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Designing a Clinical Mentoring Model for Nursing Students: A Grounded Theory Study
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Z Mahmoudi1   , H Motamed2 , P Mashayek2 |
1- Department of Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran. , zainabmahmoodi69@gmail.com
2- Department of Educational Management, Kazerun Branch, Islamic Azad University, Kazerun, Iran. |
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Abstract: (1535 Views) |
Background & aim: None of the existing models related to mentoring are focused on clinical education and cover a limited range of intended goals, especially clinical education. Therefore, the aim of the present study was to determine and design a clinical mentoring model for nursing students.
Methods: The present qualitative study was conducted in 2025 based on grounded theory. Fifteen participants were selected purposefully. Data were collected through semi-structured interviews. Data analysis was conducted based on the approach of Corbin and Strauss (2015). This approach included the following steps: identifying concepts, developing concepts and describing dimensions and characteristics of concepts, analyzing data for context, entering the process into the analysis and combining categories. During data analysis, the researcher used methods such as asking questions and making continuous comparisons, and writing notes to explain the mentoring model in clinical education. In this study, Microsoft Word software and MAXQDA qualitative data management software were used to record, maintain, and analyze data.
Results: The main results included 4 categories from selective coding, 11 subcategories from axial coding, and 31 initial categories from open coding. The main categories included student assessment, prediction, formation of mentoring teams, and delegation of responsibility. The mentoring model in clinical education consists of four main dimensions: dimensions, characteristics, context, and consequences. The dimensions of this model include the continuation of active mentor-student communication, providing constructive feedback, and developing practical and personal skills.
Conclusion: This model can play an important role in strengthening and supporting the teaching-learning process in clinical education and increasing the quality of education and professional growth of students.
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| Keywords: Mentoring, Clinical Education, Grounded Theory |
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Full-Text [PDF 572 kb]
(12 Downloads)
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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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