Questionnaire to Measure the Participation of Nursing Professionals in Mentoring Students
Objective. The aim herein was to validate a questionnaire to measure the level of participation of clinical nursing professionals in the mentorship of nursing students during clinical practices.
Methods. Design and validation of a questionnaire. The psychometric properties of the tool were determined through four phases: 1- literature review; 2- evaluation of content validity; 3- pilot test, cognitive pretest and intra-observer reliability study; 4- construct validity study through an exploratory factor analysis of main components with varimax rotation in a sample of 249 nursing professionals from primary care and hospital care from different Spanish provinces. The internal consistency was studied with Cronbach’s alpha coefficient.
Results. The global content validity was above 0.8. The final version of the questionnaire had 33 items, with a global intraclass correlation coefficient of 0.852 and Cronbach’s alpha of 0.837. Factor analysis explained 55.4% of the total variance, with a solution of five factors that made up the dimensions: Implication, Motivation, Satisfaction, Obstacles, and Commitment.
Conclusion. The questionnaire evaluated has adequate validity and reliability to permit determining the level of nurse participation in the mentorship of students.
How to cite this article: Cervera-Gasch A, Macia-Soler L, Torres-Manrique B, Mena-Tudela D, Salas-Medina P, Orts-Cortes MI, et al. Questionnaire to Measure the Participation of Nursing Professionals in Mentoring Students. Invest. Educ. Enferm. 2017; 35(2):182-190.
(1) Maciá-Soler ML, González Chordá VM, Salas Medina P, Mena Tudela D, Cervera Gasch Á, Orts Cortés MI. Level of involvement of clinical nurses in the evaluation of competence of nursing students. Invest. Educ. Enferm. 2014; 32(3):461-70.
(2) Chen Y, Watson R, Hilton A. A review of mentorship measurement tools. Nurse Educ. Today. 2016; 40:20-8.
(3) Dobrowolska B, McGonagle I, Kane R, Jackson CS, Kegl B, Bergin M, et al. Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries. Nurse Educ. Today. 2016; 36:44-52.
(4) Skela-Savič B, Kiger A. Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study. Nurse Educ. Today. 2015; 35(10):1044-51.
(5) Webb C, Shakespeare P. Judgements about mentoring relationships in nurse education. Nurse Educ. Today. 2008; 28(5):563-71.
(6) Jokelainen M, Turunen H, Tossavainen K, Jamookeeah D, Coco K. A systematic review of mentoring nursing students in clinical placements. J. Clin. Nurs. 2011; 20(19-20):2854-67.
(7) Moseley LG, Davies M. What do mentors find difficult? J. Clin. Nurs. 2008; 17(12):1627-34.
(8) Perry RN. Role modeling excellence in clinical nursing practice. Nurse Educ. Pract. 2009; 9(1):36-44.
(9) Jokelainen M, Jamookeeah D, Tossavainen K, Turunen H. Finnish and British mentors’ conceptions of facilitating nursing students’ placement learning and professional development. Nurse Educ. Pract. 2013; 13(1):61-7.
(10) Edo-Gual M, Tomás-Sábado J, Bardallo-Porras D, Monforte-Royo C. The impact of death and dying on nursing students: an explanatory model. J. Clin. Nurs. 2014; 23(23-24):3501-12.
(11) Darlow B, Coleman K, McKinlay E, Donovan S, Beckingsale L, Gray B, et al. The positive impact of interprofessional education: a controlled trial to evaluate a programme for health professional students. BMC Med. Educ. 2015; 15:98.
(12) Heaslip V, Scammell JM. Failing underperforming students: the role of grading in practice assessment. Nurse Educ. Pract. 2012; 12(2):95-100.
(13) Wilkes Z. The student-mentor relationship: a review of the literature. Nurs. Stand. 2006 May 24-30; 20(37):42-7.
(14) Ownby K, Schumann R, Dune L, Kohne D. A comparison of a traditional clinical experience to a precepted clinical experience for baccalaureateseeking nursing students in their second semester. Nurs. Res. Pract. 2012; 2012:276506.
(15) Broadbent M, Moxham L, Sander T, Walker S, Dwyer T. Supporting bachelor of nursing students within the clinical environment: perspectives of preceptors. Nurse Educ. Pract. 2014; 14(4):403-9.
(16) Wink D, Ruland JP. Multiagency Online Preceptor Education: Design, Implementation, and Outcomes. Nurse Educ. 2016; 41(5):270-3.
(17) Polit DF, Beck CT, Owen SV. Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Res. Nurs. Health. 2007; 30(4):459–67.
(18) Organic Law 15/1999, of December 13, on the Protection of Personal Data núm. 298, de 14 December 1999. Spain. Available from https://www.boe.es/buscar/doc.php?id=BOE-A-1999-23750
(19) Johnson KV. Improving Adjunct Nursing Instructors’ Knowledge of Student Assessment in Clinical Courses. Nurse Educ. 2016; 41(2):108-10.
(20) Ruzafa-Martinez M, Lopez-Iborra L, MorenoCasbas T, Madrigal-Torres M. Development and validation of the competence in evidence based practice questionnaire (EBP-COQ) among nursing students. BMC Med. Educ. 2013; 13:19.
(21) Bray L, Nettleton P. Assessor or mentor? Role confusion in professional education. Nurse Educ. Today. 2007; 27(8):848–55.
(22) Vizcaya-Moreno MF, Pérez-Cañaveras RM, De Juan J, Saarikoski M. Development and psychometric testing of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale (CLES+T): the Spanish version. Int. J. Nurs. Stud. 2015; 52(1):361-7.
(23) Watson PB, Seaton P, Sims D, Jamieson I, Mountier J, Whittle R, et al. Exploratory factor analysis of the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T). J. Nurs. Meas. 2014; 22(1):164-80.
(24) Chow SK, Wong LT, Chan YK, Chung TY. The impact and importance of clinical learning experience in supporting nursing students in endof-life care: cluster analysis. Nurse Educ. Pract. 2014; 14(5):532-7.
Derechos de propiedad / Direitos de Propriedade
English: If the article is accepted for publication, all copyright will be of exclusive property of Investigación y Educación en Enfermería. The text and the graphics included in the publication are exclusive responsibility of the authors and not necessarily reflect the thought of the Editorial Committee.
Español: Si el artículo es aprobado para publicación, todos los derechos son de propiedad de Investigación y Educación en Enfermería. El texto y las gráficas incluidas en la publicación son de exclusiva responsabilidad de los autores y no necesariamente refleja el pensamiento del Comité Editorial.
Português: Se o artigo for aceito para publicação, todos os direitos autorais serão de propriedade exclusiva de Investigación y Educación en Enfermería. O texto e os gráficos incluídos na publicação são de responsabilidade exclusiva dos autores e não refletem necessariamente o pensamento do Comitê Editorial.