Objective: To examine how Bachelor of Science nursing students evaluate the quality of mentoring support during clinical training using three different types of mentoring approaches. Background:The mentoring approach and the mentor-student relationship are important factors that determine nursing students' satisfaction with their clinical experience. However, there are significant differences in the approaches to mentoring in nursing, and there is no global consensus around a universal form of mentorship. Study design and methods:The participants were first-year Bachelor of Science students (n = 86) divided into three groups exposed to three different mentoring approaches: Group 1 = dual (two mentors/ group of students); Group 2 = individual (one mentor/ one student); Group 3 = group (one mentor/group of students). The validated Mentor Support Evaluation Questionnaire (MSEQ) was used to assess the quality of mentoring support.Results: Students from Group 2 reported a significantly higher level of mentoring support quality (P < 0.01; M = 4.8; SD = 0.32) in comparison to students from Group 1 (M = 4.1; SD = 0.66) and students from Group 3 (M = 3.32; SD = 1.71).Discussion: Nursing students exposed to different mentoring approaches vary in their reported quality of mentoring support. The highest quality of mentoring support was reported by students in the individual approach, and the lowest quality of mentoring support was reported by students mentored in a group of four to six students by AUTHORS IVANA GUSAR MSN, RN, PhD candidate 1,2