Mentor Satisfaction Using a New Model of Clinical Education

Abstract

AIM The aim of this descriptive study was to examine mentor satisfaction in an academic‐practice partnership in Michigan. BACKGROUND New models of education, in which nurse faculty partner with practicing nurses to mentor and teach students, are being established to meet the demand for nurses. METHOD A survey was distributed via email list to examine mentor satisfaction according to the mentor's education level, experience, and clinical unit. Descriptive statistics were used to analyze the results. RESULTS Findings were analyzed with regard to satisfaction, understanding, student preparedness, comfort of giving feedback, faculty engagement, and the use of evidence‐based practice. Mentors were found to be satisfied with the model. CONCLUSION Nurses with less experience were more satisfied with the model; level of education and unit were not found to be statistically significant. Future research to evaluate academic‐practice partnerships is needed.