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1
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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Ndlovu, Keeleditse. "Perceptions of cataracts and cataract services of elderly persons in Mathangwane, Botswana." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/26621.
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Background: Cataract is the leading cause of blindness globally. In Botswana about 60% of blindness is due to cataract. Health services in Botswana are free, as are cataract services. Despite the free health services offered, the Batswana do not fully utilize the available eye care services especially the cataract services. Many Batswana access health care in public hospitals, where patients may have to wait for long periods for clinic appointments and surgery. Research question: What are the perceptions that elderly persons in Mathangwane village in Botswana, have of cataracts and cataracts services? Aim: To explore and describe the perceptions of elderly persons in Mathangwane about cataracts and cataract services. Objectives: 1. Explore and describe elderly persons' perceptions of cataracts; 2. Explore and describe elderly persons' perceptions of cataract services; 3. Explore reasons for use and non-use of current cataract services. Methods: Qualitative exploratory descriptive methods were used. A qualitative study design with purposeful sampling was used to identify participants for interviews and focus group discussion. Semi-structured interviews with seven participants aged sixty-five years and older with diagnosed cataract as well as a focus group with six of the seven participants were conducted. Data was analysed using a content analysis approach. Results: Five themes emerged from the interviews and a focus group discussion: i. Cataract as the 'spider web'; ii. Curing cataract with traditional herbs; iii. Cataract a problem of the elderly caused by modem food; iv. The burden of cataract blindness: 'mealie on the fire'; v. The ambivalent voice of elderly persons about cataract services. Conclusion: Findings from this study show that the participants had a general understanding of what cataract is and they had a particular description for this. Both positive and negative feelings were expressed in relation to the services available. Although cataract surgery was perceived to restore vision a major concern of the elderly persons was in relation to delays they experienced while waiting for the cataract to fully mature. Despite the free services offered at community level there is a great need for affordable and accessible transportation services for elderly persons utilising the cataract services.
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Molefe, Tshireletso. "Experiences of Botswana women diagnosed with both HIV/AIDS and cervical cancer." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2959.
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Includes bibliographical references (leaves 79-89).The purpose of this study was to explore the experiences of Botswsana women who are diagnosed with both HIV/AIDS and cervival cancer. A phenomenological descriptive qualitative research design was therefore appropriate to answer the research question.
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Coombs-Ephraim, Nelda. "Perceptions of mentoring effectiveness in nursing education| A correlational study." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10124700.
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The purpose of the correlational research study was to examine if there was a relationship between the nurse educator mentor’s perception of their mentoring effectiveness and a mentee's perception of a mentor’s mentoring effectiveness. An extensive review of the literature revealed that it was unknown if the perception of effectiveness of mentoring in nursing education was congruent between the nurse educator mentor and the new nurse educator mentee. By understanding relationships in the perception of the effectiveness of mentoring between both mentors and mentees and focusing the research on a potential gap in perceptions of mentoring effectiveness, nursing academia can have useful scientific knowledge to improve the mentoring process for new nurse educators. Bandura’s social cognitive theory formed the theoretical framework supporting the research in identifying relationships in this study. A convenience sample of 119 nurse educator mentors and mentees that were currently employed full-time nursing faculty in the United States and its territories completed the Principles of Adult Mentoring Inventory via SurveyMonkey®. Cronbach’s alpha results indicated reliability of the Principles of Adult Mentoring Inventory instrument. Correlational statistics yielded statistically significant relationships in the mentoring behaviors relationship emphasis and confrontive focus. Although only two statistically significant relationships were determined, it was a noteworthy point that the mentor role competency profile indicated that mentors consistently rated themselves higher than did the mentees. Further exploration was recommended, as there was little research in the perceptions of mentoring effectiveness among nurse educator mentors and mentees. The findings could prove beneficial to nursing education by providing additional research on mentor-mentee perceptions of their mentoring experiences.
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Kirkley, Debra Lynn. "Mentoring in Nursing Doctoral Education: Processes, Perceptions, Problems and Prospects." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2190/.
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This study described the mentoring relationship between doctoral nursing students and their committee chairs. Twenty-two public university doctoral programs responded to a request for names and addresses of their doctoral candidates. The Major Professor Mentoring Scale was used to measure the mentoring relationship. The survey also included demographic and open-ended questions regarding the student-committee chair relationship. Surveys were mailed to 269 doctoral students with an 86% return rate. A principal components analysis was performed to identify the structure underpinning the relationship.
The typical doctoral student in this sample was found to be a 44 year old Caucasian female, married with children, working full or part time while pursuing a PhD degree. Students traveled an average of 85 miles each way to campus and nearly half had selected their program based on its location. The typical committee chair was a Caucasian, tenured, associate or full professor between 46 and 69 years of age. The majority of chairs were married and had funded research projects. The students in the study reported knowing their chairs for an average of five years.
The study revealed that mentoring is occurring in the majority of relationships between doctoral nursing students and their committee chairs. Students identified many strengths and weaknesses in their relationships with their chairs although the relationship appears to be largely positive. The mentoring relationship is composed of four principal components, the largest of which is psychosocial support. Dissertation support, role modeling and scholarly collaboration comprise the other three components. The factor receiving the most positive rating was role modeling, suggesting that students see their chairs as intelligent and hard-working. Students also report positive feelings about both the psychosocial and dissertation support they have received from their chairs. Students reported more neutral feelings about scholarly collaboration suggesting that this is not a frequent occurrence in the relationship. Demographic variables including age, sex, race, geographic distance and family status were not predictors for mentoring scores.
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Neal, Terry I. "Mentoring, self-efficacy, and nurse practitioner students a modified replication /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/754.
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Manning, Jane E. "The concept of mentoring in nursing : a study of nurse leaders." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845942.
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The benefits of mentoring as an effective way of being guided and advanced have been recognized and cultivated in business and other male dominated fields for decades. The purpose of this study was to analyze the concept of mentoring as it applies to nurse leaders to determine what mentoring characteristics are ranked highest among nurse leaders and to determine if nurse leaders that have been mentored are more likely to mentor. The theoretical framework for this study was the developmental theory of Erik. H. Erikson.A convenience sample of 303 Sigma Theta Tau Chapter Presidents were surveyed. The Darling Measuring Mentoring Potential Scale (MMP), a demographic sheet, and a cover letter were mailed. The MMP consists of sub-scales of 14 characteristics of mentors. The sample consisted of 196 (65%) respondents. The procedures for the protection of human subjects were followed. A comparative descriptive research design was utilized. Descriptive statistics (means, frequencies) and paired t-tests were used to analyze the data.Findings revealed 167 (85%) had been mentored and 29 (14.8%) had not. The large majority (162 or 97%) had been mentored by another nurse and 133 (79.6%) had experienced multiple mentors. Of the 14 characteristics of the MMP, Model was rated highest (95%.2) while Envisioner, Investor, Supporter and Idea-Bouncer were rated between 82.6% and 88.9%. Further findings revealed 157 (94%) of the respondents believed they are more likely to become mentors due to having been mentored. Paired t-tests examining the difference in means between perceptions of characteristics of mentor and perceptions of self as a mentor revealed a significant difference (p<.05) for Supporter and Challenger. A significant difference (p<.01) was found for Model, Investor and Teacher-Coach.Conclusions indicated the majority of Sigma Theta Tau leaders have been mentored and that the overwhelming majority found the experience positive. Mentoring plays a key role in leadership development and career satisfaction. Mentor characteristics need to be formally addressed in basic nursing education, hospital staff development programs, and management training programs. The body of knowledge regarding the process of mentoring for all nurses needs to be expanded.School of Nursing
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Hirsch, Karen A. "A comparative analysis of mentoring perceptions of graduate nurses : before and after orientation." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958781.
