Mentor Competence Research Articles

Implementasi Sistem Pemilihan Pembina PPNPN dengan Menggunakan Metode Profile Matching

The process of directly appointing supervisors for non-state civil servant government employees (PPNPN) at the Medan Customs and Excise Laboratory (BLBC) creates obstacles, due to the absence of a comprehensive assessment such as the social and managerial competence of prospective mentors. This research aims to increase the accuracy of selecting PPNPN supervisors using the profile matching method. This method compares individual competency with position competency to find the gap value between the two. There are 10 alternative names that will be analyzed in this research. The results of this research are a ranking of the names. The alternative that gets the highest ranking is the one who has the right to become the PPNPN supervisor. From the results of the profile matching method calculations that have been carried out, it is found that the employee candidate who has the right to become the selected PPNPN supervisor is Eka Soraya Siregar with a score of 4.18.

Sustained Improvement of Faculty Mentoring Competency with a Mentor Development Program.

The greatest challenge to forming faculty developmental networks is the limited availability of skilled mentors, emphasizing the need for mentor development programs. Limited data indicate that mentor development intervention improves mentors' self-reported mentoring competency over the short term. However, the impact on long-term mentoring competency is unknown, constituting a critical gap in the literature. The study used a randomized controlled design with multiple post-test measures to compare the effectiveness of a combined online asynchronous plus virtual synchronous mentor development program vs. an online asynchronous program alone. It tested the hypothesis that mentor development intervention results in greater and sustained improvement in self-assessed mentor competency than the control group in four Southwestern and Mountain West universities. Self-assessed mentor competency was examined using the MCA-21 Mentoring Competency Assessment scale at baseline, and 3-, 12- and 24-months. MCA-21 was rated on a seven-point Likert-type scale as 1, 'Not at all skilled' to 7, 'Extremely skilled'. The composite score was the 21-item average. Linear mixed models examined the intervention effect while accounting for repeated measures, with the main intervention effect operationalized by the intervention x period interaction. 47 intervention and 39 control faculty mentor-mentee dyads, mostly underrepresented in science, were recruited without pre-requirement for research competency. Compared to controls, MCA-21 for intervention mentors improved significantly from baseline at 3-months (Estimate (SE), 0.58 (0.19), 12 months (0.58 (0.21) and 24 months 0.74 (0.23), interaction p ≤0.005). By demonstrating sustained improvement in mentors' competency over 24 months, our findings provide the rationale for academic institutions to invest in faculty mentor development programs and will help the nation support the development of a skilled, diverse academic workforce.

Examining Mentor Perception of Competence in an Academic Peer Mentoring Program.

Peer mentoring programs can be a valuable support mechanism for new faculty transitioning from clinical practice to academia. Mentors play a crucial role in this process. This study described mentors' perceived competence in 21 areas of the mentor role and their experiences as mentors following the first year of a structured peer mentoring program. This study employed a mixed-methods approach, using the Mentoring Competency Assessment-21 alongside open-ended questions. These instruments were electronically administered to a convenience sample consisting of eight mentors with varying experience ranging from 2 to 16 years in the nursing program at a mid-sized university, following an intentional first-year peer mentoring program. The highest-performing items were "Establishing a relationship based on trust" (M 6.50, SD 0.53), "Considering how personal and professional differences may impact expectations" (M 6.25, 0.83), and "Acknowledging your mentee's professional contributions" (M 6.13, SD 0.99). The lowest scores were focused on estimating scientific knowledge and scholarly productivity. Responses to the Mentoring Competency Assessment-21 indicated that mentors felt at least moderately competent in the various aspects of the faculty mentor role. Mentors valued the professional development and supporting materials provided by the development team. An identified area for improvement was the support provided to assist the mentees' scholarly development. This study underscores the importance of supportive materials, such as handbooks and regular communication, in fostering mentor competence and facilitating successful nursing faculty peer mentoring programs. Future research implications include assessment of mentor competence by mentees and long-term follow-up of program outcomes.

Measuring Faculty Mentoring Competency: Establishing the Validity of a Short Form.

