P-38 The influence of mentorship on clinical preparedness: a comparison of Georgetown and St. Joseph Mercy Hospital™ School of Nursing Students

Methods: A mixed-methods comparative study using nonprobability sampling was conducted in public (Georgetown Public Hospital Corporation/Georgetown School of Nursing) and private (Saint Joseph Mercy Hospital/School of Nursing) settings. Participants included 230 registered nurses (public n=183; private n=47) and 178 student nurses (public n=108; private n=70). Quantitative and qualitative data were collected through structured questionnaires and open-ended responses, and analysed using R (version 4.5.0). Associations were assessed using chi-square tests.

Results: Among registered nurses, 96% reported mentoring students and 89% supported implementing a structured mentorship programme. Among student nurses, 61% had an assigned mentor, and 90% agreed that every student should have one Additionally, 69% reported that mentorship helped them feel more prepared for clinical practice. There was no association between setting (public/private) and formal mentor assignment (χ²(1)=1.48, p=0.22). Peer mentorship relationships were more common in the public setting (χ²(3)=8.69, p=0.0032), and public-setting students reported greater confidence in mentoring peers (χ²(3)=17.92, p<0.0009). Qualitative feedback indicated mentorship improved confidence and clinical skills but was constrained by workload, limited institutional support, and inconsistent guidance.

Conclusion: Mentorship is valued and associated with improved confidence and perceived preparedness, yet it is predominantly informal. Structured mentorship programmes are recommended to standardize support, strengthen clinical training, and enhance nursing education quality in Guyana.