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The purpose of the study was to compare the mentoring expectations of graduate nurses at the the beginning and end of a prescribed orientation program. Benner's (1984) From Novice to Expert theory was used as the theoretical framework for the study. The instrument utilized was a revised version of Darling's (1984) Measuring Mentoring Potential Scale.A convenience sample of 41 (82%) graduate nurses working in critical care environments of four hospitals in the Indianapolis Metropolitan are and surrounding counties was obtained. Procedures for the protection of human subjects were followed.The design was descriptive comparative and a T-test was used to analyze the data. Common themes regarding the respondents' perceptions of mentoring were identified through analysis of open-ended questions.Findings of the study indicated that the role of Supporter, Model, and Teacher-Coach were the characteristics rated highest in priority by the respondents at the beginning of orientation. The role of Model, Supporter, and Feedback-Giver was rated highest in priority at the end of orientation. Common themes of misuse of the mentoring role, improper matching of mentor and mentee, and lack of continuity of the mentoring process were identified through open-ended questions asking the participants to list benefits and concerns regarding mentoring.Pre and post comparison of 14 indicators of mentors indicated significant differences in Teacher-Coach and Standard-Prodder at the p=5.01 level. Investor and Feedback-Giver demonstrated significance differences at the P=-<,.05 level of significance.Implications derived from the study included the validity of using mentoring as a vehicle for unity of the nursing profession. Conclusions from the study were that nurses need consistency in mentoring techniques and proper instruction in the appropriate use of the mentoring role.Recommendations include additional research at all levels of mentoring. The incorporation of mentoring as an established requirement in nursing curriculum should also be studied along with a continuation of current mentoring programs. The education of staff would remain a mandatory component of the programs.The study was significant because it was determined that graduate nurses have an interest in mentoring, therefore providing an accessible and appropriate vehicle for the use of mentoring to fundamentally strengthen the profession.School of Nursing
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Smith-Keys, Sherri L. "Education and Mentoring of Staff Nurses in Evidence Based Practice." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3123.
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Current gaps in nursing practice can decrease by the translation, implementation, and dissemination of evidence-based practice (EBP). The purpose of this project was to provide staff nurses with EBP education and mentoring in identifying and addressing nursing practice issues using EBP to manage patient care. The Advancing Research & Clinical Practice through Close Collaboration (ARCC) and the social cognitive theory were used as a framework to guide this project development, which addressed if medical surgical nurses receiving education in EBP practice led to improved use, implementation, and improved best practice outcomes. Seven randomly selected medical surgical nurses from a local community 200-bed hospital were recruited to participate in this project. The participants were placed in a quiet room and asked to complete a pre ARCC EBP Beliefs Scale survey, review newly developed EBP education tool, and complete a post ARCC EBP Beliefs Scale survey. The EBP Beliefs Scale (EBPB) survey was used pre and post EBP educational tool review and consisted of 16 statements addressing nurses' beliefs about EBP knowledge. This survey also addressed the implementation of EBP into nursing practice. Descriptive statistical analysis was used to analyze the surveys. The results of the survey show a positive correlation between receiving education and mentoring with utilizing EBP in nursing practice. The results of this quality improvement project's social impact will improve collaboration in healthcare organizations and nursing staff to improve the use, translation, and dissemination of EBP projects for patient care improvements and overall improved patient care outcomes.
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Lamb, Patricia Darlene. "Application of the modeling role-modeling theory to mentoring in nursing." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/lamb/LambP0805.pdf.
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Webb, Melessia D. "“The Effects of Peer Mentoring-Tutoring on Nursing Students Academic Outcomes"." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/8498.
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Alverson, Joy F. "The lived experience of preceptoring a new graduate registered nurse." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1438926.
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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring and Peer Tutoring for Disadvantaged Students." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8460.
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Teatheredge, Julie. "The shifting perceptions of mentoring in mental health nursing : from student nurse to nurse and mentor : an inquiry into the transitional perceptions of mentoring in mental health nursing." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/324042/.
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A mentor is a qualified mental health practitioner, namely in this instance a nurse who facilitates guides and supervises the learning experience and assesses the student’s competences in practice. This longitudinal study examines the perceptions of mentorship in clinical practice from nurses, as they move from students to recognised professionals with authority to advise and assess students’ competence in practice. This ethically approved study mainly uses qualitative methods. Initially it involved interviewing eight completing mental health nursing students, and 270 mainly qualitative questionnaires were sent to qualified mental health nurse mentors in clinical practice. The final data collection of the study involved interviewing six qualified nurses/mentors who were originally the students in this study. Existential phenomenology was a valuable means of interpreting the perceptions of both the students, qualified nurses and the mentors. This ontological perspective explores the consciousness of the self, operating within a collective consciousness of their world. The data analysis initially followed Van Manen’s holistic approach; then extracting essences, identifying themes and then synthesizing essences. This was then followed by an existential processing of the data from the first and second interviews. The results reveal that the students believe that mentoring is an absolute necessity for their practical training; but the mentoring experience is precarious due to the numerous barriers. The results also highlighted incidences where students who experience ineffective mentoring are inspired to become much more effective at mentoring, because they do not want their students to experience the poor mentoring they had received. The participants in this study said students who are not competent are still passing practice, and the craft of mental health caring is not taught to an appropriate standard. However, learning from the experience of the transitional process was also revealed, and how the development of the self affected the perception of mentoring.
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Lesowa, Oageng Edrick. "Validation of an African picture types chart for vision testing of preliterate children in rural Botswana." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2955.
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Harewood-Lawrence, Tonya M. "Mentoring Relationship Preferences of Early, Middle, and Late Career Stage Registered Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6791.
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Registered nurses perceive the healthcare work environment as stressful. Stress can have a negative effect on patient care and nurses' attrition and health. In the literature, mentors have been identified as having a positive influence on nurses. This qualitative study was an examination of nurses in mentoring relationships in the early, middle, and late career stage and working in a hospital setting. Two research questions addressed mentoring relationship preferences and mentors' influence on perceived stress. Fourteen nurses were interviewed in the study. The conceptual framework was based on the career and psychosocial mentoring theory, the mentoring the adult learner theory, and the attachment theory. Data were analyzed electronically and manually into intuitively and inductively derived themes. The results of the study related to preferences showed nurses prefer mentors to be in the work setting, mentors to help nurses develop nursing competencies, and mentors to help nurses develop a positive self-concept. The difference among the nurses in the career stages was the type of competencies developed. The nurses identified that mentors had a positive influence on the perception of stress through the development of emotional intelligence and problem-solving skills with similarities and differences in the type of challenges nurses' experience. The implications for future research are studies with nurses working in other healthcare settings and quantitative studies to measure levels of stress with and without a mentor. Implications for practice are the development of mentoring programs where career stages and perception of stress are addressed. Limitations of this study were the setting and sample size. Implications for social change include the development of humanistic approaches to mentoring to address nurses' challenges and stressors in the healthcare work environment.