This paper describes the procedures for evaluating the psychometric properties of the 26-item Mentoring Competency Assessment (MCA) scale and developing short-forms to measure faculty mentoring outcomes for the NIH-funded Building Infrastructure Leading to Diversity (BUILD) Initiative and National Research Mentoring Network (NRMN). Analyses were conducted using responses to the MCA scale from NRMN mentors and faculty across 11 BUILD institutions in the 2017-18 academic year. After performing extensive item factor analyses and taking the MCA sub-constructs into analytical consideration, we created an 8-item short form and a 14-item short form. Analyses indicate that both short forms nearly equivalently measure faculty mentoring competency and are more feasible to implement in future studies, compared to the original, longer scale.

Healthcare professionals' experiences of required competencies in mentoring of interprofessional students in clinical practice: A systematic review of qualitative studies.

To synthesize evidence on healthcare professionals' experiences of competencies in mentoring undergraduate healthcare, social care and medical students during their interprofessional clinical practice. This review was conducted by the JBI methodology for systematic reviews of qualitative evidence. Studies were included if they were based on the phenomenon of interest and used qualitative or mixed methods (qualitative share). The included studies were critically appraised using the standardized JBI Critical Appraisal Checklist. Qualitative research findings were extracted and synthesized using the meta-aggregation approach. Five databases (CINAHL, PubMed, Scopus, Medic and ProQuest) were systematically searched from each database's inception on 28 June 2023. A total of 5164 studies were initially screened, and 25 were identified for inclusion in this review. Three synthesized findings were identified: competencies related to (1) preparing for and developing interprofessional clinical practice, (2) supporting the learning process in interprofessional clinical practice and (3) creating an interprofessional mentor identity. Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High-quality interprofessional mentoring requires specific competence that differs from profession-specific and individual mentoring. To ensure that interprofessional clinical practice is of high quality and strengthens students' professional and interprofessional growth, special attention should be given to mentors' interprofessional mentoring competence, and a range of opportunities and organizational structures should be provided for competence development. This systematic review provides insights into the specific competencies required for interprofessional mentoring. These findings can support healthcare professionals, educators and policymakers in developing interprofessional clinical practice and mentoring competence. This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement and ENTREQ reporting guidelines. No patient or public contribution.

Critical care nurses' competence in mentoring students in intensive care units—A cross-sectional study

BackgroundMentors play an important role in the practical education of critical care nursing students in intensive care units, yet little is known about the mentoring competencies of critical care nurses. AimThe aim of this study was to assess Norwegian critical care nurses' competence in mentoring students in intensive care units. DesignThis study has a descriptive, cross-sectional design, utilising a self-administered online survey. SettingsThe study population consisted of critical care nurses who mentor students in Norwegian intensive care units. Participants178 critical care nurses participated in the study. The participants were recruited by contacting the units directly, through social media, and at a national critical care nursing conference. MethodsThe study utilised the Mentors' Competence Instrument, a self-evaluation tool for evaluating mentoring competence. ResultsThe Norwegian critical care nurses generally evaluated their mentoring competence as middle to high level. The “reflection during mentoring” dimension was rated as the highest and “student-centered evaluation” as the lowest competence dimension. The critical care nurses who had formal mentoring education reported significantly higher mentoring competences, but the other demographic characteristics were not related to mentoring competence. Regardless of previous mentoring education, most participants reported a need to further develop their mentoring competencies. ConclusionsEmployers should collaborate with educational institutions to establish a system for continuous competence development for critical care nurse mentors.

Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy.

This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male professor groups, identifying the influence of mentors' gender, rank, and track on self-assessment of their mentoring competency. Results highlight the subjective elements inherent in mentor competency evaluations. Additional multi-site, longitudinal studies of the mentor-mentee dyad could identify precise training needs to enhance mentoring.

Compassion-Focused Mentoring: An Antidote to Adverse Faculty-Student Mentoring Outcomes?

Fueled by decreased state support, economic pressures, and a growing emphasis on academic capitalism, higher education in the United States faces significant challenges. These shifts have fostered fast-paced, competitive environments, impacting the quality and equity of faculty-student mentoring in graduate programs, particularly for Black, Indigenous, People of Color (BIPOC), and first-generation students. This article proposes a novel framework, the compassion-focused mentoring conceptual model (CFM-CM), to address the complex challenges faced by under-represented students seeking meaningful faculty mentorship. The CFM-CM expands on Johnson's model for mentor competence by integrating principles from Gilbert’s compassion-focused therapy (CFT) approach. It emphasizes the cultivation of a compassionate Self-identity in mentors, grounded in compassion motivation and mindfulness, as a foundation for fostering ethical, equitable, and supportive mentoring relationships. By exploring the limitations of current mentoring practices and analyzing negative mentoring experiences through the lens of CFT, this article suggests that the CFM-CM can pave the way for improved faculty-student relationships, fostering well-being, inclusivity, and success for BIPOC and first-generation students in graduate education.

