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Designing a Clinical Mentoring Model: A Grounded Theory Study
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ZINAB Mahmoodi1   , Motamed1 Hamidreza MotamHamidreed , PARI MASHAYEKH |
| 1- , zainabmahmoodi69@gmail.com |
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Abstract: (16 Views) |
Abstract
Introduction: Existing mentoring models are not specifically focused on clinical education and cover only a limited scope of the intended educational objectives, particularly in clinical settings.
Objective: The aim of this study was to design a clinical education mentoring model.
Methods: This study employed a qualitative grounded theory approach. Participants included 15 purposefully selected individuals. Data were collected through semi-structured interviews and analysed using Corbin and Strauss’s 2015 approach, which involves identifying concepts, evolving concepts, describing their dimensions and characteristics, analysing data for context, integrating processes into the analysis, and synthesizing categories. The MAXQDA software was used for data management.
Findings: The main results comprised 4 primary categories derived from selective coding, 11 subcategories from axial coding, and 31 initial categories from open coding. The primary categories included student assessment, prediction, formation of mentoring teams, and delegation of responsibilities.
Conclusion: This model can play a significant role in enhancing and supporting the teaching-learning process in clinical education, thereby improving educational quality and fostering students’ professional growth.
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| Keywords: Mentoring, Clinical Education, Grounded Theory |
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Type of Study: Research |
Subject:
Occupational Health
Received: 2025/05/10 | Accepted: 2025/10/26 | Published: 2025/11/10
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