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Wilson, Anthony John. "A place for learning : a study of how nursing students learn and are supported while on clinical placement." Thesis, University of Aberdeen, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298498.
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This study investigated the teaching, learning and support of pre-registration nursing students in medical and surgical wards of two Scottish hospitals. The research was qualitative in nature and used a grounded theory approach, as described by Glaser and Strauss. Data were collected using non-participant observation of the students and their preceptors as they went about their daily ward routines and semi-structured interviews with subjects. The sample population comprised twenty-one students, twenty-one preceptors, six mentors, six mentees and two link teachers. Students and preceptors were a purposive sample though mentors, mentees and link teachers were identified using the theoretical sampling techniques of grounded theory research. Analysis of the data revealed two major descriptive categories called "relationships" and "environment", and six sub-categories labelled "student relationships with preceptors and supervisors", "mentoring relationships", "theory-practice relationships", "learning and teaching", " 'good', 'bad' and 'poor' learning and teaching experiences" and "preceptor-student interactions". From these the following three conceptual themes emerged: "control of learning opportunities", "mentoring and preceptoring" and "the theory-practice interface". The findings showed that control over the use of student learning opportunities was limited and that students learned specific aspects of ward work and patient care more often by chance than by planned experiences. It was also evident that students sought help from nurses other than those appointed to be their supervisors on any particular placement. They did this by identifying someone who they believed would be most able to answer their questions or understand their concerns. In comparison with studies conducted in the 1980s, the critical influence of the ward sister on the ward learning environment generally and on individual student learning opportunities was found to be much less significant. Evidence of different types of theory-practice gap is presented and it is suggested that generally students deal well with these when they encounter them.
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Fishman, Darlene C. "Mentoring in associate degree nursing| A mixed-methods study for student success." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576650.
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For over a decade, the nursing profession has increased enrollments and established new education programs in response to the national nursing shortage. The profession has focused on increasing the numbers of new graduate nurses prepared to replace the nation's aging nursing workforce. Considering the expense of this educational process with close supervision requirements, limited clinical spaces, and high attrition rates, this exploratory mixed methods study examined mentoring as a success strategy to retain nursing students in school. This study of nursing students enrolled in an associate's degree program in one California community college explored mentoring from the students' point of view. The study explored the personal perceptions and meaning attributed to the mentoring experiences of one group of nursing students.
Using focus group interviews, the qualitative phase of this study identified the characteristics and shared experiences of 20 volunteer participants. In the second phase, 112 student volunteers (57% response rate) completed an online survey developed from an analysis of the focus group interview data. The respondents' demographics were representative of the four semester nursing program student body. The survey findings affirmed that the participants perceived mentoring by a registered nurse beneficial and useful. Coaching and encouragement from a nursing professional as well as peer support had a positive impact on the program outcomes of retention and program completion.
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Mikkonen, K. (Kristina). "Clinical learning environment and mentoring of culturally and linguistically diverse nursing students." Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526215754.
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Abstract The purpose of this study was to describe perceptions and explain background factors relating to the clinical learning environment and mentoring of culturally and linguistically diverse nursing students. The study included two phases: instrument development and a cross-sectional study. The instrument development phase consisted of a conceptualization process, which included two systematic reviews with thematic synthesis; generation of items for two new instruments, Cultural and Linguistic Diversity scale and Cultural and Linguistic Diversity in Mentoring scale, and psychometric testing of these newly developed scales. The cross-sectional phase was completed by collecting data from: (a) students (n = 329) studying in English-language nursing degree programmes from eight Finnish universities of applied sciences during autumn 2015 and spring 2016; and (b) mentors (n = 323) of culturally and linguistically diverse students from five Finnish university hospitals during spring 2016. In addition to the two newly developed instruments, two commonly used instruments Clinical Learning Environment, Supervision and Nurse Teacher scale and Mentors’ Competence Instrument were used for the main data collection. The data was analyzed using descriptive statistics, a nonparametric test and a binary logistic regression analysis. The psychometric properties of the instruments had good validity and reliability. Students’ perceptions on the level of their clinical learning environment and mentoring were lower than their mentors’ perceptions of their own mentoring competence. The level of language was the most common factor relating to the outcomes of culturally and linguistically diverse students’ clinical learning environment and mentoring. Future studies on culturally and linguistically diverse nursing students in the clinical environment should have a marked emphasis on improving proficiency in the native language, which should be implemented in the organizational structure of the clinical placements. This should include providing additional education for clinical mentors to enhance their mentoring competence with culturally and linguistically diverse studentsTiivistelmä Tämän tutkimuksen tarkoituksena oli kuvata ja selittää eri kulttuureista ja kielellisistä taustoista tulevien hoitotyön opiskelijoiden kliinistä oppimisympäristöä ja ohjausta. Tutkimuksessa oli kaksi vaihetta: mittarin kehittäminen ja poikkileikkaustutkimus. Mittarin kehittämiseksi ilmiö käsitteellistettiin, mikä toteutettiin kahtena systemaattisena katsauksena. Katsausaineistot analysoitiin temaattisella synteesillä. Tämän jälkeen muodostettiin mittarit operationalisoimalla käsitteet väittämiksi. Mittareita kehitettiin kaksi: Kulttuurinen ja kielellinen monimuotoisuus- mittari sekä Kulttuurinen ja kielellinen monimuotoisuus opiskelijaohjauksessa -mittari. Mittareiden kehittämisvaiheessa niiden psykometriset ominaisuudet testattiin. Poikkileikkaustutkimus toteutettiin keräämällä kyselyaineisto (a) opiskelijoilta, jotka opiskelivat englannin kielellä opetettavissa sairaanhoidon tutkinto-ohjelmissa kahdeksassa suomalaisessa ammattikorkeakoulussa syksyn 2015 ja kevään 2016 aikana (n = 329); sekä (b) eri kulttuureista tulevien opiskelijoiden ohjaajilta viidestä suomalaisesta yliopistosairaalasta kevään 2016 aikana (n = 323). Aineistot kerättiin ensimmäisessä vaiheessa kehitetyillä mittareilla sekä kahdella yleisessä käytössä olevalla mittarilla, Terveysalan koulutukseen liittyvän harjoittelun ohjauksen laatu -mittarilla sekä Opiskelijanohjausosaaminen -mittarilla. Aineisto analysoitiin käyttämällä kuvailevaa tilastoanalyysiä, ei-parametrisiä testejä ja binääristä logistista regressioanalyysiä. Tutkimuksessa kehitettyjen mittareiden psykometriset ominaisuudet olivat hyvät. Opiskelijoiden ohjaajat arvioivat oman osaamisensa korkeammalle kuin opiskelijat. Opiskelijat arvioivat sekä heidän kliinisen oppimisympäristönsä että ohjauksensa tason ohjaajien arvioita alhaisemmaksi. Kielitaito oli yleisin tekijä, joka vaikutti opiskelijoiden näkemyksiin kliinisestä oppimisympäristöstä ja ohjauksesta. Englannin kielellä opetettavissa tutkinto-ohjelmissa tulisi painottaa opiskelijoiden riittävää paikallisen kielen kielitaitoa. Tämän lisäksi kliinisen harjoittelun ohjaajien tulisi saada koulutusta eri kulttuurillisista taustoista tulevien opiskelijoiden ohjaukseen
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Wolak, Eric S. "Perceptions of an intensive care unit mentorship program." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1492Wolak/umi-uncg-1492.pdf.
