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

Authors

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

Abstract

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.

First Page

59

Last Page

69

DOI

10.6145/jme.202203_26(1).0006

Recommended Citation

Huang, Yi-Chen; Chiang, Ling-Chun; Huang, Chin-Yi; Sun, Shou-Chuan; and Tan, Jung-Ying (2022) "Learning Style and Mentee and Mentor Satisfaction of New Nurses and Clinical Mentors in Intensive Care Units," Journal of Medical Education: Vol. 26: Iss. 1, Article 6.
DOI: [https://doi.org/]10.6145/jme.202203_26(1).0006
Available at: https://jme.researchcommons.org/journal/vol26/iss1/6