Abstract:

Over the last few decades, the education of nurses and technicians has changed significantly and professional adaptability is needed in this changing environment. An important role in this is played by mentors who provide support and encourage the students to manage their own learning with the aim of developing knowledge and skills, improving efficiency and achieving what they want to become. Mentors are recognized and selected by the profession for their excellence in work and rich experience. All of this also has an impact on improving patient care standards. However, apart from the end users (patients), the benefits of mentoring are primarily felt by the students, but also by the mentors themselves. In order for mentors to be successful in teaching, they need education. Professional development is important for all mentors, even those who are experienced because regardless of the knowledge or experience of teaching, dealing with certain situations is always potentially difficult. Mentoring education enables the resolution of these issues through interactions experienced in a collegial atmosphere where opinions and experiences can be openly shared. Research shows that mentors, after completing their education, feel more able to teach trainee students outside of their specialties. In order to keep pace with systematic changes and minor adjustments within the academic community, a regular mentor training must be offered that follows modern trends in education, and the development of specific competencies in nursing. The Department of Nursing of the Catholic University of Croatia implemented the Program of education of nurses-mentors, within the framework of lifelong learning. The courses were held in 3 terms: November 16, 2017 (N = 71), March 2, 2018 (N = 40) and June 18, 2018 (N = 72). The program was performed by teachers of the Department of Nursing and Communication at the Catholic University of Croatia. The program included lectures and workshops on communication, evaluation, spiritual-moral-ethical responsibility of mentors, stress management and the role of mentors in the process of shaping student competencies, in order for mentors to gain additional knowledge in the field of communication skills, pedagogical competencies and teaching ethics. At the end of each course, a survey was conducted about the need, usefulness and satisfaction of participants with the implemented program. The results showed that nurses are most motivated on mentoring by a desire to help younger colleagues acquire knowledge and skills while they are least motivated by the expectation of others to do so. Furthermore, 85.7% of participants believe that mentor training is not well developed in Croatia, while 98.6% of them believe that training programs like this are needed by mentors. More than 95% of mentors, in all three terms of courses, believe that the conducted training is useful for their professional work and they are motivated to participate in similar programs. Program participants highlighted the education as useful and applicable in professional development because it helped them become aware of the way of mentoring. This confirmed the need for education programs that promote excellence and integrity of approach to students and then to patients.

Keywords:

Education, mentors, lifelong learning.