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Thesis (M.S.N.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Susan Letvak; submitted to the School of Nursing. Includes bibliographical references (p. 53-58).
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Heidari, Farnaz. "Interprofessional mentoring : exploration of support and professional development for newly qualified staff." Thesis, Bournemouth University, 2007. http://eprints.bournemouth.ac.uk/10489/.
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The aim of this study was to examine whether newly qualified healthcare staff can be supported in their journey to become a practitioner using an interprofessional framework to mentoring. The study involved the mentoring of newly qualified doctors (pre-registration house officers - PRHOs) by senior nurses for the first six months of their clinical practice. The setting for this study were the wards within four NHS Trusts across the South West of England where all the participating newly-qualified staff were practising. An ethnographic approach, which allows the use of both qualitative and quantitative methods of data collection, was adopted for this study. Data collection involved predominately qualitative methods (one-on-one interviews). Quantitative methods (questionnaires) were, however, also employed. The total number of participants in this study included 69 mentors (senior nurses), 64 mentees (PRHOs), four project leaders, four clinical tutors and three post-graduate managers, of which four clinical tutors, four project leaders, two postgraduate managers, 12 mentees and 12 mentors were interviewed. The objectives, pursuant to the aim, were to: • Examine the experiences of interprofessional mentoring for mentors, PRHOs and those involved in implementing the scheme; • Identify factors that support or hinder interprofessional mentoring among nurses and doctors; • Identify any benefits for the learning path of nurses and doctors; • Explore perceived benefits for healthcare delivery. The mentoring period for this study was six months and data collection occurred at the beginning and at the end of this period. All those involved Interprofessional mentoring Abstract completed a pre- and post- questionnaire. Additionally, some of the mentors, junior doctors, clinical tutors and project leaders from each of the four participating Trusts were interviewed prior to the commencement of mentoring and after six months. The data was thematically analysed using a personcentred approach. The findings from this study show that mentoring usmg an interprofessional method is a viable approach to supporting professionals, particularly during the early stages of their professional lives and in the current health service climate. Interprofessional mentoring was perceived as a means for supporting the personal and professional development of newcomers as well as the professional development of the mentors. Professionally it involved learning clinical skills through observation, increasing knowledge about the roles and responsibilities of other professional groups and their contribution to healthcare, and developing working relationships with other professionals. In terms of personal development, it helped develop increased confidence and thereby an ability to cope with stress, enhanced interpersonal skills, and improved communication skills. These benefits ultimately influenced the care received by patients, and provided improved staff job satisfaction and a more effective use of resources. The main recommendations for interprofessional mentoring and the research process based on the findings of this study are as follows: • The use of various means, e.g., shared learning, should be employed in the preparation of students during their training for collaborative work • Training for medical staff should give attention to mentoring • Interprofessional mentoring can be applied to any grade. For example, consultants or senior registrars can easily support the educational needs of senior nurses, such as nurse consultants or nurse practitioners, in the same clinical speciality. • Clear guidelines for mentors, mentees and all hospital staff about the aims and objectives of interprofessional mentoring programmes. • The process must receive the full support and backing of management and senior staff. Interprofessional mentoring Abstract• Time should be allocated for training mentors and for meetings between mentor and mentee. • The incorporation of interprofessional mentoring as one of the support systems within the hospital would be advantageous. This would necessitate the inclusion of interprofessional mentoring in hospital policy. This study demonstrates that junior doctors can be mentored and receive support from senior nurses in the early days of their practice. Furthermore, this study provides an example of how interprofessional initiatives can be implemented on general acute wards.
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De, Wet Annemie. "Die ervaring van die geregistreerde verpleegkundedosent ten opsigte van die kliniese begeleiding van verpleegstudente." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/1018275.
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Die doel van die studie was om vas te stel hoe die verpleegkundedosent die begeleiding van verpleegstudente in die praktyk ervaar. In die verlede was begeleiding van verpleegstudente met praktika in gesondheidsorginstansies deur ʼn professionele verpleegkundige gedoen wat deel was van die personeel se verantwoordelikhede. Die verpleegstudente doen hul teoretiese kennis op by ʼn tersiêre instansie en verkry hul praktiese kennis by ʼn geakkrediteerde gesondheidsorginstansie soos vereis deur die Suid-Afrikaanse Raad op Verpleging (SARV). Een van die take van ‘n verpleegkundedosent van die privaat opleidingskool is om die kliniese begeleiding van verpleegstudente in geakkrediteerde instellings te doen. Omdat verpleging ʼn beroep is waar vaardighede belangrik is, is praktiese inoefening van prosedures en evaluering van die verpleegstudente se vaardigheid daarin noodsaaklik. Die verpleegstudente is heeltyd besig met die pasiënte in die vorm van prosedures waarby die teorie wat in die opleidingskool verkry was, gekorreleer moet word met die prosedure om die hele prentjie te vorm. Dit is dus nodig dat begeleiding van die verpleegstudente gedoen moet word om vaardigheid en toepassing van kennis te verseker. Die navorser het ʼn kwalitatiewe, ondersoekende, beskrywende en kontekstuele studie gedoen waarvan die populasie die geregistreerde dosente van verskeie provinsiale en privaatverpleegskole in die Klein-Karoo en Suid-kaapdistrikte was. Die navorser het gebruik gemaak van ʼn nie-waarskynlike steekproef. Inligtingryke data was ingesamel deur semi-gestruktureerde onderhoude wat aangevul was met veldnotas soos verkry tydens onderhoude. Data-ontleding was reeds begin met data-insameling en Tesch se inhoudsontleding was gebruik om ʼn mening te vorm. ‘n Literatuurkontrole was gedoen om te bepaal wat vorige navorsing oor begeleiding bevind en aanbeveel het. Lincoln en Guba se model was gebruik vir betroubaarheidsversekering volgens die kriteria wat hulle aanbeveel het, naamlik geloofwaardigheid, oordraagbaarheid, betroubaarheid en bevestigbaarheid. Uit die data-ontleding het vier belangrike temas en subtemas te voorskyn gekom. Die temas was dat die verpleegkundedosente aspekte van die begeleiding van verpleegstudente in die gesondheidsorginstansie as positief en ook as negatief beleef. Die wyse waarop die gesondheidsorginstansies bestuur word, het die begeleiding beïnvloed en daar was riglyne voorgestel wat die kliniese personeel en dosente kan rig wanneer hulle betrokke raak by die begeleiding van verpleegstudente. Die begeleiding van verpleegstudente deur verpleegkundedosente, kliniese dosente en die gesondheidsorginstansie se opgeleide personeel, is ʼn belangrike deel van verpleegopleiding en bepaal uiteindelik die kwaliteit van die pasiëntsorg wat verskaf word deur die verpleegkundiges. Die navorser het riglyne daar gestel om die begeleiding van vepleegstudente te rig. Die riglyne moet nou geïmplementeer en getoets word binne die konteks van die bepaalde verpleegskole en dan weer geëvalueer word. Beperkings wat ondervind was in die studie was dat die steekproef ʼn klein groepie verpleegkundedosente op die platteland was, wat veralgemening bemoeilik, veral in die stedelike konteks. Die begeleiding van die verpleegstudente is gedoen met die ingeskrewe verpleegstudente (Die Suid-Afrikaanse Raad op Verpleging Regulasies, Regulasie 2176 en 2175 van 19 November 1993), naamlik die kategorie met die minste status en verantwoordelikheid onder verpleegstudente. Veralgemening na alle kategorieë, veral verpleegstudente besig met professionele verpleegprogramme, mag dus nie sinvol wees nie.
