Relevant bibliographies by topics / Mentoring in nursing – Botswana

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Academic literature on the topic 'Mentoring in nursing – Botswana'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Mentoring in nursing – Botswana"

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WARNER, SHEILA M. "Mentoring nursing students." Nursing 27, no. 2 (February 1997): 73–79. http://dx.doi.org/10.1097/00152193-199702000-00029.

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Lin, Jian, Yi Rong Chew, Ying Pin Toh, and Lalit Kumar Radha Krishna. "Mentoring in Nursing." Nurse Educator 43, no. 1 (2018): E1—E5. http://dx.doi.org/10.1097/nne.0000000000000389.

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Smith, LeTizia, Karen Hande, and Betsy Babb Kennedy. "Mentoring Nursing Faculty." Nurse Educator 45, no. 4 (September 17, 2019): 185–86. http://dx.doi.org/10.1097/nne.0000000000000736.

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Palfreyman, Judith. "Successful Mentoring in NursingSuccessful Mentoring in Nursing." Nursing Standard 26, no. 21 (January 25, 2012): 31. http://dx.doi.org/10.7748/ns2012.01.26.21.31.b1309.

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Popovich, Judith M. "Rehabilitation Nursing in Botswana." Rehabilitation Nursing 26, no. 5 (September 10, 2001): 168–71. http://dx.doi.org/10.1002/j.2048-7940.2001.tb01944.x.

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Block, Michelle, and Kristine L. Florczak. "Mentoring." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 100–104. http://dx.doi.org/10.1177/0894318417693312.

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The column concerns itself with mentoring as an evolving relationship between mentor and mentee. The collegiate mentoring model, the transformational transcendence model, and the humanbecoming mentoring model are considered in light of a dialogue with mentors at a Midwest university and conclusions are drawn.
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Ozcan, Cigdem Berk. "Negative mentors in nursing." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (December 5, 2017): 174–82. http://dx.doi.org/10.18844/prosoc.v4i2.2745.

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Mentoring is defined as the relationship between an older and experienced mentor and a less experienced young mentee who is seeking help in developing a career. Although learning, growth and development are not seen in various professional organizations and personal relationships, mentoring relationship is a relationship that focuses on the individual's career development and maturation.2007 Eby noted; the mentoring relationship can be observed in interpersonal relations as well as differences in terms of quality. Mentoring is a positive interaction or positive results may not necessarily be observable. Negative mentoring interaction in nurses is increasing in direct proportion to burnout. Eby and Allen 2002 study; Negative mentoring experience may be associated with more negative consequences, although positive mentoring experience contributes to positive outcomes for mentors, including stress and exhaustion reduction. Negative counseling experience for mentee is associated with increased stress and reduced job satisfaction and increased work intensity. In Eby et al.'s 2008 study, we examined the relationship between emotional exhaustion dimension and negative counseling in a study that did not show a relationship between negative mentoring experience and mentored burnout status. Schaffer and Taylar 2010 have identified a destructive relationship with negative emotional exhaustion, increasing emotional exhaustion among interpersonal problems. Negative mentoring experiences are related to emotional exhaustion in nurses and they can conceive significant consequences. Negative mentoring experiences relate to emotional exhaustion in nurses and they can have important consequences. Sambunjak et al 2009 pointed out that the obstacles of health workers are not having strong mentoring skills, seeing mentees as potential competitors, personal obstacles, time constraints, lack of shift work and incentives. Allen et al. 1997, former mentoring experience of the mentor, social support of the manager, work stress or organizational factors and individual characteristics contribute.Negative mentoring should be studied to establish a successful mentoring relationship in nursing. Nurses' awareness of negative mentoring should be increased and negative mentoring problems should be minimized. Keywords: Nursing; mentoring; negative mentoring.
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Rattray, Jacqui, and Dale Embleton. "Successful Mentoring in Nursing." Nurse Education in Practice 12, no. 6 (November 2012): e42-e43. http://dx.doi.org/10.1016/j.nepr.2012.01.016.

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Dorsey, Laurie E., and Constance M. Baker. "Mentoring Undergraduate Nursing Students." Nurse Educator 29, no. 6 (November 2004): 260–65. http://dx.doi.org/10.1097/00006223-200411000-00013.

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Mazanec, Polly, Rebecca A. Aslakson, Joann Bodurtha, and Thomas J. Smith. "Mentoring in Palliative Nursing." Journal of Hospice & Palliative Nursing 18, no. 6 (December 2016): 488–95. http://dx.doi.org/10.1097/njh.0000000000000297.

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Dissertations / Theses on the topic "Mentoring in nursing – Botswana"

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Loyd, Roylin F. "Mentoring potential of oncology nurses." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941369.

