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.

D.Cur. / The focus of this study was the mentoring of newly appointed nurse educators in nursing education institutions (NEIs) in South Africa. The mandate of higher education institutions changed due to the transformation of higher education in South Africa. The need for recruiting and retaining nurse educators to meet the demands of teaching and learning became evident. It is important that newly appointed nurse educators (NANEs) be mentored in order to meet higher education demands. The researcher identified the need to develop a model for mentoring newly appointed nurse educators in nursing education institutions in South Africa. The applicable research questions were: What are the mentoring needs of NANEs in NEIs in South Africa? How can the mentoring needs of NANEs in NEIs in South Africa be met? What model could be developed to mentor NANEs in NEIs in South Africa? What guidelines could be formulated for the model to mentor NANEs in NEIs in South Africa? The aim of the study was to develop a model for mentoring NANEs in NEIs in South Africa. The objectives of the study were to: determine and describe the mentoring needs of NANEs in NEIs in South Africa, identify and conceptualise a framework for how the mentoring needs of NANEs in NEIs in South Africa can be met and describe a mentoring model for NANEs in NEIs in South Africa. The design of the study was quantitative, qualitative, descriptive and theory-generating (Walker & Avant, 1995:136). The study was conducted in four phases. A quantitative, qualitative, descriptive and theory-generating research design was conducted using questionnaires, literature triangulation, inductive and deductive strategies (Mouton, 1989:21). Quantitative data was analysed using the statistical package of social sciences (SPSS) and descriptive statistics. An exploratory factor analysis was conducted on data from the empirical phase to identify and analyse central concepts for model development (Burns & Grove, 2001:242). The population of study was newly appointed nurse educators in nursing education institutions in South Africa. Probability and non-probability sampling approaches were used with multi-stage cluster and purposive sampling methods (Burns & Grove, 2001:242). The conceptual framework for the model was based on purpose, context, role-players and their roles in mentoring. The results of the study indicated that 90 (67%) of the participants did not function according to their key performance areas. The participants specified competency development needs. The study confirmed the need for the mentoring model. The assumptions for the model were based on the multi-dimensional, multi-layered (macro, meso and micro), highly interactive and complex (external and internal environment) context. The agent in the study referred to the mentor and a mentee (stakeholders), who are holistic beings functioning at a bio-psycho-social and cultural level. Mentoring is an interactive participative, purposeful dynamic process of relationship-building, development, engagement and reflection. The outcome of mentoring is to empower and build capacity and competency. A critical self-reflective questionnaire was designed and utilised to evaluate the model for its clarity, simplicity, generality, accessibility and importance. The model was presented from the first to the third phase at different international and national conferences and the two promoters, who are experts in management, teaching and ethics in higher education, gave direction to the researcher and added value to the quality of the study. The researcher recommends that a mentoring programme be developed to mentor NANEs in HEIs. The model can be used to improve practice by developing mentoring programmes for use in clinical, management, education and nursing research.

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

The Institute of Medicine Future of Nursing report recommended the development of more nurse leaders at every level and across all settings. The Accountable Care Act has led to a reformed healthcare system, placing a growing demand for nurse leaders. The doctoral prepared nurse must be able to fulfill leadership roles to educate future generations of nurses, translate research into practice, and influence organization-level research to meet federal performance indicators. Study Aim: To analyze the mentoring elements provided in the mentoring elements provided in the mentoring relationship of doctorate nurses and their correlation to leadership and political skill development. Methods: A population-based web-based retrospective cross-sectional design was used to measure the correlation between mentoring functions provided to guide leadership and political skill development in PhD and DNP prepared nurses (n=222) identified as Jonas Nurse Scholars. Results: A response rate of 52% (n=115) was attained; 86 (75%) were PhD and 29 (25%) were DNP prepared nurses. The respondents were predominately female (87%) with 21% in the 25-34 age range and 57% in the 35-44 age range and 70% were Caucasian and 29% were minority. Of the 115 respondents, 64% (n=74) had a mentor of which 62% (n=46) reported being in an informal mentoring relationship. This cadre of PhD and DNP prepared nurses were highly experienced with 49.6 % having > 16 years of experience and 67% working either full-time or part-time regardless of graduation status. The most frequent psychosocial mentoring functions were role modeling and learning facilitation. The most frequent career mentoring functions were coaching and advocacy closely followed by career development facilitation and strategies and systems advice. Leadership skill development was correlated with the coaching mentoring function (r=.30, p. < 0.05). Political skill development was correlated with the career development mentoring function (r=.34, p. < 0.005). PhD and DNP nurses were similar on the leadership scale with a mean score of 7.92 (scale range 1-10) and political skill scale with a mean score of 5.73 (scale range 1-7). Conclusion: Both PhD and DNP prepared nurses identified as Jonas Nurse Scholars possess leadership and political skill as measured by industry standard instruments. Mentoring is one strategy to support and further develop leadership and political skill in the doctoral prepared nurse.

