Development and validation of the Mentor-Nurse scale: An instrument to assess mentoring competencies in clinical nursing
Aim To describe the development and validation of the Mentor-Nurse questionnaire for assessing the key competencies of clinical nursing mentors from the students' perspective. Background Clinical mentoring is essential in nursing education to support the development of clinical and professional...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de Castilla-La Mancha |
| Repositorio: | RUIdeRA. Repositorio Institucional de la UCLM |
| OAI Identifier: | oai:ruidera.uclm.es:10578/46256 |
| Acceso en línea: | https://doi.org/10.1016/j.nepr.2025.104690 https://www.sciencedirect.com/science/article/pii/S1471595325004470 https://hdl.handle.net/10578/46256 |
| Access Level: | acceso abierto |
| Palabra clave: | Clinical mentorship Instrument validation Mentor assessment Mentor-Nurse scale Nursing education Nursing student Psychometrics |
| Sumario: | Aim To describe the development and validation of the Mentor-Nurse questionnaire for assessing the key competencies of clinical nursing mentors from the students' perspective. Background Clinical mentoring is essential in nursing education to support the development of clinical and professional competencies. However, there is a lack of validated instruments that comprehensively assess the competencies of mentors, especially from the perspective of nursing students. Design Methodological study in four phases. Methods The study was conducted at the University of Castilla-La Mancha. Phase 1 involved the generation of items and the development of an initial questionnaire with 24 items. In phase 2, a panel of 16 experienced nurses assessed content validity, resulting in a version with 22 items. Phase 3 consisted of a pilot test with 30 students to improve clarity. In phase 4, the revised questionnaire was completed by 184 nursing students after the placement. Psychometric evaluation included content validity index (CVI), exploratory and confirmatory factor analysis, internal consistency (Cronbach’s alpha) and convergent validity through correlation with the CLES+T scale and student satisfaction. Results The final Mentor-Nurse questionnaire includes 22 items in six domains: Training, Knowledge Transfer, Leadership, Communication, Teamwork and Delegation/Autonomy. The CVI was 0.85. The exploratory factor analysis revealed a unidimensional structure explaining 72.99 % of the variance (KMO = 0.966). Internal consistency was excellent (Cronbach’s a = 0.981). Strong correlations were observed with the CLES+T scale (? = 0.816; p < 0.001) and satisfaction scores. Conclusions Mentor-Nurse is a valid and reliable instrument for evaluating clinical mentoring in nursing education. It addresses educational, interpersonal and leadership dimensions and contributes to improved mentoring practise. |
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