The Effect of Mentor-Assisted Teaching on Nursing Students’ Knowledge Levels and Awareness of Phlebitis

Background: In clinical practice, nursing students frequently encounter patients with phlebitis and are required to provide care.

Aim: This study aimed to determine the effect of mentor-supported teaching on changes in nursing students’ knowledge and awareness of phlebitis.

Methods: The study employed a pre-test and post-test quasi-experimental design. First-year nursing students at a state university participated in this study. Students in the experimental group completed their coursework and practical training while maintaining contact with their mentor students for four weeks. Mentors supported the students in clinical settings by observing and identifying phlebitis conditions. Data were collected using a Personal Information Form, the Phlebitis Care Knowledge Test, and the Phlebitis Awareness Form. Data analysis included the Mann-Whitney U test and the Wilcoxon test.

Results: Statistical analysis revealed no significant differences in age, grade point average, gender distribution, or scores between the control and experimental groups. A statistically significant difference was observed in the pre- and post-test mean scores on the Phlebitis Knowledge Test in both the control group (P = 0.022) and the experimental group (P = 0.000). Furthermore, a statistically significant difference was identified between the control and experimental groups in the pre- and post-test mean scores of the Phlebitis Knowledge Test (P = 0.048 and P = 0.001, respectively). Similarly, a statistically significant difference was found in the pre- and post-test mean scores of phlebitis awareness within both groups (P = 0.005 and P = 0.000, respectively). However, no statistically significant difference was observed between the two groups in terms of pre- and post-test phlebitis awareness mean scores (P = 0.728 and P = 0.146, respectively).

Conclusion: The study concluded that mentor-assisted instruction significantly improved nursing students’ knowledge levels and increased their awareness of phlebitis symptoms. In order to increase the knowledge level of nursing students and improve their clinical awareness, it is recommended that mentor-assisted teaching practices be integrated into education programs and long-term studies be conducted to examine how students make a difference in newly employed nurses after graduation.