Thesis (M.A.)--Northern Kentucky University, 2008. / Made available through ProQuest. Publication number: AAT 1450347. ProQuest document ID: 1490075671. Includes bibliographical references (p. 46)

Thesis (D. Ed.)--Ball State University, 2008. / Title from PDF t.p. (viewed on Nov. 09, 2009). Includes bibliographical references (p. 104-112).

Dissertation submitted in fulfilment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2015. / Introduction Critical care nursing is one of the most stressful specialities in the nursing profession that involves caring for patients who are suffering with life threatening illness or injuries. The highly technological environment where critical care nursing is rendered is associated with a great amount of stress, frustration and burnout. The critical care nursing student needs to be prepared, mentored and supported for the role transition from student to professional nurse. Nursing education and training cannot succeed without proper theory and practice integration. Therefore, the critical care nursing environment should be supportive of the improvement of teaching and learning. Peer mentoring is one important strategy to help foster an environment that is supportive of the critical care nursing student, allowing them to grow and succeed as experts within the speciality of critical care nursing. Aim of the study The aim of the study was to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units in KwaZulu- Natal. Methodology A qualitative exploratory research design was used to conduct the study. Ten nurses were recruited from the critical care units in five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews. The broad question to the participants was: “What influence does peer mentoring have on the critical nurses’ learning outcomes in the critical care unit?” iii Results The findings of the study revealed that peer mentoring is a vital strategy in helping the critical care nursing students to attain their learning outcomes so that they will be proficient in the critical care unit. Peer mentoring was however, not consistent in all hospitals and the critical care nursing students were not given the necessary support and supervision. There were no structured support systems in place to ensure that peer mentoring was formalized and that all required nursing personnel took on the responsibility to teach and facilitate learning for critical care nursing students. Recommendations Recommendations were made with regards to policy development, service provision, nursing education and research. These include that a formalized mentorship programme should be incorporated into the core competencies of all qualified critical care nurses, and to be reflected in their performance appraisal in order to motivate the registered nurses to fulfil their independent function as teachers. Each unit mentor should familiarize him/herself with the prescribed learning objectives of the critical care nursing student in order to be able to delegate appropriately so that learning outcomes are achieved by the mentee. There should be an allocation of supernumerary time for the critical care nursing student and their mentor to allow time for formal mentoring responsibilities to take place away from the clinical area, to facilitate assessment and feedback, and enhance consolidation. Ongoing evidencebased practice research should be conducted on this topic, to provide more information on how peer mentoring effects the mentee, nursing education and retention of skilled staff.