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Nurses in management and clinical positions in all areas of the country are experiencing role changes due to restructuring within the health care industry. Nurses have an opportunity to embrace and enhance these changes as the trend toward Patient Focused Care continues which entails a restructuring of care delivery at all levels.Oncology nurses are specifically encouraged by the Oncology Nursing Society to mentor other nurses. The purpose of this study was to examine the concept of mentoring as related to oncology nurses who have experienced role changes due to redesigns in the health care delivery systems. The theoretical framework used in this study was Benner's "From Novice to Expert."A convenience sample of 88 oncology nurses were surveyed. The Darling Measuring Mentoring Potential Scale (MMP), a demographic questionnaire, and a cover letter were mailed. Respondent confidentiality was maintained and the procedures for protection of human subjects were followed. A descriptive correlational design was used. The research questions were analyzed using Pearson's correlation coefficient and multiple regression analysis. Means and standard deviation of mentoring characteristics were also obtained on the clustered scores. Findings of the study indicated a small, but significant difference between levels of education, role changes and mentoring potential. Levels of education and role changes accounted for 15% of the differences in mentoring potential scores. However, the mean scores for both the clustered basic and supporting mentoring characteristics were below the suggested scores as suggested for a substantial mentoring relationship.Conclusions from the study were that the concept of mentoring is still not prevalent among oncology nurses and does not play an important role in the professional lives of the respondents. The concept of mentoring needs to be formally addressed in nursing education as well as in hospital staff education and leadership programs. There needs to be continuing research regarding the concept of mentoring within the nursing profession in order to promote the benefits of this concept so that nurses may join with those in other professions to enjoy the products of mentoring.
School of Nursing
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Gaerte, Amy E. "Characteristics of mentoring in nursing faculty." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221290.

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The increasing complexity of today's nursing coupled with the growing need for higher numbers of expertly trained nursing staff requires faculty members who are prepared to handle this challenge. Mentoring has been noted as a successful tool for advancing careers, fulfilling role expectations, and providing resources for guidance. With a nursing shortage threatening and a bulge in the population of baby boomers beginning to retire, nurses are in high demand. The purpose of this study was to examine the concept of mentoring in nursing, determine if nursing faculty have been mentored and to ascertain the characteristics of mentoring reported by nursing faculty.The population for the study was nursing faculty from three mid-western schools of nursing. A convenience sample of all nursing faculty who agreed to participate was used. The participants were given a demographic tool and Darling's Measuring Mentoring Potential (MMP) Scale to complete. The MMP consisted of fourteen items that described the most significant characteristics of mentors.The pool consisted of 52 faculty with a response rate of 84.6% (n=44). All of the faculty that completed the questionnaire were mentored. The majority of respondents (n=43) were female ranging in age from 40-59 (84.1%). Fifty percent were Master's prepared nurses and 41% held doctoral degrees. The respondents reported the three highest characteristics of mentoring as Model, Envisioner, and Energizer which is consistent with Darling's research as denoting a significant mentoring relationship.The findings revealed that nursing faculty have been mentored and that these mentoring relationships were significant as defined by Darling. Due to proposedupcoming shortages in nursing staff and nursing faculty, this study was significant to provide data about the mentoring relationship. Nurse administrators can use information about mentoring to structure formal mentoring programs to facilitate transition into faculty roles. The implication of this study is that mentoring can be used to promote growth in new faculty members and provide schools of nursing with adequately prepared new faculty as more experienced professors retire.
School of Nursing
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Merriman, Carolyn S. "Faculty Mentoring Training." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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Washington, Georgita T. "Mentoring the Clinical Nurse in Nursing Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7606.

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The purpose of this article is to describe the research mentoring process used with a small team of nurses by a PhD prepared nurse certified as a Nursing Professional Development Specialist and as a Critical Care Clinical Nurse Specialist. It will describe how bedside nurses were actively engaged in the research process by having them learn about research while operationalizing that knowledge as simultaneously were mentored in conducting a relevant research study. The process described and discussed in this article should be useful to nurse leaders to facilitate removing the traditional barriers to nursing research that still remain in healthcare organizations today. These include lack of time and knowledge, about the process, lack of institutional support, and lack of mentoring through the process. It should also be helpful to nurse educators in the clinical area to encourage more nurses to participate in nursing research.
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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring: Promoting Nursing Students Academic Success." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8455.

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Johnstone, Esther M. "Perioperative Orientation, Education, and Mentoring (POEM) Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2316.

