Mentoring has been proposed as a human resource strategy to encourage recruitment and retention of nurses in Canada. However, very little research exists related to mentoring in nursing. The purpose of this study was to describe the mentoring perceptions of acute care, clinical registered nurses based on their years of nursing practice, age, gender, and education level. A descriptive correlational design was performed on an analysis of a subset of the pre-workshop data gathered as part of the research of Ferguson, Myrick, and Yonge (2006). The conceptual framework used to structure the research questions was Benners Novice to Expert model (Benner, 1984; Benner, Tanner, & Chesla, 1996). The main research question related to the relationship between nursing experience level and mentoring perceptions. More specifically, what is the relationship between age, years of nursing practice, education level, gender, and mentoring perceptions including perceived costs and benefits to mentoring, willingness to mentor, mentoring functions of coworkers, and satisfaction with current mentoring relationships? This research established that age, years of nursing practice on the current unit, and education level had some impact on mentoring perceptions. Older nurses believed that the mentor played a greater psychosocial function in the mentorship than did younger nurses. Nurses with fewer years of practice on their current unit perceived fewer costs to mentoring, were more satisfied with their mentor, and were more willing to mentor. Previous experience as a protégé positively impacted mentoring perceptions. Nurses with prior mentoring experience were more willing to mentor. There were no significant differences between nurses with diplomas or degrees as their basic or highest level of education in nursing and mentoring perceptions. Nurses with a baccalaureate degree in another discipline perceived more benefits to mentoring than their diploma-prepared colleagues. No significant differences were noted when comparing gender with mentoring perceptions. The results of this study will provide healthcare organizations with a deeper understanding of mentoring perceptions and mentorships. From the knowledge acquired by this study, organizations can better encourage and endorse formal and informal mentoring in acute care environments. Retention and recruitment of registered nurses can be facilitated through support for mentoring.

More patients are turning to the Internet as a source of health information. Nurses occupy the frontline of healthcare and must have information literacy (IL) competencies to guide themselves and their patients to the correct and appropriate health information on the Internet. Within magnet hospitals, which are exemplars for excellent nursing practice, there is an increased emphasis on evidence based practice and research, which requires IL. Exploring IL at magnet hospitals was reasonable considering such competence is promoted. Previous research indicates that nurses lack IL competencies which are necessary to inform their patients and impact healthcare but many studies rely on self-report measures. The purpose of this research study was to objectively measure the information literacy competencies of registered nurses at magnet hospitals, specifically their competencies in accessing and evaluating electronic health information, self-perception of information literacy, reliance on browsing the Internet for health information (versus libraries), and the relationship among these competencies. A convenient sample of 120 registered nurses, at four magnet hospitals, all components of a single healthcare organization, completed the Research Readiness Self-Assessment—Nurse (RRSA-Nurse), an interactive online instrument and a demographic data form. Data were analyzed using descriptive, correlation, and regression statistical methods. Nurses employed at magnet hospitals had a high ability to access and evaluate health information and high overall IL. Their self-perception in their abilities to access and evaluate health information was high and a majority did not rely on browsing the Internet for health information. Seven variables were significantly correlated to overall information literacy including role, graduate prepared nursing education, ability to access health information, ability to evaluate health information, library and research experience, contact with library staff, and library use. Nurses who were not reliant on browsing the Internet for health information and those with a graduate prepared nursing education had higher information literacy. Further research is necessary to explore qualities within magnet hospitals that contribute to the promotion of information literacy competencies in nurses. Understanding these qualities may assist with the development of interventions to increase information literacy among practicing nurses. / text

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No / This is a summary of See et al.1 Newly registered nurses experience high levels of emotional exhaustion, stress and burnout, with high attrition rates in the first-year post-qualification. The purpose of this review was to consolidate the available evidence on the experiences of newly registered nurses transitioning from the role of student nurse to that of registered nurse.

