One of the most important methods of learning in the process of bachelor's education is undeniably the implementation of clinical teaching, where the role of a medical nurse as a mentor-clinician is essential. In the research carried out for the purpose of this work the main participations were 172 students of the undergraduate Study of Nurses at North University. For the purposes of this study a questionnaire of 10 questions was created and it was conducted in electronic form in the period from May 25th to June 1st 2017.Main objectives of the research: to examine the perception and views of students of biomedical studies (University of North) on the impact of mentoring work in the bachelor's education program, and to gain insight into their views on the importance of attending and actively participating during the practice lessons. In this research the main focus was on getting the information about the students’ opinions on the desirable characteristics of mentors, in the context of their work with students. It is noticeable that the highest score is given to the characteristics of showing the knowledge of content and clarity of expression, while the lowest scores are given to the characteristics of enthusiasm in working with students and in the workplace organization. On average, students evaluate the importance of conducting practical classes with very high grades, and approximately three-quarters of the students do actively participate in most activities. Most of the students declared ''not sure'' in acquiring habits of self-educating during the education program, while out of the remaining ones majority claims to have acquired these habits. Furthermore, majority of the students consider the oral or/and practical part of the exam to be necessary for correct evaluation, but it is important to notice the mutual disagreement among students related to this question. The conducted tests show that female students evaluated the development of the goal of acquiring theoretical knowledge in the practical class statistically significantly higher than the male students. The given results show a trend of female students to evaluate teaching goals as more developed and it is possible that those sex-related differences would have shown statistically important if using bigger sample. Participations general evaluate the development of teaching goals with medium to high grades, thus pointing to the room for improvement. The general goal of adopting skills is estimated to be the best developed, while on the other side the goal of acquiring theoretical knowledge is estimated to be the least developed one.