Mentoring of nursing studentsーA comparative study of Japan and five European countries
Mentoring of nursing studentsーA comparative study of Japan and five European countries
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护生辅导——日本与欧洲五国的比较研究
DOI：
10.1111/jjns.12461
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发表时间：
2021
影响因子：
1.7
通讯作者：
K Maria
中科院分区：
文献类型：
--
作者：
Mikkonen Kristina;Utsumi Momoe;Tuomikoski Anna‐Maria;Tomietto Marco;K Boris Miha;Riklikiene Olga;Vizcaya‐Moreno Flores;Nakaoka Akiko;Yamakawa Miyae;Inoue Mitsuyo;Yayama So;PC Rosa M.;Filej Bojana;K Maria
AimsThis study aims to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profile and connections between different competence areas among five European countries and Japanes.MethodsThe study implemented a cross-sectional design in Finland，意大利，立陶宛，斯洛文尼亚，西班牙，and Japan during 2016 and 2019.总共邀请了6208名导师，来自58个医疗机构的1862人参加。研究资料采问卷调查法，并以导师能力量表为背景问卷。结果根据七个指导能力领域，确定了四种指导者特征：A（43%）、B（30%）、C（18%）和D（9%），具有高度统计学意义（p< 0.001）。在芬兰、立陶宛和斯洛文尼亚的导师中观察到较高的指导能力（平均值>3.50），这些导师具有护理方面的大学教育，年龄较大，工作经验较多，以前受过指导教育。较低的能力（平均值<2.49），观察日本和意大利的导师与文凭护理，年龄较小，工作经验较少，没有以前的教育mentoring.ConclusionMentoring需要积极主动，高度胜任的导师，因为辅导是护理教育的一个重要方面。指导作用应给予护士高等教育和指导培训。年轻，经验不足的护士没有正式的指导培训可能需要从高级护士的支持时，执行指导角色，也可以促进病人护理和指导之间的工作量更平衡的高级护士。
AimsThis study aimed to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profiles and connections between different competence areas among five European countries and Japan.MethodsThe study implemented a cross‐sectional design in Finland, Italy, Lithuania, Slovenia, Spain, and Japan during 2016 and 2019. In total, 6208 mentors were invited, and 1862 participated from 58 healthcare organizations. The data were collected with a survey questionnaire by including background question items with the Mentor Competence Instrument. K‐clustering and structural equation modeling were used for data analysis.ResultsFour mentor profiles, A (43%), B (30%), C (18%), and D (9%), were identified according to the seven mentoring competence areas with high statistical significance (p< 0.001). Higher mentoring competence (mean >3.50) was observed among Finnish, Lithuanian, and Slovenian mentors with university education in nursing, older ages, more work experience, and previous education in mentoring. Lower competence (mean <2.49) was observed among Japanese and Italian mentors with diplomas in nursing, younger ages, less work experience, and no previous education in mentoring.ConclusionMentoring requires motivated, highly competent mentors since mentoring is a critical aspect of nursing education. Mentoring roles should be given to nurses with higher education and mentoring training. Younger, less experienced nurses without formal mentoring training may need support from senior nurses when performing mentoring roles and could also facilitate a more balanced workload between patient care and mentoring for senior nurses.