Pediatric nursing students' self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoring

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dc.authoridAKÖZLÜ, Zeynep/0000-0003-4561-4025en_US
dc.authoridTaşdelen, Yeliz/0000-0002-0444-3904en_US
dc.contributor.authorÖzturk Şahin, Özlem
dc.contributor.authorAkozlu, Zeynep
dc.contributor.authorTasdelen, Yeliz
dc.date.accessioned2024-07-12T21:37:17Z
dc.date.available2024-07-12T21:37:17Z
dc.date.issued2023en_US
dc.department[Belirlenecek]en_US
dc.description.abstractAim: This study aimed to examine the effect of mentoring practice by graduate nursing students and clinical nurses on students' self-efficacy in pediatric medication administration, clinical comfort and worry levels of students taking pediatric nursing courses. Background: Children are a highly sensitive group against medication administration errors. Improving the selfefficacy of student nurses who will work with this group toward medication administration is essential. Mentoring programs can increase students' skills and self-efficacy by reducing their stress levels during clinical practice.Design: The research is a two-group pretest-posttest randomized controlled experimental research design.Settings: The study was conducted in the pediatric units of a training and research hospital located in the Western Black Sea region of Turkey between October 1, 2022 and December 30, 2022, as part of the clinical practice of the Pediatric Nursing course in the fall semester of 2022-2023.Participants: The study sample consisted of 143 students (peer mentoring group=73, nurse mentoring group=70) who were 3rd-year students taking the pediatric nursing course.Methods: Participant information form, Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSCNS) and Pediatric Nursing Students Clinical Comfort and Worry Tool (PNSCCWT) were administered to the students before the clinical practice. Then, the groups received mentoring practice in the clinical practice area for 14 weeks. At the end of the practice, MASSCNS and PNSCCWT were administered to the students again. Results: The groups were homogeneously distributed when compared according to descriptive characteristics (p > 0.05). The self-efficacy scores of the students in both groups after clinical practice were significantly different from those before clinical practice (tnurse=-4.724, pnurse=0.000 <0.05; tpeer=-3.742, ppeer=0.001 <0.05).Conclusions: This study's results indicate that nurse mentoring and peer mentoring effectively increase nursing students' self-efficacy during pediatric clinical practice. While nurse mentors decreased students' worry, peer mentors increased students' clinical comfort levels.en_US
dc.identifier.doi10.1016/j.nepr.2023.103712
dc.identifier.issn1471-5953
dc.identifier.issn1873-5223
dc.identifier.pmid37441917en_US
dc.identifier.scopus2-s2.0-85166742418en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.nepr.2023.103712
dc.identifier.urihttps://hdl.handle.net/20.500.12415/6730
dc.identifier.volume71en_US
dc.identifier.wosWOS:001047895000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoenen_US
dc.publisherElsevier Sci Ltden_US
dc.relation.ispartofNurse Education in Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.snmzKY04072
dc.subjectPediatric Nursingen_US
dc.subjectNursing Educationen_US
dc.subjectMentorsen_US
dc.subjectSelf Efficacyen_US
dc.titlePediatric nursing students' self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoringen_US
dc.typeArticle
dspace.entity.typePublication

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