Background: Within nursing and other health professional education, clinical mentorship is an integral part of students’ clinical learning experiences. Clinical mentorship is a widely relied upon strategy to ensure that students benefits positively in the clinical placements and is perceived as not just as a support mechanism for students but also as the main vehicle for the activities associated with learning, teaching and assessment of practice. In South Africa, mentoring in the clinical settings is not yet formalized, there are no guidelines from the regulatory body to serve as a guide to mentors in clinical settings and mentors do not undergo special preparation and it is not yet a common practice in South African nursing. Purpose: This study was aimed at exploring and describing the phenomenon of clinical mentoring as perceived and experienced by the student nurses and clinical mentors in a selected hospital in Durban. Methodology: A qualitative approach guided by the naturalist interpretive paradigm was used in this study. The research designed used was a descriptive phenomenological approach. The total population for this study was 48 registered nurses working in medical and surgical wards at a selected nursing college campus in Durban, and 47 first and second year students who were doing the Diploma in Nursing (General, Psychiatry, Community) and Midwifery. The sample size consisted of eight mentors and eight mentees working at the selected wards in the selected hospital. Individual interviews were conducted to collect data. Findings: The findings revealed that mentorship in nursing education and training remains an integral part for student’s clinical learning experiences. The nature and vi quality of the relationship between the mentor and the student continues to be of vital important for an effective mentoring process. It emerged that the assistance and guidance that the clinical mentors are offering to students are most crucial for growth and the development of students and gain of quality clinical skills. While the befriending role of clinical mentors perceived as useful to facilitate students’ settling into the clinical milleu. The roles of mentors emerged as assisting, supporting, teaching, motivating, befriending and advising students. The ability to give feedback, experience, availability of time and a positive attitude were the elements considered important qualities for a good clinical mentor. The benefits of clinical mentoring outweighed the drawbacks. The benefits of mentoring were both for the student and for the mentor. For mentors, benefits were immaterial and included closer follow-up of new developments, teaching and sharing of experiences. For the students, benefits are based on the level and quality of grooming and nurturing students gets that help to bridge theory-practice gap, motivating students to be highly interested to what they do in the clinical settings. Challenges included limitations on time, shortage of resource, dual responsibilities of patient care and student teaching, high workload and lack of formalised mentoring programmes. Recommendations: This study suggests that the educational and clinical settings needs to work together to ensure that a formalised mentorship programme is put in place where clinical mentors will be trained for the role and formally appointed to the roles. Further research is suggested where the operational management staff of the organisations and academic college staff will participate to understand how mentoring is done in the clinical settings, and what criteria the clinical mentors use to measure the student performance who properly or poorly mentored. / Thesis (M.N.)-University of KwaZulu-Natal, Durban, 2011.

Graduate nursing education is a combination of didactic and clinical instruction. Clinical instruction is achieved primarily by pairing a student with either an experienced physician or certified nurse practitioner (NP) who will serve as a preceptor. The student/preceptor relationship may be initiated by nursing faculty or by the student. The quality of clinical instruction is crucial to the professional development of the NP. During this time of intense clinical instruction, students learn the process of applying the principles of diagnostic reasoning in a real world setting. Socialization into the role of the NP is an important component of the clinical education and may be impacted by the relationship established between the student and the preceptor. Multiple factors may have an impact on the resulting experience and relationship. Attitudes of both student and preceptor define and shape the relationship that develops throughout the clinical rotation. The student’s perception of the quality of the clinical experience may impact the outcome of the experience including the student’s sense of self-efficacy and confidence in practice skills and socialization into the role. This study focuses on the student’s perception of self-efficacy and confidence based on whether a mentoring relationship was established with at least one preceptor during the clinical experience. The study, a modified replication of Hayes’ 1997 study, demonstrated a strong sense of mentoring, self-efficacy and self-confidence in students enrolled in the final clinical course of a nurse practitioner program. The single most predictive factor for self-efficacy and self-confidence is length of time the student works with the preceptor as measured by months of clinical rotation. Other predictors of self-efficacy and self-confidence included the students’ perception of a mentor and how that mentorship was instrumental in the development of the skills and abilities necessary for transition into the role of the nurse practitioner. Self-efficacy was found to correlate highly with feelings of self-confidence in beginning skills such as physical assessment as well as higher level skills of diagnostic reasoning. As the students neared the end of clinical courses in the nurse practitioner program, most felt prepared to begin practice and cited traits similar to those attributed to preceptors as indicators of preparedness. / Department of Educational Studies

Clinical facilitators facilitate the clinical training of students in the hospitals at which students are placed for the practical component of their studies. Clinical facilitators’ success depends on their ability to facilitate students effectively. Students who have been effectively facilitated have the potential to become competent bedside nurses to their patients. This is sure to lead to better patient outcomes and will therefore have a direct impact on the quality of nursing care. The clinical facilitators who are appointed to facilitate students in the clinical learning environment are, however, not necessarily empowered and skilled to teach their students effectively. If their own mentoring needs are addressed, clinical facilitators may be assisted to become more effective in their transition from clinician to clinical facilitator. A qualitative study was conducted with the purpose to explore and describe the mentoring needs of clinical facilitators with a view to proposing a mentoring programme for effective clinical facilitation. Data were collected by means of focus groups with clinical facilitators working in a private hospital group. The findings of this study confirmed the need for mentoring. Mentoring of clinical facilitators contributes to their skills and understanding of clinical facilitation. As an outcome of the study, an outline of a mentoring programme was drawn up which could be used in the orientation and mentoring of novice clinical facilitators. / Health Studies / M.A. (Health Studies)