142 Validation of the Mentoring Competency Assessment to evaluate the mentorship skills and competencies of mentees

OBJECTIVES/GOALS: The purpose of this study was to assess if the Mentoring Competency Assessment (MCA) could be used to capture mentee gains in mentorship skills and how the mentorship competencies may vary structurally for mentees compared to mentors, while the original MCA was shown to be a validated measure to assess mentor skills. METHODS/STUDY POPULATION: The mentee training survey data were collected nationally from 2015 to 2022. The survey data set included 401 respondents who consented to participate after 59 mentee training events hosted by 34 institutions/organizations who participated in face-to-face and online training as well as completed the Mentoring Competency Assessment (MCA) in their surveys. We conducted principal component analysis (PCA) with varimax rotation to investigate the internal structure of the MCA and Hatcher’s criteria were applied. After a team of mentoring experts independently interpreted the PCA results and reached a consensus on the interpretations of the components, factor analysis and internal consistency reliability analysis were applied to assess the construct validity and the reliability. RESULTS/ANTICIPATED RESULTS: There were significant component loadings of the eight components with varimax rotation and 22 of the total 26 items were loaded into components. Four items, (5) pursuing strategies to improve communication, (6) coordinating with other mentors, (11) developing strategies to meet goals, and (23) setting career goals, were excluded from the factor analysis and Cronbach’s alpha analysis since these items were not significantly loaded into any components. The eight-component structure was validated (χ2=313.209, p<.001, RMSEA=.083, CFI=.907, TLI=.881, SRMR=.073) and the hypothesized model of the eight components resulted in an acceptable fit to the data with standardized factor loadings ranging from 0.58 to 0.93. The alpha coefficient is from 0.58 to 0.90, suggesting the items have high internal consistency. DISCUSSION/SIGNIFICANCE: Based upon the findings we recommend that the full revised MCA for mentees is used to capture mentees’ mentorship skill gains even if not all of the competency modules are used in the training. The development and validation of measures such as the MCA are important as we move toward the use of common measures across programs such as the CTSAs.

Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages

Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces. Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces. Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education. Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.

Collaboration, Socialization, and Support: Accountability Partners in an Online Doctoral Learning Environment

Non-traditional doctoral students encounter numerous challenges seeking a doctoral degree in an online learning environment. Non-traditional online doctoral students tend to be working adults who are integrating their online doctoral studies with the existing challenges of work and family. Effective online accountability partners must work within a framework of virtual mentoring competencies for online doctoral students to successfully collaborate, communicate, and learn together. The qualitative exploratory study explored the experiences of successful online doctoral students at working with accountability partners during their doctoral journey. The research question guiding the study was: How can accountability partner relationships be effective for online doctoral students when almost no face-to-face and in-person interaction takes place? The three themes emerging from the study addressed the online doctoral student's need for (1) collaboration, (2) socialization, and (3) support from their accountability partners. Study participants emphasized the many characteristics of a successful accountability partner relationship, including bidirectional support, feedback, communication, encouragement, cooperation, and collaboration. The study findings aligned with existing literature and illustrated the many challenges faced by online doctoral students that their more traditional student counterparts studying in a more traditional brick-and mortar university environment do not encounter. Numerous practical implications and recommendations resulted from this study. The researchers created the Collaboration, Socialization, and Support (CSS) framework using the thematic analysis of the coded interview results. The CSS framework is a practical model for creating and maintaining successful accountability partner relationship between online doctoral students.

Mentoring up: How mentorship training influences mentee intent to change behavior.

