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Oulun yliopiston väitöskirjat

EFFECTS OF AN EDUCATIONAL INTERVENTION ON MENTORS’ COMPETENCE IN MENTORING CULTURALLY AND LINGUISTICALLY DIVERSE NURSING STUDENTS, ACTA UNIVERSITATIS OULUENSIS D 1673

ISBN-10:	978-952-62-3310-9
Kustantaja:	Oulun yliopisto
Painosvuosi:	2022
Sidosasu:	pehmeäkantinen
Sivumäärä:	174
Tekijät:	Oikarainen, Ashlee

36.00 €

The aim of this study was to develop an educational intervention and evaluate its effects on mentors’ competence in mentoring culturally and linguistically diverse nursing students during clinical placement. The Medical Research Council framework for complex interventions guided the developmental, piloting, evaluation and implementation phases of the study. First, a crosssectional study was conducted to describe mentors’ (n=323) competence in mentoring diverse nursing students during clinical placement and identify factors that affect mentoring. A systematic review was conducted to identify evidence on educational interventions (n=6) designed to improve nurses’ self-assessed cultural competence and on the effectiveness of these interventions. The identified theory was used as a basis for the development of the educational intervention. Next, the intervention was pilot tested, delivered according to the published study protocol and evaluated for its effects on mentors’ competence in mentoring diverse nursing students during clinical placement. A nonrandomised, quasi-experimental design was used. Participants were mentors employed at two hospitals. The intervention group (n=49) completed newly developed blended learning mentoring education with a cultural competence component and the control group (n=62) online mentoring education without a cultural competence component. Data were collected from both groups at baseline, immediately after the education, and six-months followup using the Mentors’ Competence Instrument and Mentors’ Cultural Competence Instrument. Wilcoxon signed-rank test and Mann-Whitney U test were used to find differences before and after education. General mentoring competence areas improved statistically significantly in both groups following education. Competence in cultural interaction and safety and cultural skills improved statistically significantly in the intervention group. Differences between groups were statistically nonsignificant. Educational preparation of mentors in the mentoring of diverse nursing students has the potential to improve mentors’ competence. Education alone without continuous support may be insufficient to maintain mentors’ cultural competence in mentoring. Adequate time, support and resources must be allocated to maintain mentors’ competence and motivation towards the mentoring of diverse nursing students. Keywords: Clinical Teaching, Competence, Cultural Competency, Cultural Diversity, Education, Mentor, Mentoring, Nursing, Quasi-Experimental Studies, Students

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