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Weese, Meghan M. "Relationships among Mentoring, Empowerment, and Organizational Commitment in Nurse Leaders." University of Akron / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=akron1619191200443595.
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Marek, Greta I. "An Innovative Approach to Mentoring Newly Hired Nurse 2015 Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8400.
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Newly hired nurse educators face multiple challenges in today's rapidly changing academic environment. Transitioning from clinical practice into academia without the benefit of effective mentoring may lead to dissatisfaction, frustration, and attrition. Newly hired nurse educators may find difficulty in understanding academic areas of teaching, scholarship, and service, especially if they are transitioning from clinical practice. An effective mentoring program for nurse educators provides guidance, support, resources and assistance, as well as an opportunity for experienced faculty mentoring team members to guide newly hired nurse educators through the complex world of academia. The purpose of this project was to create a sustainable mentoring program to promote successful assimilation of newly hired nurse educators into the academic environment. Methods: The method was a Plan-Do-Study-Act (PDSA) project to create an effective mentoring program for newly hired nurse educators. The project leader (scholar) guided the Faculty Mentoring Program Committee (FMPC) through the creation and progression of the faculty-mentoring program. The triad that consisted of the scholar Greta Marek, DNP, RN, CNE, her mentor M. Peggy Hays, DSN, RN, COI, and faculty Cynthia Clark, PhD, RN, ANEF, FAAN regularly discussed the project's progress. The Experienced Nurse Faculty Leadership Academy (ENFLA), sponsored by Sigma Theta Tau International/Chamberlain College of Nursing Center for Excellence in Nursing Education, provided an evidence-based program that encouraged learning and growth for the scholar. A review of the literature included searches in PubMed, CINAHL, ERIC, Ovid, Google Scholar and EBSCHO host using the search terms: academic mentoring, nursing faculty mentoring, mentoring programs, nurse educator mentoring. Limitations placed on the search were English language, peer reviewed, and a timeframe of 2000 to the present. Scholar reviewed 29 full-text articles and 20 university websites; used Watson's Theory of Human Caring and Benner's Novice to Expert models in relation to nurse educator mentoring programs. The scholar formed the FMPC at their college of nursing secondary to the need to develop a formalized faculty-mentoring program. Information from the literature review guided planning, actions and recommendations from the committee. Results: The ENFLA scholar endeavors to continue to work with the FMPC towards the mentoring program's growth and sustainability. The committee developed the program's mission, vision, goals, outcomes, logo, and a semester-by-semester structure. The FMPC created two different tracks for newly hired nurse educators: a three-semester program for experienced nurse educators and a five-semester program for novice nurse educators. The first semester of each track focuses on orientation to the university, the college, and assigned courses. Newly hired nurse educators remain a cohort, instead of the traditional dyad mentoring model. Experienced nurse educators serve as a resource person and share their expertise in teaching, scholarship, or service. The goal of remaining in a cohort would be to help newly hired nurse educators develop team-building skills, enhance collegiality, provide support, adapt to the local culture, and provide consistency. The new nursing faculty, hired during the 2014-2015 academic year, serendipitously decided to form an ad hoc committee to the FMPC, to ensure input. The ad hoc committee will collaborate with the FMPC to determine the mentoring program's effectiveness each semester through formative and summative evaluations. Conclusion: Members of the FMPC expressed a sense of renewed purpose and pride while collaborating on creating a sustainable mentoring program. Ad hoc committee members expressed optimism and excitement about working with the FMPC towards evaluating the mentoring program's effectiveness.
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Suzan, Zelda. "The Relationships Among Job Satisfaction, Length of Employment, and Mentoring of Nursing Faculty." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2060.
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The shortage of faculty in nursing education programs has been well documented by the National League for Nursing. Job satisfaction is important in retaining nurse educators, and one New York nursing program was interested in examining the potential impact of mentoring on satisfaction. The purpose of this quantitative study was to examine job satisfaction, measured by the Job Descriptive Index/Job in General scale (JDI/JIG), between nurse faculty participants in formal mentoring programs compared to participants receiving an informal type of mentoring. In addition, the length of employment was examined as a possible factor in predicting job satisfaction. The theoretical framework for the study included Knowles's theory of adult learning, Maslow's theory on motivation, and Erikson's theory of psychosocial development. Forty-nine nursing faculty completed a survey with 2 components including a faculty questionnaire and the JDI/JIG scale. Logistic regression was used to assess whether formal mentoring programs or length of employment were predictive of job satisfaction. Scores on the 6 component parts of the JDI/JIG determined job satisfaction. Neither length of employment nor formal mentoring programs were predictive of job satisfaction. Recommendations included continued research on job satisfaction with larger samples of nurse faculty. These findings will promote positive social change by informing discussions at the local site on ways to improve job satisfaction amongst nursing faculty, which could reduce the nursing faculty shortage at the local site.
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Slagle, Jane Carangelo. "The process of mentoring in nursing : a study of proteges' perceptions of the mentor-protege relationship /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10623309.
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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.Typescript; also available on microfilm. Sponsor: Andrea O'Connor. Dissertation Committee: Valentina Harrell. Includes bibliographical references (leaves 189-195).
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Marek, Greta I. "An Innovative Approach to Mentoring Newly Hired Nurse 2016 Educators." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8395.
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Rychlec, Gail L. "Nurse Practitioner Practice Satisfaction and Subsequent Career Decisions Related to Participation in a Mentoring Program." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428605.
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The purpose of this quantitative study was to assess the impact of mentorship on job satisfaction and intent to stay in the current position among NPs. The theoretical frameworks that provided context for this study were interpersonal relations theory and novice to expert theory. Using a convenience sample of NPs belonging to private LinkedIn and Facebook groups, data was collected through an online survey consisting of the Misener Nurse Practitioner Job Satisfaction Scale and demographic questions. An independent samples t-test was used to test the null hypothesis. The study findings indicated that there were significant differences in job satisfaction scores between the group that was mentored and the group that was not mentored. No significant difference was found in intent to stay between NPs that were and were not mentored. The findings suggest that NPs who are mentored have higher job satisfaction and provides evidence to organizations that employ nurse practitioners to consider the development and initiation of mentorship programs. Further interventional research is recommended to confirm the findings of this study.
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Madisa, Montlenyane. "Preceptors’ and faculty’s opinions about the implementation of preceptorship in the diploma nursing curriculum in Botswana." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71731.
