CN91 - Mentors' roles and responsibilities expected by nursing students in clinical training at the institute of oncology Ljubljana, Slovenia

Background

Nursing is a scientific discipline as well as a practical one. The study requires at least 4600 hours of theoretical and clinical training, the duration of the theoretical training must be at least one third and the duration of the clinical training at least one half of the minimum duration of the training. Practical training in a clinical setting is an important aspect of learning for students and a major responsibility for staff. Mentoring is seen as guiding a person in their own career. It is understood as the transfer of knowledge and experience from the mentor to the student. The aim of this study was to explore nursing students' perspectives on mentors roles and responsibilities at the Institute of Oncology Ljubljana (OIL) where they undertook their clinical training in oncology nursing.

Methods

A quantitative approach was used to explore nursing students' views on mentoring. Data were collected in academic year 2021/2022 using a questionnaire survey method. The sample included 134 second year nursing students who were undergoing clinical training at the OIL. The number of questionnaires returned was 106, representing 59%. The results were presented using descriptive statistics.

Results

In the results, students highlight the importance of the kindness of the mentors (36), good team attitude and acceptance of the student in the team (32), trust (14), positive atmosphere in the clinical environment (12), knowledge in oncology nursing and professionalism (11), nice reception (9) and appropriate communication (7).

Conclusions

Practical training in clinical settings allows students to learn about their future work, to acquire new professional skills, to relate theoretical content to practice and, last but not least, to meet their potential future employers. Findings showed that students highlight the importance of mentor's personal characteristics, communication skills and a willingness to invest time and energy in building a mentoring relationship. Mentors acquire all these skills not only through formal education, but also through lifelong education in nursing and other scientific disciplines.

Clinical trial identification

Editorial acknowledgement

Legal entity responsible for the study

M. Matković.

Funding

Has not received any funding.

Disclosure

The author has declared no conflicts of interest.