Evaluation of the effect of the formal mentoring program on practice during midwifery students' professional clinical education

Objective: This thesis study is an interventional study to evaluate the effect of formal mentoring program on clinical skills and self-efficacy levels of midwifery students in clinical education. Method: The study was carried out between February 28th and June 2nd, 2017 at Tepecik Education Research Hospital and Buca Obstetrics and Pediatrics Hospitals, where internship course of fourth grade students of Ege University, Department of Midwifery of Izmir Ataturk Health School was put on internship. The student's population was composed of senior students (N = 82) were Department of Midwifery of Spring Semester 2016-2017 Education. The Mentor population; a total of 46 midwives working in the delivery room of Ege University, Urla State Hospital, Tepecik Education Research and Buca Maternity Hospitals were formed within the scope of internship applications of the students. The study sample was composed of seven mentors working in Tepecik and Buca Hospitals and 38 students taking the internship formed. During the selection of midwives as mentors; senior, experienced, warm, approachable, patient, positive, communication skills, volunteer and take a mentor role, has 5 years employed were considered as the selection criterias. Mentors have been matched with students according to classical and group mentoring model. The study group consisted of the control group of students and mentors working in the first seven weeks of the internship for 14 weeks in both hospitals. The control group did not take an educational intervention within the formal mentoring program. The same rotation, which was selected as the mentor in the second seven weeks of the internship with the rotation, was matched with new students this time. At the beginning of this internship process, mentors and students were given "formal mentoring program training" so that the mentor-student relationship progressed according to the specific targets. This group formed the intervention group of the study. During the first week of the internship, the control group midwives completed the "Midwife Questionnaire Form" and the control group students completed "Student Questionnaire Form". At the end of the first week the students completed the "Professional Skills Assessment Tool". At this stage, the mentors are asked to evaluate the professional skills of the students who are matched individually by the "Mini Clinical Evaluation" form. Forms completed at this stage were included in the pre-formal mentoring program and were considered "Pre-test". At the end of the first seven weeks internship, The students evaluated the "Professional Skills Self Assessment Tool", the "Mentoring Profile Questionnaire" and the "Mentorship Effectiveness Scale". Mentors reassessed students' professional skills with the "Mini Clinical Evaluation" form. The forms filled in this stage were included in the formal mentoring program and were accepted as "final test". The second rotation started at the 8th week of internship. The same mentors who supported the control group students practice were matched with the intervention group students this time. The intervention group students completed the "Student Questionnaire Form". At the end of the first week they completed the "Professional Skills Assessment Tool". At this stage, the mentors are asked to evaluate the professional skills of the intervention group students who are matched individually by the "Mini Clinical Evaluation" form. Forms completed at this stage were included in the pre-formal mentoring program and were considered "Pre-test". In the first week of the intervention group internship, The Formal Mentoring Program Training was given in the conference rooms of both hospitals as a two-hour session using interactive methods by the researcher. The internship of the intervention group students continued between 8th-14th week. At the end of the 14th week, the intervention group students who finished internship at the delivery room, completed the "Professional Skills Assessment Tool", the "Mentoring Profile Questionnaire" and the "Mentoring Effectiveness Scale". Mentors reassessed students' professional skills by the "Mini Clinical Evaluation" form. The forms filled in this stage were included in the formal mentoring program and were accepted as "final test". Results: It was determined that the mean scores of the intervention and control group students before and after the formal mentoring program increased significantly in both groups. The intervention and control group concluded that the appointment of a mentor to the students and the formal mentoring program were effective in the development of the self-efficacy levels of the students. Intervention and control group students' average scores of Mini Clinical Evaluation before and after the formal mentoring program increased significantly in both groups. In the formal mentoring program, the intervention group stated that more than half (63.2%) of the students performed more role in supporting the mentor and half of the control group (52.69%, the mentor had more roles (teacher / consultant / role model and source person) (78.9%) and control (89.5%) students were interviewed mostly by their mentors, while 31.6% of the intervention group and 15.8% of the intervention group reported daily with their mentors. Conclusion: As a result of the study, the main hypothesis "formal mentoring program is influential in the development of students' clinical skills and self-efficacy levels" H1 hypothesis has been accepted. In this context, it is suggested that students should be assigned a mentor in their clinical practice and match with a mentor according to classical mentoring model. Keywords: Mentoring; formal mentoring; midwifery; clinical education.