EFFECTS OF AN EDUCATIONAL INTERVENTION ON MENTORS’ COMPETENCE IN MENTORING CULTURALLY AND LINGUISTICALLY DIVERSE NURSING STUDENTS, ACTA UNIVERSITATIS OULUENSIS D 1673
|Kustantaja:||Oulun yliopisto|| |
|Tekijät:||Oikarainen, Ashlee|| |
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
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
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
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