Implementation and evaluation of an integrated mentorship-preceptorship model in undergraduate clinical nursing education.
4 affiliations
- 1Nursing Care Research Center, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
- 2Nursing and Midwifery Care Research Center, Health Management Research Institute, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
- 3Nursing and Midwifery Care Research Center, Health Management Research Institute, Iran University of Medical Sciences, Tehran, Iran.
- 4Nursing and Midwifery Care Research Center, Health Management Research Institute, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. [email protected].
Abstract
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.
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BibTeX
@article{jafarjalal2026implementation,
title = {{Implementation and evaluation of an integrated mentorship-preceptorship model in undergraduate clinical nursing education.}},
author = {Ezzat Jafarjalal and Alice Khachian and Daryadokht Masror Roudsari and Shima Haghani and Maryam Kashani},
journal = {BMC nursing},
year = {2026},
month = jul,
doi = {10.1186/s12912-026-05089-7},
url = {https://europepmc.org/article/MED/42907802},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Implementation and evaluation of an integrated mentorship-preceptorship model in undergraduate clinical nursing education.
AU - Ezzat Jafarjalal
AU - Alice Khachian
AU - Daryadokht Masror Roudsari
AU - Shima Haghani
AU - Maryam Kashani
PY - 2026
DA - 2026/07/01
JO - BMC nursing
DO - 10.1186/s12912-026-05089-7
UR - https://europepmc.org/article/MED/42907802
AB - 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.
SN - 1472-6955
ER -