Research Article
The Effect of Mentor Nurse Education Program on Clinical Guidance Skills and Practices: Mixed Method Randomized Controlled Study
Abstract
Aim:The aim is to examine the effect of the mentor nurse training program on mentor nurses’ guidance skills and clinical guidance practices.
Background:There is a shortage of randomized controlled studies examining the effect of the mentor training program in nursing education.
Design:This is a mixed-method randomized controlled (pre- and post-test control group) experimental research.
Methods: The study population consisted of 131 mentor nurses who worked in two medical faculty hospitals affiliated with a university and guided students. The sample consisted of 60 nurses that 30 mentor nurses for intervention, 30 mentor nurses for control group. The data were collected using the mentor nurse information form, Mentoring Scale and semi-structured interview form. In the study, the mentor nurse training program was conducted as an intervention. Quantitative data were analyzed by the researchers using the SPSS version 25.0 software. A descriptive analysis method was used in the analysis of qualitative data.
Results: After the intervention, the total score, coaching, self-expression, counseling, acceptance and approval subdimension mean scores of the nurses in the intervention group were found (Total post-test x̄±sd: 58.91±11.8) to be significantly (t=4.29 p=.000) higher compared to the control group (Total post-test x̄±sd: 50.05±13.3, t=2.67 p=.010) and pre-training period (Total pre-test x̄±sd: 48.96±13.4).
Conclusions: This research reveals that the prepared training program is effective.
Keywords
References
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Details
| Primary Language | English |
|---|---|
| Subjects | Public Health (Other), Primary Health Care, Health Care Administration |
| Journal Section | Research Articles |
| Authors | |
| Early Pub Date | September 17, 2025 |
| Publication Date | October 1, 2025 |
| Submission Date | November 20, 2024 |
| Acceptance Date | June 23, 2025 |
| Published in Issue | Year 2025 Volume: 16 Issue: 4 |
