Ramutė Rimkienė, Danguolė Grūnovienė, Julius Dovydaitis


Colleges, being the part of the higher education system, are basing studies on the principle of theory and practical training unity. In biomedical field and social work education programs, practical training/learning accounts for almost half of the total studies time, most of which is realized at various health care, social services or other institutions. The participation and support of practice mentors in practical training process, ensure adequate students‘ theoretical knowledge application in practice, practical skills acquisition and help to adapt in professional field. To ensure the practical training/learning quality, it is necessary to evaluate and measure the quality of practical training and the effectiveness of mentors‘ support for the students. The aim of the study – to reveal the effectiveness of practice mentor‘s support for students in realizing the final practice. The study included 286 X college final year students of biomedical field and social work education programs. The survey was carried out in 2011/2012 academic years spring semester, and social work, midwifery and general nursing study programs students were surveyed in 2011/2012 academic years fall semester, after the final and specialization practices. The results revealed that during the final practice, the vast majority of surveyed biomedical field and social work programs students, rated practice mentor‘s help especially high, and could consult if any problem arose. The analysis of the results by the study programs has shown, that all dental technology, oral hygiene, midwifery, pharmacy and social study programs respondents received the maximum positive support from practice mentor and could have a consultation if needed. Interviewed students experience a more satisfying final practice when they have a feeling of a full practice mentor‘s support. Respondents who received individual practice care, rated the access to practice mentor‘s consultation more favourably, they felt that they received more attention and were helped with their independed work set in their practice program. Surveyed students with individual practice care felt higher satisfaction with their practice than the respondents those practice mentors took care of several students.

Article in Lithuanian


Keyword(s): practice mentor; practical training; the final practice; quality of practical learning / teaching
DOI: 10.5200/366
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