Learning Style and Mentee and Mentor Satisfaction of New Nurses and Clinical Mentors in Intensive Care Units

10.6145/jme.202203_26(1).0006

Yi-Chen Huang；Ling-Chun Chiang；Chin-Yi Huang；Shou-Chuan Sun；Jung-Ying Tan

Kolb learning style ； clinical mentors ； satisfaction

Journal of Medical Education

26卷1期（2022 / 03 / 01）

59 - 69

英文

Purpose: We adopted the Kolb learning style scale to explore the correlation between learning style and Mentee and Mentor satisfaction of new nurses and clinical Mentors in the ICU. Methods: There was no significant correlation between learning style and Mentee and Mentor satisfaction scores of new nurses and clinical Mentors (p values were larger than 0.05). Results: When clinical Mentors were Divergers and new nurses were Convergers, the correlation coefficient between Mentee and Mentor teaching attitude satisfaction and Mentee and Mentor teaching content satisfaction was 0.918 (p = 0.028) and 0.889 (p = 0.044), respectively, indicating significant relationships. Conclusions: It is recommended that clinical Mentors should understand new nurses' learning styles before they start their clinical practice, thereby helping them to learn efficiently and adapt quickly while simultaneously improving the quality of clinical teaching.

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