The purpose of this study was to evaluate data from different implementations of the Mentoring Up curriculum, designed by the Center for the Improvement of Mentored Experiences in Research. The study investigated the relationship between participants' self-reported change in mentoring competence and the behaviors they intended to implement post-training. The data set included 401 respondents who consented to participate after 59 Mentoring Up training events hosted by 34 institutions between 2015 and 2022. Responses to the Mentoring Competency Assessment (MCA) were analyzed to determine which factors were related to self-reported changes in participants' mentoring competencies post-training. Quantitative analysis showed that intent to change, perceived value of training, training modality, and prior mentor training were all significantly associated with the magnitude of change in MCA scores between pre- and post-tests. Further, participants who engaged in face-to-face training found significantly more value in the training than those who participated online. Analysis of open-ended questions demonstrated that participants with larger changes in MCA scores were more likely to address core principles of Mentoring Up curriculum when discussing their behavior change plans post-training. Participants improved their mentoring competence by participating in the Mentoring Up curriculum, and this change was significantly and practically associated with an intent to modify their behavior in their mentoring relationships.

ФАСИЛИТАЦИЯ ДУАЛЬНОГО ОБУЧЕНИЯ В СИСТЕМЕ ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ

This article focuses on defining the optimal conditions for implementing the dual education model in higher professional education based on facilitation technology. The study aims to identify the best conditions for integrating dual education into higher education, utilizing facilitation technology. The tasks addressed in the article include: analyzing the current state of dual education implementation at the university; identifying the needs of all participants in dual education (teaching staff, students, employers) for organizing dual education using facilitation technology; and establishing optimal conditions for implementing the dual education model in the university's educational process based on facilitation session results. Methods used include SWOT analysis, facilitation technologies like World Cafe and Future Search, content analysis, ranking, and Spearman's correlation analysis. Results demonstrate the effectiveness of facilitation technology in enhancing the quality of dual education, despite significant challenges in higher professional education systems. Calculations highlight the most optimal conditions, considering the interests and needs of all stakeholders in dual education: expanding dual education infrastructure (establishing training centers at enterprises, competence centers at the university), enhancing the psycho-pedagogical competence of mentors in production training theory and methods, educational theory and methods, psychology of professional activities, and ensuring psychological support for the educational process in the dual education format. The study emphasizes the need for strategies involving all educational process stakeholders in organizing and implementing dual education. Scientific novelty lies in applying facilitation techniques to refine the dual education model through active empathetic listening and understanding of the requirements and suggestions of all dual education stakeholders.

Measuring the Sustainability of Online Researcher Functional Position Formation Training using the CIPP (Context, Input, Process, and Product) Model Evaluation Approach

Researcher Functional Position Formation Training (PPJFP) is a prerequisite that must be fulfilled by prospective expert researchers. The discourse on implementing PPJFP training online was planned before the occurrence of the COVID-19 pandemic; however, the widespread impact of the pandemic necessitated an immediate transformation of the training from offline to online. The aim of this research is to measure the success of the fully online PPJFP training, requiring an evaluation for decision-making on whether to continue, improve, or possibly discontinue the program. The CIPP model (Context, Input, Process, and Product) is deemed adequate for evaluating the implementation of fully online PPJFP. The study involved 144 participants in the PPJFP training program in 2021, utilizing a quantitative-descriptive method as the research approach. Evaluation results indicate that the fully online implementation of PPJFP is considered to meet participants' expectations and needs. This is evident from the majority of participants rating the effectiveness of learning, instructor and mentor competence, participant motivation, and academic benefits as highly suitable. The curriculum, the competence of involved instructors and mentors, and the provided learning infrastructure are perceived to meet participants' expectations. Both asynchronous and synchronous learning methods are considered highly suitable and effective. One indicator of the success of this training is the increased motivation and interest in becoming researchers. 63.89% of participants express greater confidence and readiness to become researchers, 31.25% feel confident and ready, and 4.86% feel sufficiently confident. Based on the evaluation results, it can be concluded that conducting PPJFP training online is feasible for the coming years. The findings of this research are expected to provide insights for training organizers to enhance the quality of training programs and their implementation in the subsequent years.

