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

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

Assignment (MCur)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (M. Nursing)--Montana State University--Bozeman, 2005. / Typescript. Chairperson, Graduate Committee: M. Jean Shreffler-Grant. Includes bibliographical references (leaves 47-50).

Thesis (M.S.)--University of Nevada, Reno, 2006. / "December 2006." Includes bibliographical references (leaves 39-42). Online version available on the World Wide Web.

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

M.Cur. / It has been demonstrated that mentoring improves outcomes at both the individual and organizational level. The shortage of skilled human resources in nursing has indicated the need for mentoring. However, no formalized framework exists on how mentoring in the context of nurse unit managers should occur, despite mentoring being a legal requirement (South Africa, 2004:26). The intention of this study was to develop a mentoring strategy for nurse unit managers in private hospitals in Gauteng. The mentoring needs of nurse unit managers in private hospitals in Gauteng were determined and conceptualized and a framework developed on which the development of a mentoring strategy could be based. A quantitative descriptive research design was followed to develop a mentoring strategy for Nurse Unit managers in private hospitals in Gauteng. Probability sampling was employed (Burns & Grove, 2005:348). A clustered sample (Burns & Grove, 2005:348) of private hospitals within the three regions of Tshwane, Johannesburg Central and Ekurhuleni was drawn. From these a random sample of nurse unit managers in private hospitals within the clusters was drawn. A self-developed closed-ended questionnaire (see Annexure 1) was utilized to collect data on the mentoring needs of nurse unit managers. Data was analysed using the Statistical Package of Social Sciences (SPSS), and a statistician at the University of Johannesburg was consulted. Descriptive statistics were employed to analyse data (Burns & Grove, 2005:442). Content validity was ensured and the instrument piloted to ensure its reliability. An external statistician was consulted to ensure the credibility or validity of the data analysis and interpretation. Ethical approval was sought and measures implemented to ensure the ethical nature of the study. The descriptive data that was analysed included the biographical data – age, gender, race, home language, highest level of qualification, employment status, length of service, length of position, clinical area and the number of work hours of nurse unit managers.The ANOVA statistical results revealed a moderate need for mentoring of nurse unit managers in all of the management dimensions. Recommendations for further research were outlined and a conclusion on the need for nurse unit managers to be mentored was drawn.The researcher noted from reviews of the numerous literature sources, mentoring improves the quality of patient care and cost-effectiveness, and ensures the competitiveness of private hospitals. What this study provides is insight into the mentoring needs and management functions of nurse unit managers working in private hospitals.

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).

Thesis (Ph.D.) -- Australian Catholic University, 2006. / Submitted in partial fulfillment of the requirements of the degree of Doctor of Education, School of Educational Leadership, Faculty of Education. Bibliography: p. 229-248. Also available in an electronic format via the internet.

Thesis (M.S.)--University of Wyoming, 2006. / Title from PDF title page (viewed on June 26, 2008). Includes bibliographical references (p. 27-29).