Abstract
This paper addresses the competencies of clinical nursing educators that are necessary to form and develop the set of knowledge and skills key to successfully performing this role. For the purpose of this paper, attention is focused on the important link of competence assessment and teacher performance evaluation with the introduction of a qualification framework in tertiary education institutions, where educational outcomes are characteristically oriented towards the student.
The fol lowing is a presentation of our own quantitative research, which was carried out in the form of a self-evaluation questionnaire survey of 71 respondents - graduates of the certified course at the 2nd Faculty of Medicine and at the Motol University Hospital, and 38 respondents who completed the certified course in other accredited facilities. In terms of knowledge and skills, the self-evaluation of mentors has produced positive results.
Mentors feel well prepared to perform their roles and apply the required knowledge and skills in practice. At the same time, there were differences discovered in the ability to implement certified courses that were supported by either a pedagogical mentoring model or a supportive mentoring model.
This paper also includes selected results of the questionnaire survey, which can become an empirical basis for a wider debate on the concept of mentoring in the Czech Republic, and thus for the adjustment of relationships and competencies related to mentoring in nursing, as well as for further improvement of the educational programs of all types. The purpose of this paper is to point out the necessity of educational outcomes, which results from the considerable variability of certified courses.