Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values among nursing students

A correlational research study

Brigita Skela Savic, Alice Kiger

Research output: Contribution to journalArticle

9 Citations (Scopus)
6 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)1044-1051
Number of pages8
JournalNurse Education Today
Volume35
Issue number10
Early online date21 Apr 2015
DOIs
Publication statusPublished - Oct 2015

Fingerprint

Mentors
Nursing Students
self-assessment
nursing
nurse
Nurses
Research
Values
student
career advancement
Learning
career
learning
responsibility
Education
quantitative research
Foster Home Care
descriptive statistics
Self-Assessment
Nursing Education

Keywords

  • nurse
  • mentor
  • career
  • self-confidence
  • learning
  • nursing managers

Cite this

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title = "Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values among nursing students: A correlational research study",
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.",
keywords = "nurse, mentor, career, self-confidence, learning, nursing managers",
author = "{Skela Savic}, Brigita and Alice Kiger",
note = "Date of Acceptance: 08/04/2015 The 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.",
year = "2015",
month = "10",
doi = "10.1016/j.nedt.2015.04.003",
language = "English",
volume = "35",
pages = "1044--1051",
journal = "Nurse Education Today",
issn = "0260-6917",
publisher = "Churchill Livingstone",
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TY - JOUR

T1 - Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values among nursing students

T2 - A correlational research study

AU - Skela Savic, Brigita

AU - Kiger, Alice

N1 - Date of Acceptance: 08/04/2015 The 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.

PY - 2015/10

Y1 - 2015/10

N2 - 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.

AB - 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.

KW - nurse

KW - mentor

KW - career

KW - self-confidence

KW - learning

KW - nursing managers

U2 - 10.1016/j.nedt.2015.04.003

DO - 10.1016/j.nedt.2015.04.003

M3 - Article

VL - 35

SP - 1044

EP - 1051

JO - Nurse Education Today

JF - Nurse Education Today

SN - 0260-6917

IS - 10

ER -