A digital educational resource to support and enhance effective mentorship practices of nursing students in nursing homes: a qualitative study

BackgroundThere is a grooving body of evidence emphasising the need to support and enhance effective mentorship practices for nursing students in nursing home placements, including strengthening of the pedagogical competence of registered nurse mentors. Owing to the necessity for multifaceted mentoring competence and the challenges of workload registered nurses are facing, the use of flexible digital educational resources has been suggested. However, current knowledge on the effectiveness of digital educational resources in enhancing mentorship practices in nursing homes is scarce. This study aimed to explore the perception of registered nurse mentors regarding the effectiveness of a digital educational resource, particular its usability and value-in-use in supporting and enhancing mentorship practices in nursing homes.MethodsThe study applied an exploratory descriptive qualitative design. Pre- and post-mentoring semi-structured focus group interviews were conducted among a total of 23 registered nurse mentors across three Norwegian nursing homes. The transcribed interviews were thematically analysed. Standards for reporting qualitative research were followed.ResultsThe analysis yielded one pre-mentoring theme: (1) predominant enthusiasm and satisfaction and three post-mentoring themes: (2) enhanced confidence and motivation, (3) enhanced mentoring competence in supporting the nursing students’ learning process, and (4) factors influencing the value-in-use of the digital educational resource.ConclusionsDigital educational resources support effective mentorship practices by enhancing the confidence and motivation in the mentor role and by enabling more goal-oriented supervision and assessment tailored to the learning goals of students. The implementation of digital educational resources to support and enhance effective mentorship practices is an important avenue for further research towards achieving high-quality learning environments in clinical nursing education in general and nursing homes. Based on the study findings, nursing educational institutions should consider offering digital educational resources to develop, support, and advance mentorship training, which may more effectively impact and improve the quality of clinical nursing education.

Mentorship Education for Advanced Practice Registered Nurses.

Background: Mentorship is a vital part of the nursing profession. The evidence suggests that competent mentors aid in facilitating role transitions, improving job satisfaction, enhancing patient care, and decreasing nursing turnover. Advanced practice registered nurses (APRNs) have the skills and knowledge to provide safe, high-quality, patient-centered care; however, they may be lacking in mentorship abilities. Objective: Currently, there is no formal mentorship training in the organization, which may cause variability in the mentoring of new staff. The focus of this project was to create a staff educational intervention to improve the mentoring competency of surgical APRNs. The knowledge gap, lack of mentoring education given to APRNs acting as mentors to novice practitioners, was noted, and this project identified a staff educational intervention on mentorship training that was developed and implemented. Methods: The project practice-focused question asked if a formal APRN mentorship training program geared toward the six elements of mentoring (as measured by the Mentoring Competency Assessment [MCA]) increased the mentoring competency of APRNs serving in a mentorship role. Benner's theory guided the planning and development of this project, while the MCA was used for the self-reflection survey. Following a pretest survey, participants experienced an educational intervention geared toward mentoring and mentoring competencies. Formal APRN mentorship training program with an educational intervention that addressed the six domains of mentoring competency geared toward increasing the mentoring competency of APRNs who serve in a mentorship role. Results: A total of 18 surgical APRNs (N = 18) with more than 2 years of experience participated in the staff educational intervention. There was a statistically significant difference in six of the 26 individual items and in the overall pretest mean scores and the posttest mean scores (z = -3.41, p < .01), indicating that the APRN mentorship training increased the mentoring competency of the APRNs. Conclusion: The results of this quality improvement project demonstrated how an educational intervention geared toward mentoring competencies can increase the knowledge among a group of APRNs. Educating APRNs in mentorship competencies may enhance mentorship abilities and result in positive patient and organizational outcomes. Implications for Nursing: Educating APRNs in mentorship competencies may enhance mentorship abilities and result in positive patient and organizational outcomes.

Explaining the Propositions of the Sound Heart Model as Spiritual Health Theory: Research Methodology