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Thesis (MPhil)--Stellenbosch University, 2012.Background: Preceptorship refers to a teaching and learning approach through which a well experienced clinician is contracted to provide clinical teaching, supervision, role‐modeling of professional and clinical practice skills and assessment of students in a clinical setting. This approach often involves three groups of people, namely: faculty, students, and clinicians (preceptors). The preceptor in this study refers to a registered nurse who supervises and conducts clinical assessment of students in a clinical area, while at the same time is responsible for patient care. The focus of this study was to explore preceptors’ opinions regarding the implementation of preceptorship in the diploma in the nursing curriculum diploma in the nursing curriculum in Botswana. Emphasis was placed on seeking information on how preceptorship is implemented, the strengths and challenges regarding its implementation and suggestions as to how it should be strengthened to contribute positively towards teaching and learning of students. Methodology: A mixed cross‐sectional descriptive design, using a survey was used. . The design was adopted because of its ability to provide a broad understanding of the concept under study by allowing participants to share their experiences and opinions about a specified situation. Both the qualitative and quantitative data were collected simultaneously. A standardized self‐developed structured questionnaire using both closed ended and few open ended questions and consisting of scaled self‐report items and checklists was used to collect data from forty‐four (44) preceptors and three (3) third year level coordinators from the three (3) health training institutions. Quantitative data were analyzed using SPSS, while the qualitative data were analyzed for frequency of common themes. Descriptive statistics in the form of frequency tables and charts, as well as measures of central tendencies, were used in the analysis of quantitative data. Results: The findings revealed that preceptorship program was not well coordinated as there were no preceptorship manuals to guide the implementation of preceptorship program. On the positive side, however, preceptors felt comfortable and competent to supervise and assess students, despite the fact that most of them had not received preceptorship training or orientation. With regard to preceptor support, it was evident that there was need for major support in regard to improved communication between preceptor and faculty, improved support by the health facility manager and the need for strengthening preceptor training and orientation. The majority of the respondents have recommended for preceptorship orientation /training targeted at addressing some of the following topics: Student and preceptor roles, curriculum requirements, clinical teaching and assessment skills, leadership skills and how to access resources from the health training institutions. A significant number of preceptors felt that it was important to receive feedback about students’ progress from faculty and to receive feedback from students regarding their experiences in the clinical internship sites. Lastly, preceptors also felt that there was need for introducing incentives into the preceptorship program Conclusion The key areas that emerged from the study indicated an uncoordinated and unstructured preceptorship program in the diploma nursing curriculum. Preceptor support is limited as evidenced by report of lack of training or orientation of preceptors to their preceptorship role. To ensure sustainability of preceptorship program there is need to improve the following areas: preceptorship training and orientation, and preceptorship support by both the health training institution and the health facility managers. Key words: Preceptors, preceptorship, orientation, socialization, student assessment, and faculty support, clinical teaching, mentor, clinical supervisor.
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Abdullah, Ghadah Mubarak. "Mentoring as a Knowledge Translation Intervention to Inform Clinical Practice: A Multi-Methods Study." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32497.
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Background: Mentoring is an intervention for implementing evidence into practice, but little is known about this intervention. The overall aim of this dissertation was to examine mentoring as a knowledge translation (KT) intervention to inform clinical practice.
Methods: 1) A systematic review was used to determine the effectiveness of mentoring as a KT intervention. 2) An interpretive descriptive qualitative study was conducted to explore the use of mentoring in the Registered Nurses' Association of Ontario’s Best Practice Guidelines Implementation/ Knowledge Transfer Fellowship program.
Findings: 1) Of 10,669 citations from 1988 to 2012, 10 studies were eligible. Findings showed that mentoring alone (n = 1 study) improved one behavioral outcome. When mentoring was used as part of a multi-faceted intervention (n = 9), there were various effects on knowledge, beliefs/attitudes, use of research evidence in clinical practice, and the impacts on healthcare professionals, patients and organizations. 2) Qualitative interviews with 6 fellows, 8 mentors and 4 program leaders revealed that mentoring involved building relationships, establishing a learning plan, and using teaching and learning activities. Mentors were described as accessible, dedicated, and having expertise; fellows were described as dedicated, self-directed, and having mixed levels of expertise. Mentoring was described as positively impacting upon mentoring relationships, fellows, mentors, and organizations. Participants reported no negative outcomes.
Conclusion: Mentoring was used as a KT intervention to support the implementation of evidence into clinical practice. The systematic review and qualitative study findings informed the Mentoring for Guideline Implementation model. Mentoring involved mentees selecting more experienced mentors who provided individualized support based on mentees’ learning needs, which resulted in mutual benefits for mentees and mentors. Future research is required to validate this new mentoring model, develop an instrument to measure the mentor-mentee relationship, and evaluate the effectiveness of mentoring as a KT intervention for guideline implementation in nursing.
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Knox-Woodward, Julie. "Employing Provider Mentoring/Coaching to Improve Preventive Quality Ordering." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/119.
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Preventive quality ordering is a provider intervention aimed at disease prevention through the ordering of industry-recommended health maintenance tests. This pilot study evaluated the effectiveness of provider mentoring/coaching to improve preventive quality ordering using the 2014 Agency for Healthcare Research and Quality best practice preventive clinical services guidelines. Literature indicates provider inconsistency in preventive and quality ordering as the primary cause of disparate health outcomes. Guided by theories of modeling and role-modeling, as well as the theory of cognitive continuum, this pilot study offered provider mentoring/coaching to encourage timely preventative quality ordering. Routinely monitored historic provider practice patterns in a proprietary database were analyzed; 10 providers with the lowest ordering patterns were identified for participation. Mentoring/coaching interventions were provided to improve preventive quality measure ordering. This process included a review of the 2014 Adult Healthcare Effectiveness Data and Information Set documentation criteria, a preventive measures clinical checklist, medical record preparation guidance, clinical shadowing, and post-training discussions. Following the pilot, a 5-person subject matter expert panel of key organizational leaders used on-site observations and standardized semi-structured interviews to evaluate the usefulness of mentoring/coaching and the developed documents to improve timely quality ordering. This small-scale pilot study (a) improved providers' awareness of quality ordering through peer mentoring, communication, and training; and (b) provided a platform for future initiatives. A larger follow-up study will allow healthcare leaders/providers to address disparate health outcomes, and patients will likely benefit from optimal delivery of preventive care.
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Villanueva, Elizabeth. "Evidence-based mentorship program| Overview, review of evidence, and approach." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727336.
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Nurses comprise the largest segment of the healthcare workforce. Adequate numbers of nurses help to ensure sufficient and safe nursing care in all settings. The current nursing shortage poses a barrier to optimum nursing care, and the nature of recruitment and retention of nurses has generated research interest because of its association with the labor shortage. The purpose of the project was to develop a nurse mentorship program for possible adoption by a northern state correctional facility. Goals are to aid recruitment and improve retention of nurses in the facility. This quality improvement project was informed by Jean Watson’s theory of transpersonal caring. Program development was guided by a team of interdisciplinary stakeholders in the institution, including a nurse educator, institutional directors of both education and nursing departments, and senior staff nurses who agreed agreeing to function as project coordinators. The peer-reviewed literature and institutional contexts informed program conceptualization and planning for implementation and planning. A series of meetings were held in which the project team explored and discussed available evidence relative to institutional context and needs. The primary product of the project was a mentoring program, and secondary products include plans for implementation and evaluation of that program by the institution in the future as part of a broader institutional initiative. The developed program was shared with 5 nurse scholars with relevant expertise as a content validation process, with revisions made in accordance with feedback. The implementation and evaluation plans include all details necessary for operationalizing as well as evaluating merit and worth of the program over time.
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Breit, Susan Annette. "Development of Mentors to Facilitate Evidence-Based Practice in a Nurse Residency." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1673.
