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Issues caused by qualified lecturer shortage in clinical training have necessitated in this respect are taking advantage of assistant instructor/specialist clinicians and methods such as mentorship, coaching and preceptorship. The study was conducted to determine opinions about this applying of mentor nurses that supporting clinical education process student nurses through one-to-one mentorship model. Sampling group of this descriptive study was consisted of 117 nurses who participate in “mentorship education” and provide one-to-one mentorship to first grade nursing students who were having th eir first clinical experiences. Application of research was conducted by means of the questionnaire comprised of 30 questions and developed along the opinions of eigth specialist nurses by the researchers In this study, it was observed that mentor nurses were indecisive about guidance practice and some had negative thoughts. It was also determined that mentor nurses displayed differences about faculty members or their responsibilities at clinics; and that they requested further explanation and clarification regarding the responsibilities expected from them. It was found that nurses found mentorship education beneficent and they requested that education subjects to be deepened and extended. Nurses who are trained about mentorship would both provide supportive learning environment and contribute significantly into education activities of instructors in development of learning processes. Proliferation of mentorship education across the cooperation between school and hospital would facilitate adaptation periods of students and beginner/inexperienced nurses and would allow them to gain skills of nursing practice. Ozet Klinik ogretimde yetismis ogretim elemani acigindan kaynaklanan sorunlar yardimci ogretim elemanlarinin/uzman klinisyenlerin degerlendirilmesi ile rehberlik modellerinin kullanilmasini gerekli kilmistir. Bu calisma birebir rehberlik modeli ile ogrenci hemsirelerin klinik egitimlerine destek veren rehber hemsirelerin, bu uygulamaya iliskin goruslerini saptamak amaciyla gerceklestirildi.  Bu tanimlayici turdeki arastirmanin orneklemini ilk klinik deneyimlerini gerceklestiren hemsirelik birinci sinif ogrencilerine birebir rehberlik yapan ve “Rehberlik Egitimi”ne katilan 117 hemsire olusturdu. Uygulama arastirmacilar tarafindan 8 uzman hemsirenin gorusu alinarak gelistirilen ve 30 sorudan olusan soru formu kullanilarak gerceklestirildi. Bu calismada rehber hemsirelerin, rehberlik uygulamasi hakkinda kararsiz kaldiklari, bir bolumunun ise olumsuz dusunceye sahip oldugu goruldu. Rehber hemsirelerin kliniklerde kendilerinin ve ogretim elemanlarinin sorumluluklarina iliskin farkliliklari ortaya koydugu, bu konuda kendilerinden beklenen sorumluluklarin daha net aciklanmasini istedikleri saptandi. Rehberlik egitiminin yararli oldugu ve egitimlerin derinlestirilmesi ve surece uzatilmasini istedikleri belirlendi. Rehberlik konusunda egitilmis hemsireler hem destekleyici ogrenme ortamini olusturacak hem de ogrenme sureclerinin gelistirilmesinde egitimcilerin ogretim cabalarina buyuk katki saglayacaktir. Okul-hastane isbirliginde “Rehberlik Egitimi” programlarinin yayginlastirilmasi, ogrencilerin ve yeni ise baslayan/deneyimsiz hemsirelerin uyum surecini hizlandiracak ve hemsirelik becerilerini kazanmalarini saglayacaktir.

An attempt for one-to-one mentorship model; opinions of mentor nurse<p>Birebir rehberlik modeli denemesi; rehber hemşire görüşleri