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The structure of mentors' behaviour in clinical nursing education: Confirmatory factor analysis

Chen, Yanhua; Watson, Roger; Hilton, Andrea

Authors

Yanhua Chen

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Dr Andrea Hilton A.Hilton@hull.ac.uk
Senior Lecturer and Programme director, Non-Medical Prescribing



Abstract

Aims: To study if a three-factor structure of mentors' behaviour identified through exploratory factor analysis could be confirmed in a dataset assessing mentors' performance using structural equation modelling. Background: To measure mentor's behaviour in clinical nursing education in China, a specific instrument was developed and preliminarily validated; a three-factor structure (professional development, facilitating learning and psychosocial support) was identified in a dataset of assessment of the importance of mentors' each behaviour using exploratory factor analysis and Mokken scale analysis. Design: A cross-sectional study with online and hard copy survey was applied. Methods: Convenience sampling was conducted. Nursing students (n = 634) in Southwest China participated in the study from July to August 2014. Confirmatory factor analysis was used. Results: Mentors' behaviour can be perceived as a secondary order factor with three first order factors: professional development; facilitating learning; and psychosocial support. Conclusion: The three-factor structure of mentors' behaviour was confirmed by structural equation modelling. This structure is visible in mentors' real performance and implies that this instrument could be used to assess mentors' behaviour in addition to students' expectation from mentors.

Citation

Chen, Y., Watson, R., & Hilton, A. (2018). The structure of mentors' behaviour in clinical nursing education: Confirmatory factor analysis. Nurse education today, 68, 192-197. https://doi.org/10.1016/j.nedt.2018.06.018

Journal Article Type Article
Acceptance Date Jun 15, 2018
Publication Date Sep 1, 2018
Deposit Date Jun 20, 2018
Publicly Available Date Sep 2, 2019
Print ISSN 0260-6917
Electronic ISSN 1532-2793
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 68
Pages 192-197
Series ISSN 0260-6197
DOI https://doi.org/10.1016/j.nedt.2018.06.018
Keywords Mentors' behaviour; Professional development; Psychosocial support; Facilitating learning; Nursing
Public URL https://hull-repository.worktribe.com/output/881274
Publisher URL https://www.journals.elsevier.com/nurse-education-today
Copyright Statement ©2019, Elsevier. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Additional Information This is the accepted manuscript of an article published in Nurse education today, 2018. The version of record is available at the DOI link in this record.

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