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Evidence-based practice has resulted in better patient outcomes, higher patient satisfaction, and effective patient-centered care. Leadership of a large teaching hospital determined that new nurses lacked the education and experience to design and implement an evidence-based project at the bedside, which was an expected outcome for completion of the established nurse residency program. The purpose of this project was to develop a design-only project in which Masters of Science in Nursing-prepared mentors were added to the residency program to establish the required evidence-based project. A mentor workshop was developed to guide the mentors in this role using Benner's novice to expert theoretical model. A team of stakeholders, including an expert in the field of nursing education, provided ongoing process evaluation in the development of the outcome products including the Mentor Facilitation Guide, Mentor Workshop Curriculum, Mentoring Toolkit, Pre-and Post-Mentor Workshop Survey Assessment, and Mentor Implementation Plan. Stakeholders completed a summative evaluation on the processes, outcomes, and student leadership of the project. Findings showed that the project met 100% of the stated goals and objectives, as evidenced by the stakeholders' responses to the summative evaluation regarding the degree of effectiveness for the project, process, and leadership skills. Implementation and evaluation of the project, which was developed for use in the hospitals' existing nurse residency program, will occur post-graduation. Social change will occur if new nurses learn to use evidence-based practice to support their nursing actions, resulting in improved patient care outcomes and population health.
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Pillay, Thriscilla. "The perceptions of 2nd year bridging course students regarding mentoring at private nursing colleges in Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1016157.
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Nursing faces many challenges today, such as an international shortageof nurses and high medico-legal risks. One way of becoming a professional nurse is to complete a diploma course called the Bridging Course at a private nursing college. This is a two-year diploma course that is controlled by the South African Nursing Council (SANC), Regulation 683. This course allows enrolled nurses to further their studies to become a professional nurse, thus becoming an independent practitioner. These Bridging Course students need to do mentoring as part of their training so as to socialise them into the requirements for the role they will fulfil as a professional nurse and assist them to attain the competencies needed to function independently after the training phase. The various prescribed competencies that the Bridging Course student nurse needs to complete are clinical, co-ordination and management competencies. Clinical competencies equip them to perform and teach all nursing duties and co-ordination competencies ensure smooth, effective running of a ward. Then there are management competencies to be able to meet the vision, mission and philosophy of the unit and to have control from an or Nursing faces many challenges today, such as an international shortage of nurses and high medico-legal risks. One way of becoming a professional nurse is to complete a diploma course called the Bridging Course at a private nursing college. This is a two-year diploma course that is controlled by the South African Nursing Council (SANC), Regulation 683. This course allows enrolled nurses to further their studies to become a professional nurse, thus becoming an independent practitioner. These Bridging Course students need to do mentoring as part of their training so as to socialise them into the requirements for the role they will fulfil as a professional nurse and assist them to attain the competencies needed to function independently after the training phase. The various prescribed competencies that the Bridging Course student nurse needs to complete are clinical, co-ordination and management competencies. Clinical competencies equip them to perform and teach all nursing duties and co-ordination competencies ensure smooth, effective running of a ward. Then there are management competencies to be able to meet the vision, mission and philosophy of the unit and to have control from an organisational, human resource and business perspective. Research studies have discovered higher retention and graduation rates to be one of the positive outcomes of the mentoring process; also that mentoring solidifies people as leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses, effective mentoring is much needed. This will allow the professional nurses to be able to perform competently in all expected areas. Having competent, qualified professional nurses may help to reduce medico-legal risks and restore the public’s trust in the nursing profession. Despite extensive research on mentoring, there is little research on the Bridging Course student nurse’s perceptions regarding mentoring, ganisational, human resource and business perspective. Research studies have discovered higher retention and graduation rates to be one of the positive outcomes of the mentoring process; also that mentoring solidifies people as leaders (Seekoe, 2011:15). Due to the international shortage of professional nurses, effective mentoring is much needed. This will allow the professional nurses to be able to perform competently in all expected areas. Having competent, qualified professional nurses may help to reduce medico-legal risks and restore the public’s trust in the nursing profession. Despite extensive research on mentoring, there is little research on the Bridging Course student nurse’s perceptions regarding mentoring.
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Lubinda-Sinombe, Gaonyadiwe. "An evaluation of the effects of a lifestyle intervention on eating and physical activity behaviours of urban adolescents in junior public secondary schools in Botswana: a pragmatic randomised controlled trial." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25330.
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Background: The prevalence of overweight and obesity is an increasing health problem among adolescents due to unhealthy eating habits and inadequate physical activity. There are 434,000 (21%) adolescents aged 10-19 years in Botswana. The prevalence of overweight among adolescents aged 12-18 years in 2011 in urban private secondary schools in Botswana was 27.1% (192/702) and 13.1% (93/702) in public secondary schools. There is, however, a paucity of data on eating habits and physical activity behaviours and no published evidence was located on the prevalence of overweight among 13-15 year old adolescents in public junior urban secondary schools in Botswana. The determinants of adopting a healthy lifestyle such as information (knowledge), motivation (intentions) and behavioural skills (self-efficacy) have been identified in cross-sectional studies in other countries, but not in Botswana. A culturally suited lifestyle intervention program aimed at motivating adolescents to adopt a healthy lifestyle was not located in the published literature. In the absence of such a lifestyle intervention program for adolescents, the development, implementation and evaluation of the intervention for this study was guided by the Information, Motivation and Behavioural skills (IMBs) model to measure change in eating habits and physical activity behaviours of adolescents in Botswana. Methods: A 2-part study was conducted from 1 November 2015 to18 March 2016. Study One - three research designs were employed: 1) a descriptive design for development of a 3-part questionnaire from existing published literature; 2) a mixed methods approach to validate the prototype questionnaire by determining the index of content validity (n=10 respondents), face validity by cognitive interviewing (n=33 respondents who were scholars), and reliability by test-retest pilot testing (same 33 respondents); and 3) a cross-sectional survey by validated questionnaire of n= 252 respondents' (scholars) eating habits, physical activity behaviours and weight, height and waist circumference to determine the prevalence of overweight. Results from the cross-sectional survey provided baseline data for Study Two. For Study Two a descriptive design was employed to develop and describe a lifestyle intervention movement (LIMO) program followed by a pragmatic randomised controlled trial for implementing and evaluating the effectiveness of the LIMO program (n=25 respondents in the intervention trial arm; n=21 in the control arm from Study One). Null hypothesis: A lifestyle intervention movement (LIMO) program guided by the Information, Motivation and Behavioural skills (IMBs) model will not result in less fatty and sugar intake, an increase in fruit and vegetable consumption, engaging in physical activity 6 or more times a week and doing exercises, a reduction in sedentary behaviour and an increase in nutrition knowledge (P≥0.05). Alternate hypothesis: A lifestyle intervention movement (LIMO) program guided by the Information, Motivation and Behavioural skills (IMBs) model will result in less fatty and sugar intake, an increase in fruit and vegetable consumption, engaging in physical activity 6 or more times a week and doing exercises, a reduction in sedentary behaviour and an increase in nutrition knowledge (P≥0.05). Results: Study One: Good response rate of 95%. The mean age of the respondents was 14.3 years (SD 0.79); mean