The Journal of Medical Education and Development

  Introduction: Mentoring, as a strategy, plays an important role in professional development of nursing students . Hence, this study was aimed to determine the effect of multi-mentoring educational method on clinical competencies of 8^th term nursing students.

  Methods: In this intervention study, all of 8^th term nursing students of Khorramabad school of nursing in two consecutive term were selected through census method and divided into two groups of mentorship and control(routine) trough simple random method. The subjects in the mentorship group completed their field training with corporation of two mentors. The subjects in the control group done their training in the presence of a full-time instructor. Nursing student's clinical competence was measured before and 10 weeks after the intervention using the 6-dimension scale of clinical competencies. Furthermore, the mentor-ship group in regard with the study date were analyzed using descriptive statistics and T-test.

  Findings: The results of paired t-test demo instructed a significant difference in the sub-score of teaching-collaboration and total score of clinical competence (p<0.05), whereas no significant difference was observed in the total score of clinical competence and its sub-scales in the control group(p>0.05). Moreover, significant difference was reported in the scores of planning/evaluation of nursing care, interpersonal relationship s well as total score of clinical competence between the two groups (p<0.05).

  Conclusion: The finding of this study revealed that implementing multi-mentoring method can result in promoting nursing student’s clinical competence and increasing their satisfaction with the course.