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Student and mentor perceptions of mentoring effectiveness.

M Andrews¹, F Chilton

¹School of Health and Community Studies, Plas Coch, Mold Road, Wrexham, Clwyd LL1 2AW, UK.

Nurse Education Today

|August 14, 2002

Summary

Staff nurses with teaching qualifications feel more effective mentors. Student nurses rate mentors positively regardless of qualifications, often higher than mentors rate themselves.

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Area of Science:

Nursing Education
Healthcare Professional Development

Background:

Mentorship is crucial in nursing, but the impact of formal teaching qualifications on mentor effectiveness is debated.
Understanding perceptions of mentorship from both mentors and students is vital for improving practice.

Purpose of the Study:

To explore staff nurse and student perceptions of the mentoring process.
To investigate whether a teaching qualification influences mentor effectiveness.

Main Methods:

A 3-month pilot study was conducted in a North Wales district general hospital.
Data were collected through the views of staff nurses and student nurses regarding mentorship.

Main Results:

Nurses with teaching and assessing qualifications perceived themselves as more effective and supportive.
Students consistently rated mentors positively, irrespective of mentor qualifications.
Students' positive ratings of mentors exceeded mentors' self-ratings.

Conclusions:

While findings are from a small pilot study, they suggest implications for mentor selection and preparation.
Recommendations include standardizing mentorship practices, using predictive tools like the Measuring Mentor Potential (MMP) scale, and refining mentor preparation programs.

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