A Critical Examination of Formal and Informal Mentoring Among Nurses

Tourigny, Louise; Pulich, Marcia

doi:10.1097/00126450-200501000-00011

Cited by 77 publications

(67 citation statements)

References 6 publications

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“…At the core of the relationship are two people who see value and meaning in eachother and want to be in a relationship together [13,49,50]. Barker [42] and Young [45] describe mentoring as a relationship that is based on mutual respect and common goals.…”

Section: Characteristics Of Mentoringmentioning

confidence: 99%

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A Concept Analysis of Mentoring in Nursing Leadership

Hodgson¹,

Scanlan²

2013

OJN

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Attention in the literature has been given to the critical state of nursing leadership development. There is a need to identify effective ways to sustain and develop nursing leaders. Mentoring has been identified as an invaluable tool to attract and retain new nurse leaders. Examining the concept of mentoring in nursing leadership provides a greater understanding of its importance in today's healthcare system. The concept of mentoring will be analyzed using the framework developed by Walker and Avant. A literature review was conducted to examine the current usage of the concept of mentoring. Consistent with Walker and Avant's framework, defining attributes, antecedents, and consequences of mentoring have been identified. Further illustration of this concept is provided by describing model, borderline, related, and contrary cases. Demonstrating the occurrence of the concept of mentoring, Empirical referents will also be explored.

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Section: Characteristics Of Mentoringmentioning

confidence: 99%

“…Mentors are approachable, knowledgeable, honest, friendly, patient, experienced, enthusiastic, and willing to spend time with the mentee [10,15,17,43,44,47,50,52,53]. Mentors have astrong belief in the mentee's capability [13,18]; they challenge, support, and encourage a mentee [54][55][56].…”

Section: Characteristics Of Mentoringmentioning

confidence: 99%

A Concept Analysis of Mentoring in Nursing Leadership

Hodgson¹,

Scanlan²

2013

OJN

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“…The transformation of a mentoring relationship into friendship is discussed only in the context of informal mentoring (Ryan et al, 2010;Simpson, 2005;Tourigny & Pulich, 2005). However, findings from this study suggest that well designed formal mentoring relationships can result in friendship.…”

Section: Discussionmentioning

confidence: 83%

“…For participating NPs the mentoring relationship does not seem to end, but rather transforms into a personal and professional friendship. Based on these characteristics, mentoring relationships described by participants are more aligned with informal mentoring (Ryan, Goldberg, & Evans, 2010;Simpson, 2005;Tourigny & Pulich, 2005). In her 1998 study, Heyes found a significant difference in mentoring scores between students who were assigned mentors and those who chose the mentors themselves, suggesting that informal mentoring is more beneficial.…”

Section: Theory Of Mentoring For Nurse Practitioners In a Hospital Sementioning

confidence: 99%

Mentoring Nurse Practitioners in a Hospital Setting

Pop¹

2017

Journal of Nursing Research

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Background: Nursing philosophy is the foundation of nurse practitioner (NP) training. However, NP practice is based on the medical care model. Thus, the necessity of mediating between these two approaches is often problematic for new NPs who are transitioning into their new roles. Mentoring has been used successfully to facilitate role transition and role understanding for nurses, NPs, and physicians. However, mentoring has been rarely studied in NPs. Purpose: The purpose of this study was to develop a theory of mentoring for new NPs in a hospital setting. Methods: Grounded theory methodology was used. The sampling approach was initially purposive and was then shifted to theoretical to ensure the collection of meaningful data. Semistructuredinterviews were recorded and transcribed into Word documents for analysis. The three-phase analysis developed by Corbin and Strauss was initiated after the second interview. Results: Sixteen participants (eight mentors and eight mentees) were interviewed between February and June 2011. The core category that emerged from the data was “defining self,” and the main categories were forming the relationship, developing the relationship, and mentoring outcomes. Conclusions: A well-designed formal mentoring program may greatly improve the transition of NPs into a new role. The theory generated by the data from these study participants provides clearly defined categories that may be operationally defined and utilized to develop evaluation tools for mentoring programs.

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“…[13] Tourigny and Pulich reported that mentoring facilitates development of tacit knowledge which includes innovative and creative thinking, intuitive knowing, and personal growth all of which are positive attributes for nurses and nursing students to develop (2005). [14] 1.1 Current body of knowledge -peer mentorship programs Previous studies are dated and explored peer mentorship programs within nursing education with the focus on the clinical setting and more precisely within medical/surgical units tied to single nursing courses. [15] The nursing education experience of nursing students is significantly different than that of students in non health academic programs.…”

Section: Introductionmentioning

confidence: 99%

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

Raymond

Sheppard

2017

JNEP

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Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted. Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)-Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students' perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

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A Critical Examination of Formal and Informal Mentoring Among Nurses

Cited by 77 publications

References 6 publications

A Concept Analysis of Mentoring in Nursing Leadership

A Concept Analysis of Mentoring in Nursing Leadership

Mentoring Nurse Practitioners in a Hospital Setting

Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

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