Developing Nurses Through Mentoring

Evans, Michael M.; Kowalchik, Kaléi; Riley, Kevin; Adams, Lucy

doi:10.1016/j.cnur.2019.10.006

Cited by 13 publications

(10 citation statements)

References 4 publications

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“…Several hurdles noted with the START program are supported by the literature. The lack of an established relationship between mentors and mentees may explain some mentees’ limited engagement (Evans et al, 2020). Several mentors expressed challenges with mentees’ lack of response to outreach, which may have been related to mentees not checking their university emails after graduation.…”

Section: Discussionmentioning

confidence: 99%

Ready, Set, Start: Mentoring Graduating Nursing Students During a Pandemic

et al. 2022

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Nurses are graduating from educational programs and entering health care systems at a time of great turmoil because of the COVID-19 pandemic. To support the transition to practice, nursing faculty implemented a postgraduation mentorship program (START). This exploratory study sought to describe the faculty mentor and new graduate mentee experience. Related variables (NCLEX pass rates, perceived stress, and professional quality of life) are provided to contextualize the results. The research is significant given the burden the pandemic places on the health care system, which may limit the resources available to new graduate nurses.

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Section: Discussionmentioning

confidence: 99%

Ready, Set, Start: Mentoring Graduating Nursing Students During a Pandemic

et al. 2022

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“…Numerous hospitals in the United States are unable to fill 20% of their nursing positions because of attrition and toxic work environments (Evans et al, 2020; Taylor et al, 2019; Webb & Kohi, 2019). One-way TPPs can fill this void is by recruiting experienced preceptors and mentors who are personable and approachable with newly licensed RNs.…”

Section: Consequences Of Curtailing or Eliminating Tppmentioning

confidence: 99%

COVID-19 Pandemic

2021

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Registered nurses (RNs) are national assets who provide quality patient care, especially during the corona virus disease 2019 pandemic. Currently, healthcare organizations are overwhelmed with ill patients who require RNs with specialty experiences. Curtailment and cancellation by healthcare organizations of civilian and military transition-to-practice programs for newly licensed RNs are at risk. If this phenomenon continues, current and future nursing shortages will prevail.

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“…By assisting nursing students through inquiry and offering guidance and feedback on patient-centered clinical learning, faculty members have a vital role in fostering their development and achievement in extracurricular activities beyond traditional classroom settings [ 1 ]. These extracurricular activities serve as a gateway through which faculty can introduce students to various clinical practices, nursing research, educational experiences, and service-related opportunities, including tutoring and committee involvement [ 2 , 3 ]. However, the existing approach to assigning mentoring responsibilities in China predominantly relies on objective criteria, such as qualifications, skills, and organizational considerations, with limited emphasis on the mentor’s motivation and willingness, which may inadvertently lead to mentors not fully engaging in their roles, suboptimal mentoring outcomes and potential nurse attrition concerns [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

Clinical nursing mentors’ motivation, attitude, and practice for mentoring and factors associated with them

Wang,

Hu,

Yao

et al. 2024

BMC Nurs

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Objective To investigate the motivation, attitude, and practice toward mentoring and related factors among clinical nursing mentors. Methods This cross-sectional study included clinical nursing mentors from 30 hospitals in Zhejiang Province between August and September 2023. Demographic information, motivation, attitude, and practice were collected through a self-administered questionnaire. Results A total of 495 valid questionnaires were collected, and most of the participants were 30–39 years old (68.7%). Average motivation, attitude, and practice scores were 29 [26, 32] (possible range: 8–40), 87 (82, 94) (possible range: 22–110), and 41 (38, 45) (possible range: 11–55), respectively. Correlation analyses showed that the motivation scores were positively correlated with attitude scores (r = 0.498, P < 0.001) and practice scores (r = 0.408, P = 0.001), while attitude scores were positively correlated with practice scores (r = 0.554, P < 0.001). Multivariate logistic regression showed that intermediate and senior nursing mentors (OR = 0.638, 95% CI: [0.426–0.956], P = 0.030) and different hospitals (OR = 1.627, 95% CI: [1.054–2.511], P = 0.028) were independently associated with motivation. The hospital’s frequency of psychological care was a significant factor associated with nursing mentoring motivation, attitude, and practice. Participation in training (OR = 2.908, 95% CI: [1.430, 5.913], P = 0.003) and lower frequency of job evaluation in hospital (“Often”: OR = 0.416, 95% CI: [0.244–0.709], P = 0.001 and “Sometimes”: OR = 0.346, 95% CI: [0.184–0.650], P = 0.001) were independently associated with practice. Conclusion Clinical nursing mentors had adequate motivation, positive attitude, and proactive practice towards mentoring and associated factors. Clinical nursing mentorship should be enhanced by prioritizing mentor training, fostering a supportive environment with consistent psychological care, and promoting structured mentorship activities.

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Developing Nurses Through Mentoring

Cited by 13 publications

References 4 publications

Ready, Set, Start: Mentoring Graduating Nursing Students During a Pandemic

Ready, Set, Start: Mentoring Graduating Nursing Students During a Pandemic

COVID-19 Pandemic

Clinical nursing mentors’ motivation, attitude, and practice for mentoring and factors associated with them

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