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Perioperative registered nurses (RNs) are vital to the provision of safe patient care for those undergoing invasive and surgical procedures within acute care settings. Unrealistic transition-to-practice (T2P) expectations for novice RNs (newly licensed and experienced RNs new to perioperative nursing) have resulted in significant turnover and attrition rates as high as 45%. A T2P program, known as the Perioperative Orientation, Education, and Mentoring (POEM) program, was developed to address attrition and turnover through mentoring and professional development. The POEM program was a pilot program implemented at a large academic medical center. An evaluation tool known as the Surgical Skill Assessment Tool was developed to evaluate the POEM program. A preintervention score of 56 and a postintervention score of 237 demonstrate an increase in experience, skill, and knowledge acquisition. Content data analysis revealed themes and subthemes from each of the 2 focus groups as well as recommendations from the quality improvement (QI) project leader and project coleader. The recommendations include developing a nurse extern program, advertising and promoting perioperative nursing to local nursing schools, supporting the clinical advisor program, encouraging involvement in the local Association of periOperative Registered Nurses (AORN) chapter, and mentoring novice RNs and RN clinical advisors. The need to evaluate strategies for improvement, recruitment, and retention is critical to sustain the perioperative nursing workforce. Further research is necessary to refine the POEM program and to understand the role of professional mentoring in facilitating a smooth T2P for novice nurses entering perioperative services.
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Webb, Melessia D. "“Peer Mentoring and Tutoring”." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/8499.

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Merriman, Carolyn S. "The Effects of Peer Mentoring Among Nursing Students." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/8450.

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Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.

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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.
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Kupe, Serara S. "A history of the evolution of nursing education in Botswana, 1922-1980 /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10944205.

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Books on the topic "Mentoring in nursing – Botswana"

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Philip, Hughes, ed. Mentoring nursing and healthcare students. Los Angeles: SAGE, 2010.

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Woolnough, Helen M., and Sandra L. Fielden. Mentoring in Nursing and Healthcare. Chichester, UK: John Wiley &;#38; Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119180449.

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Kath, Sharples, ed. A nurse's survival guide to mentoring. Edinburgh: Churchill Livingstone/Elsevier, 2011.

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Watters, Nancy E. A guide to preceptorship and mentoring. Ottawa: Canadian Nurses Association = Association des infirmières et infirmiers du Canada, 2004.

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Pillemer, Karl A. CNA mentoring made easy: Everything you need to run a successful peer mentoring program. 2nd ed. Clifton Park, NY: Delmar Cengage Learning, 2013.

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Ibitayo, Kristina S., 1964- author, Bond, Mary Lou, 1937- author, and Sigma Theta Tau International, eds. Mentoring today's nurses: A global perspective for success. Indianapolis, IN: Sigma Theta Tau International, 2014.

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Mentoring in nursing: A dynamic and collaborative process. 2nd ed. New York, NY: Springer Pub. Co., 2013.

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Donner, Gail J. A guide to coaching and mentoring in nursing. Geneva, Switzerland: International Council of Nurses, 2007.

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Mentoring in nursing and healthcare: A practical approach. Chichester, West Sussex, UK: John Wiley & Sons, 2012.

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Anne, Palmer, ed. Mentoring and preceptorship: A guide to support roles in clinical practice. Oxford [England]: Blackwell Scientific Publications, 1993.

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Book chapters on the topic "Mentoring in nursing – Botswana"

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"Mentoring." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0100.

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"Evaluating Formal Mentoring Relationships." In Mentoring in Nursing and Healthcare, 101–21. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch6.

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"What is Mentoring?" In Fast Facts For Career Success In Nursing. New York, NY: Springer Publishing Company, 2010. http://dx.doi.org/10.1891/9780826106902.0002.

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"Mentoring: Mentor and Protégé Relationship." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0101.

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"Mentoring in Nursing and Healthcare." In Mentoring in Nursing and Healthcare, 63–79. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch4.

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"Mentoring: Transition to Advanced Practice Role." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0102.

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"TCN Concepts in Faculty Orientation and Mentoring." In Transcultural Nursing Education Strategies. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826195944.0022.

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"Mentoring as a Career Development Tool." In Mentoring in Nursing and Healthcare, 23–44. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch2.

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"Index." In Mentoring in Nursing and Healthcare, 169–74. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.index.

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"Afterword." In Mentoring in Nursing and Healthcare, 165–67. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.oth1.

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Conference papers on the topic "Mentoring in nursing – Botswana"

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Hong, Sung Jung, Hwa Sun Kim, and Sung Hee Lee. "Effects of Mentoring Program for Married Female Immigrants." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.25.

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Singh, Shweta, Prankul Goel, Kopal Mathur, Nishant Sharma, Vinay Bothra, and Dilip Singh Mairembam. "THE ON-SITE NURSE MENTORING PROGRAMME: A NEEDS-BASED NURSING INNOVATION IN BIHAR, INDIA." In EPHP 2016, Bangalore, 8–9 July 2016, Third national conference on bringing Evidence into Public Health Policy Equitable India: All for Health and Wellbeing. BMJ Publishing Group Ltd, 2016. http://dx.doi.org/10.1136/bmjgh-2016-ephpabstracts.51.

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