Background: Holistic, community-oriented health services require attention to spiritual health at all levels of prevention, in the spectrum of health and disease, throughout life. Spiritual health services are professional theory-based practice. The purpose of the study is to report the research methods of explaining the propositions of the Sound Heart Model as a Spiritual Health Theory. Methods: The theory was designed by using qualitatively derived theory based on the Concept-Integration method in six stages. An in-depth philosophical review of two decades of research indicated the need for spiritual empowerment. Concept analysis clarifies the concepts of therapeutic relationships and therapeutic content as spiritual communication, knowledge enhancement, skill training, and spiritual motivation. To validate the findings, in addition to Morse et al. suggestions, the findings were reviewed in four specialized national sessions "Chair of Behavioral Sciences", "Narrative Sciences Chair", "Pre-Summit Sessions" and "Summit Session" of "Chairs of Theorizing, Criticism and Scientific Debate" in the “Supreme Council of the Cultural Revolution”. Conclusion: Spiritual self-care of parents, teachers and clergy is a priority. Secure attachment to the prophets and following their lifestyle is the basis of spiritual self-care. Spiritual self-care of parents, teachers and clergy creates spiritual mentoring competence. The correct religious behavior of spiritual mentors provides the possibility of model-oriented education. Spiritual communication based on compassion and empathy can create secure attachment, trust and security. Spiritual mentors should provide spiritual training without coercion and violence with "scaffolding". Mentors can facilitate the stages of faith growth and correct cognitive errors by increasing spiritual knowledge. Explaining the spiritual reason for life's sufferings increases resilience against suffering. By teaching "relationship development skills" with nature, self, people and God along with thinking about "the truth of religion", they can create a positive image of God and secure attachment to God. So that people can take refuge in God as a safe haven and feel safe.

Design and Development of Teaching Materials Aimed at Mentor Professional Training

Aim. The paper presents information on the concept of teaching materials supporting professional development of mentors, either teacher trainees trainers or introducing teachers of novice teachers, created within an international project by experts from 6 higher education institutions (Constantine the Philosopher University in Nitra – SK, the University of J. Selye in Komárno - SK, Eszterházy Károly Catholic University in Eger - HU, the University of Ostrava in Ostrava - CZ, the Prague University of Economics and Business in Prague - CZ, the University of Novi Sad in Novi Sad – SRB). Methods. Based on analyses of different resources and opinions of experts nominated by the above mentioned higher education institution a mentor competence profile consisting of fifteen key competences was compiled. Based on the platform of the created profile teaching materials supporting successful performance of the mentor role or position were processed. Results. As a main output of the international project 2020-1-SK01-KA201-078250 Mentor training of the Erasmus+ program, five textbooks were created , the basic one in the English version and the other four – its mutations in the national languages of the individual project partners. Conclusion. The textbooks created within the project will be used in the project partner countries within the mentors practical training and preparation. Cognitive value. Currently the concept and philosophy of the teaching materials created within the Mentor training project have become a background for processing further teaching materials supporting mentors´ competence development, which are under preparation within an other international project, namely the bilateral Slovak-Serbian project APVV SK-SRB-21-0025 Mentors´ Vademecum supported by the Slovak Research and Development Agency.

The Divergence of Experts’ Views on a Mentor Competence Profile

Aim. The paper focuses on the divergence of views of experts from four European educational institutions on key competences, which would become the basis for a successful performance of a mentor position. They should be taken as the key items of a mentor competence profile. Methods. A panel discussion – specifically, a focus group interview as its alternative form – was used to determine how the experts assessed particular competences of the mentor competence profile, i.e. to identify which competences they considered to be the key ones of the mentor competence profile. The panel discussion was led by six focus groups, members of which were experts representing four different countries from six universities: two from Slovakia and the Czech Republic, and one from Hungary and Serbia. Results. The intention of the conducted panel discussion was to find a common view and consensus on the key competences required for a successful performance of the mentor position. However, the results of the panel discussion showed a significant divergence of the opinions on the fundamental mentor competences depending on the country the experts were from. Differences in the views on the issue examined by experts representing different institutions from the same country also occurred, but proved to be inconclusive. Conclusion. Mentoring is currently considered one of the most important means of developing pedagogical competences of future and novice teachers. The results of the conducted panel discussion may contribute to the creation of a platform on which an adequate professional mentor training can be designed.

Mentors’ cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice: An international cross-sectional study

AimsThis study aimed to identify mentors’ cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. BackgroundGlobalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students’ safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students’ high-quality and goal-oriented development of competence. DesignThis study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. MethodsThe data were collected using an online survey including the Mentors’ Cultural Competence Instrument, Mentors’ Competence Instrument and background questions during 2020–2021. The data were analyzed using a K-mean cluster algorithm to identify mentors’ competency profiles. ResultsThree significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. ConclusionsThis study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors’ work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals.