BMC nursing · 2026
Implementation and evaluation of an integrated mentorship-preceptorship model in undergraduate clinical nursing education.
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Jafarjalal Ezzat, Khachian Alice, Roudsari Daryadokht Masror, Haghani Shima, Kashani Maryam
Аннотация
BACKGROUND: High-quality clinical education is critical for preparing competent nursing graduates. Traditional preceptorship alone may not sufficiently address learners' needs, while mentorship provides additional psychosocial and professional support. This study implemented and evaluated an integrated Mentorship-Preceptorship Model to enhance clinical readiness and student satisfaction among undergraduate nursing students.
METHODS: A quasi-experimental one-group pre-post study was conducted with undergraduate nursing students during their clinical rotation. The model combined structured mentorship (guidance, role modeling, reflective support) with preceptorship (direct clinical supervision and skills coaching). Clinical readiness was measured before and after the intervention using a validated clinical competency assessment tool. Student satisfaction with clinical education was assessed through a standardized satisfaction questionnaire. Descriptive and inferential statistics were used to analyze outcomes.
RESULTS: Implementation of the integrated model improved students' clinical readiness scores compared with baseline. Participants reported higher confidence in performing clinical procedures, greater clarity in role expectations, and improved integration of theory into practice. Satisfaction scores increased across domains including instructor support, feedback quality, and overall learning experience. Students described the combined approach as more supportive and effective than previous clinical learning experiences.
CONCLUSION: The integrated Mentorship-Preceptorship Model enhanced clinical preparation and satisfaction among undergraduate nursing students. This structured and supportive educational approach may strengthen clinical learning outcomes and represents a feasible strategy for improving the quality of undergraduate nursing education.
CLINICAL TRIAL NUMBER: Not applicable.
METHODS: A quasi-experimental one-group pre-post study was conducted with undergraduate nursing students during their clinical rotation. The model combined structured mentorship (guidance, role modeling, reflective support) with preceptorship (direct clinical supervision and skills coaching). Clinical readiness was measured before and after the intervention using a validated clinical competency assessment tool. Student satisfaction with clinical education was assessed through a standardized satisfaction questionnaire. Descriptive and inferential statistics were used to analyze outcomes.
RESULTS: Implementation of the integrated model improved students' clinical readiness scores compared with baseline. Participants reported higher confidence in performing clinical procedures, greater clarity in role expectations, and improved integration of theory into practice. Satisfaction scores increased across domains including instructor support, feedback quality, and overall learning experience. Students described the combined approach as more supportive and effective than previous clinical learning experiences.
CONCLUSION: The integrated Mentorship-Preceptorship Model enhanced clinical preparation and satisfaction among undergraduate nursing students. This structured and supportive educational approach may strengthen clinical learning outcomes and represents a feasible strategy for improving the quality of undergraduate nursing education.
CLINICAL TRIAL NUMBER: Not applicable.