Educational Intervention to Support Development of Mentors' Cultural Competence and Competence in Mentoring Culturally and Linguistically Diverse Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 111
- 试验地点
- 2
- 主要终点
- Changes in mentors' cultural competence
研究概览
简要总结
Clinical placements are an integral part of nursing education and have significant impact on nursing students' professional development. According to standards set by the European Union, the duration of clinical placements should account for at least one half of the minimum duration of nursing programs. Also, students must complete training under the supervision of qualified nursing staff (Directive 2013/55/EU of the European Parliament and of the Council).
Nursing staff are responsible for the mentoring of students during completion of their clinical placements. The role of the mentor can be challenging and several studies prove that providing continuing education to mentors can be effective in developing mentors' competence in mentoring. There is an urgent need to add issues related to the development of mentors' cultural competence into mentoring education. This is due to the rapid increase of cultural and linguistic diversity within the nursing workforce and the increase in the numbers of students from international backgrounds.
This study is designed to assess the effectiveness of an educational intervention to develop mentors' cultural competence and their competence in mentoring nursing students from diverse cultural and linguistic backgrounds.
详细描述
METHODOLOGY
Study setting:
The study will be conducted in two hospitals, which are located in two different major cities in Finland.
Study design:
This is a nonrandomized, pre-post quasi-experimental study. Participants in this study will participate in cultural competence education. Participants will self-assess their level of competence in mentoring in general along with their cultural competence in mentoring. There will be three assessment time points: at baseline (before education, T0), immediately after the education (T1), and 6 months after the education (T2). The control group will receive standard mentoring education that does not contain topics specific to cultural competence or the mentoring of students from diverse backgrounds. The same self-assessment instrument and assessment time points will be used for both the intervention and control groups.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- Double (Investigator, Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •be currently employed in any professional nursing role on any unit; have the skills to read and understand the Finnish language; and consent to participate in the study
排除标准
- •be on long-term leave of absence or maternity leave; lack of skills to read and understand the Finnish language, decline to consent to participate in the study.
结局指标
主要结局
Changes in mentors' cultural competence
时间窗: Pre intervention, immediately after intervention and 6 months after intervention
Mentors' cultural competence will be measured using the newly developed Mentors' Cultural Competence Instrument. The instrument contains 21 items using a four-level Likert scale. A higher score on the likert scale indicates a higher level of competence.
Changes in competence in mentoring
时间窗: Pre intervention, immediately after intervention and 6 months after intervention
Mentors' competence in mentoring will be measured using the psychometrically validated self-assessment Mentors' Competence Instrument (MCI), which contains 43 items divided into 7 sections using a four-level Likert scale. A higher score on the Likert scale indicates a higher level of competence.
次要结局
未报告次要终点
研究者
Ashlee Oikarainen
Researcher
University of Oulu