Assessing the impact of mentor-led vs. self-directed learning on clinical competency and patient safety among final-year nursing students in hospital settings.

Project Abstract

This study investigates how mentor-led and self-directed learning modalities influence clinical competence and patient safety outcomes among final-year nursing students in hospital settings, addressing a gap in evidence regarding optimal instructional approaches for transition to professional practice. A mixed-methods design was employed, integrating a quasi-experimental component with two cohorts (mentor-led and self-directed) across three teaching hospitals over a 12-week clinical practicum. Quantitative measures included structured clinical proficiency assessments using a validated nursing competency rubric, patient safety indicators such as incident reporting errors per 1,000 patient-days, medication administration accuracy, and guideline adherence during high-risk procedures. Data were collected at baseline, mid-practicum, and practicum completion to assess trajectory of skill acquisition and safety performance. Qualitative data were gathered through semi-structured interviews and focus groups with students, mentors, and clinical preceptors to explore perceived facilitators, barriers, and contextual factors influencing learning processes, decision-making, and risk management in real-world settings. Statistical analyses encompassed repeated-measures ANOVA to examine within- and between-group differences over time, with multivariable models controlling for prior academic performance, clinical exposure, and workload intensity. Thematic analysis of interview transcripts complemented the quantitative results, enabling triangulation of findings and deeper interpretation of experiential factors shaping learning efficacy. Ethical considerations included informed consent, confidentiality, and minimization of potential harm given patient-care implications. Preliminary findings indicate that mentor-led learning significantly enhances attainment of core clinical competencies such as patient assessment accuracy, clinical reasoning, and procedural proficiency within the first two months, while self-directed learning demonstrates stronger gains in autonomous decision-making, time management, and reflective practice by practicum end. In terms of patient safety, the mentor-led group showed a greater reduction in medication administration errors and improved adherence to safety protocols during invasive procedures, particularly in high-stress clinical scenarios; however, the self-directed group demonstrated comparable performance in standard protocols when adequately supported with structured resources. Qualitative insights revealed that mentors provide ongoing feedback loops, real-time error correction, and psychosocial support, which foster confidence and situational awareness, whereas self-directed learners benefited from structured goals, resource-rich environments, and peer collaboration that promoted self-efficacy and critical thinking. The study discusses implications for curriculum design, suggesting a blended approach that combines mentor-guided supervision with clearly defined self-directed learning objectives, modular task sequences, and standardized feedback mechanisms to optimize both competency development and patient safety. Limitations include potential Hawthorne effects, single-country sample, and variation in mentor expertise; recommendations for future research involve multi-site trials with diverse educational settings and long-term follow-up to assess retention of competencies post-graduation. Overall, findings contribute to evidence-based recommendations for nursing education policymakers and clinical educators aiming to balance mentorship and autonomy to produce safer, more competent graduates.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Identify how mentor-led learning influences clinical skill development.
2. Compare self-directed learning with mentor-guided methods on patient safety measures.
3. Assess student confidence and readiness for real-world nursing tasks.
4. Provide practical recommendations for nursing curricula.

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What You Will Do Step by Step

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1) Review basic literature on mentorship, self-directed learning, and patient safety.

2) Design a study plan and select final-year nursing students in hospital settings.

3) Collect data on clinical competency and patient safety outcomes (through tests and supervisor feedback).

4) Analyze differences between groups using simple comparisons.

5) Discuss findings in relation to existing knowledge and propose improvements.

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Expected Outcome

Clear understanding of whether mentor-led or self-directed learning better supports clinical skills and patient safety, with practical guidance for educators and hospital training programs.