6(5):382-386. doi: 10.11648/j.ajns.20170605.12

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@article{10.11648/j.ajns.20170605.12,
  author = {Robert Lovrić and Nada Prlić and Ivana Barać and Radivoje Radić},
  title = {Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality},
  journal = {American Journal of Nursing Science},
  volume = {6},
  number = {5},
  pages = {382-386},
  doi = {10.11648/j.ajns.20170605.12},
  url = {https://doi.org/10.11648/j.ajns.20170605.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajns.20170605.12},
  abstract = {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.},
 year = {2017}
}

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TY  - JOUR
T1  - Nursing Students’ Expectations and Evaluations of Mentors’ Competences and Mentors’ Self-Evaluations as Indicators of Mentoring Process Quality
AU  - Robert Lovrić
AU  - Nada Prlić
AU  - Ivana Barać
AU  - Radivoje Radić
Y1  - 2017/09/19
PY  - 2017
N1  - https://doi.org/10.11648/j.ajns.20170605.12
DO  - 10.11648/j.ajns.20170605.12
T2  - American Journal of Nursing Science
JF  - American Journal of Nursing Science
JO  - American Journal of Nursing Science
SP  - 382
EP  - 386
PB  - Science Publishing Group
SN  - 2328-5753
UR  - https://doi.org/10.11648/j.ajns.20170605.12
AB  - 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.
VL  - 6
IS  - 5
ER  -

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