body mass index (BMI) was 20.1 kg/m2 (SD 3.9) and mean waist circumference score was 71.2 cm (SD 8.71). There were more females in the sample (147/252, 58.3%) than males (105/252, 41.7%). Most of the respondents (153/252, 53.6%) had a low socio-economic status as categorised by the present study. The majority (188/252, 74.6%) had a normal BMI and few (22/252, 8.7%) were underweight. Twenty-seven (10.7%) respondents were overweight, 4/252 (1.6%) were obese and 11/252 (4.4%) were obese with risk. Although few respondents had an abnormal waist circumference (females 17/252, 6.7%; males 14/252, 5.6%) more females (131/252, 52%) than males (90/252, 35.7%) had a normal waist circumference. The most frequently eaten foods were sweets (132/252, 52.4%) and snacks (92/252, (38.1%). Television adverts were sometimes (137/252, 62.3%) considered to be honest. Parents controlled slightly more than half (128/252, 50.8%) of the respondents' food choices whereas peers had little influence (21/252, 8.3%). Of the food types, most ate breakfast comprising of coffee and bread (115/252, 45.6%). Dinner was mostly eaten at home with the whole family (181/252, 71.8%). Of the listed foodstuffs, the majority preferred foods that contained sugar (41/252, 16.3%). Slightly more than half (135/252, 53.6%) of the respondents walked 6 or more times per day each week and more (150/252, 58.7%) reported that they did get exercise. Many intended to change their eating habits (220/252, 87.3%) and physical activity behaviours (143/252, 56.7%) and reported self-efficacy to do so (180/252, 71.4% and 174/252, 69.1% respectively). The majority of respondents (142/252, 56.3%) failed (≤49%) the nutrition knowledge test. The prevalence of overweight was 16.7% (42/252) by body mass index (BMI) and 12.3% (31/252) by waist circumference (WC) respectively. Study Two: There was no statistically significant difference in eating habits between the trial arms (fruit P=0.275, vegetables P= 0.604, sweets P=0.066, fatty foods P=0.402); although there was a difference in sugar consumption this was not statistically significant. There was no statistically significant difference in physical activity (walking 6 times or more a day each week) between trial arms (P=0.267), in doing exercise (P=0.288) and in sedentary behaviour (P=0.362). There was a difference in nutrition knowledge between trial arms but it was not statistically significant (P=0.079). Conclusion and recommendations: Although adolescents had good intentions and self-efficacy to change their eating and physical activity behaviours they engaged in unhealthy behaviours. The LIMO program demonstrated minimal but promising effects on changing behaviours. However further research is needed to determine the best intervention to impact behaviour change.
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Blough, Krista. "Tackling the turnover tailspin a rural application of an urban mentorship program /." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1283963661&sid=4&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Swart, Norman Carl. "The Relationship between Symptom Burden, and Health-Related Quality of Life among Adult Cancer Patients in Botswana." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case154392872782162.
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Jorosi-Tshiamo, Wananani B. "DIETARY INTAKE OF CHILDREN AGED 1 YEAR TO 5 YEARS AND THEIR ANTHROPOMETRIC MEASURES IN KWENENG DISTRICT-BOTSWANA." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1346223185.
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Bukhari, Elham. "Nature of preceptorship and its impact on clinical nursing care from the perspectives of relevant nursing staff." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/nature-of-preceptorship-and-its-impact-on-clinical-nursing-care-from-the-perspectives-of-relevant-nursing-staff(d4c62166-9243-48a1-b07c-d5b554658ceb).html.
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Background: previous studies have revealed that newly hired nurses experience stress and anxiety when entering a new clinical setting. Failure to support and prepare these nurses may affect their ability to deliver the required level of nursing care. Preceptorship is a time limited, organised clinical instructional programme, which promotes staff development, improves nursing education, reduces nursing shortages, promotes staff retention and decreases staff turnover. Little evidence expounds about how newly hired nurses perceive preceptorship. The impact of preceptorship on the clinical nursing care of newly hired experienced nurses has not been investigated or verified globally neither has it been investigated from a Saudi context. Aims and Objectives: the study aimed to explore the nature of preceptorship and its impact on clinical nursing care as perceived by the nurses who had taken part in a preceptorship programme in Saudi Arabia. The study elicited the participants' understanding and expectations of the preceptorship programme in an attempt to identify those factors that may be directly related to the success or failure of the programme. Furthermore, it aimed to examine the role of preceptorship in developing the clinical practice of newly hired experienced nurses. Methodology: a qualitative design based on the principles of naturalistic inquiry underpinned this study. Thirty national and international nurses of five different grades across wards in one Saudi hospital were first purposively and subsequently convenience sampled to take part in the study. Most participants were of international origin, possessing various levels of experience and education. Preceptees were younger and less experienced than other programme stakeholders. Data were generated using tape-recorded semi-structured individual and focus groups interviews. This action was also supported by a review of the hospital's preceptorship policy documents. All the interviews were transcribed verbatim and analysed concurrently using thematic analysis based on a constant comparative method. Findings and discussion: Six themes were derived from the interview data to generate an account of participants' experiences. Social learning theory was used as an explanatory framework for understanding the study's findings. Thus, preceptorship was seen as an important supportive, learning process, although inconsistencies were highlighted related to the participants' understanding and expectations of the programme. The duration of preceptorship was also contested with some needing longer than allocated. Hence, confusion arose regarding when preceptorship should begin and end due to ambiguities within the preceptorship policy documentation. Furthermore, participants perceived preceptorship had a mixed impact on clinical nursing care depending on preceptee/preceptor preparation and workload. Surprisingly recruitment was found to have the biggest impact on the success or failure of the preceptorship programme an unexpected and new finding highlighted by this study. Conclusion: preceptorship is important for the integration of newly hired experienced nurses into their new roles. The meaning of preceptorship as applied to each hospital needs to be defined and articulated clearly and concisely. In order to meet the objectives of preceptorship, policy documentation needs to be clearer, and recruitment processes need to be reviewed in order to match both preceptee experience and qualifications with organisational requirements.
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Peter, Zingiwe Patricia. "An evaluation of clinical facilitation in the Nursing College of the Eastern Cape province." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/889.
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Montecuollo, Brittany. "Program Evaluation of the RN Clinical Learning and Development Specialist." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6928.
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The purpose of this project was to evaluate the impact of a quality improvement strategy to implement an RN clinical learning and development specialist (CLDS) with the intent to reduce high turnover in novice nurses and low nurse engagement. The CLDS served as expert, role-model, coach, and mentor. Benner's model of novice-to-expert was used as the conceptual framework to monitor progression of nurses mentored by the CLDS. The Institute for Healthcare Improvement model for improvement was reviewed to assess the effectiveness of the CLDS on turnover rates and nurse engagement. At the time of program evaluation, the CLDS role had been operational at the project site for 8 months in inpatient and perioperative service lines. An analysis of turnover rate by headcount of 1510 RNs within the practice environment was completed. The change from the preintervention period to the postintervention period was statistically significantly lower. A nonparametric test to compare the monthly rates was used (z = -2.613; p = .005). To evaluate nurse engagement, the practice environment scale was deployed to all RN nurse residents from 9/2018 through 3/2019. A total of 166 surveys were deployed. There were 86 responses; 62 respondents were RNs with an assigned CLDS. There were no statistically significant differences in the scores between these 2 groups. The social impact of this project is important to share with nursing and operational leadership as an intervention to reduce RN turnover across healthcare settings, specifically in acute care practice areas. The issues of RN turnover and satisfaction with the practice environment are relevant across organization types and settings.