Background: In clinical practice, the responsibilities of frontline registered nurses (RNs) include providing patient care as well as precepting students and new staff nurses. The role has been acknowledged as demanding and challenging in acute healthcare settings and the importance of the preceptor role for the ease of the new nurses’ transition to clinical settings has been discussed in the literature. However, less is known about the nurses’ experiences as preceptors in the pediatric acute clinical setting. The purpose of this research was to explore and describe the experiences of RNs as preceptors when they precept newly hired registered nurses in pediatrics settings. Method: An interpretive descriptive design was used to guide the research process. Semi-structured one-on-one interviews, both in-person and virtual, were carried out with five preceptors who are registered nurses in an Ontario hospital. The real-life experiences of these participants are reported using their rich descriptions of events. Data collection and analysis were conducted concurrently and informed by the Braun and Clark (2006) framework. Results: Findings were grouped under the following three themes: the duality role of pediatric nurses; experiences of preceptor pediatrics nurses; and pediatric nurse preceptors’ needs. Implications: This study demonstrates that the role of the registered nurse as a preceptor is diverse and demanding, and that preceptors need to be supported by various stakeholders to ensure that they can carry out their role effectively. Recommendations are made for future practice, education, and research. Keywords: Preceptor, preceptorship, precepting, registered nurses, newly hired registered nurses, newly graduated nurses, acute healthcare, pediatrics / Thesis / Master of Science (MSc) / In clinical practice, registered nurses play not only the bedside healthcare provider role but also, they play the preceptor role. This role can be both difficult and challenging. Therefore, it is important to understand registered nurses’ experiences as preceptors in clinical settings. The goal of this study was to gain an understanding of the registered nurses’ experiences as preceptors for newly hired registered nurses in pediatric healthcare settings. This study showed that preceptors were aware of their dual role, shared experiences of feeling awarded, and discussed challenges they encountered when precepting. Finally, they identified some of their needs that they believed may assist them when being involved in the preceptor-preceptee relationship. It is important to acknowledge the challenges that preceptors encounter when precepting new nurses into the clinical area. Furthermore, it is imperative to prepare nurses for the preceptor role to ensure effective preceptor-preceptee relationships and improve preceptees retention and competence in their role.

Magister Curationis - MCur / Background: Psychiatric nursing in a military setting is aimed at sustaining and facilitating a healthy lifestyle and performance in the achievement of mental health among soldiers. A Registered Nurse (RN) in the military plays a vital role in patient care from time of admission up to discharge. At military hospitals psychiatric nursing personnel are expected to nurse and manage mental ill patients without the help of security guards. This leaves nurses exposed to violence, abuse and psychological distress resulting in poor communication and interaction between RNs and mentally ill patients. Aim and objectives: The aim of this study was to investigate the perceptions of RNs regarding their capability to care for soldiers experiencing mental illness at a military hospital in South Africa. The objectives of the study were to determine the therapeutic commitment, role support and role competency of RNs towards mentally ill patients. Method: A quantitative-descriptive, cross-sectional study design was used in this study. The population is (N=154) RNs of the identified military hospital in South Africa. All the RNs were accessible at 2 Military Hospital and therefore a total enumeration sample was used with (n=117). Statistical Package for the Social Sciences, (SPSS) version 24 was used to analyse data. Findings: The response rate of the study revealed that there is a correlation to gender in relation to therapeutic commitment and role competency. There was a correlation to RNs that had basic psychiatry in relation to therapeutic commitment and role support. The study also indicated there is a correlation to therapeutic commitment, role support and role competency to the period that military RNs worked in Mental Health (MH). There were no trained advanced psychiatric nurses at the military hospital. There were also positive correlations in therapeutic commitment and role competency in the rank of military RNs.

A sample of 22 registered nurses participated in an educational program to learn comprehensive physical assessment skills. This study investigated the effects of that program on their nursing practice. Administration of tests and questionnaires provided a measure of the: (a) use of physical assessment skills; (b) knowledge of physical assessment; (c) changes in nursing practice since learning the skills; (d) barriers to the use of the skills. The model used for the program's curriculum development was adult learning theory. The curriculum focused on this theory's key aspects. Namely, adult students build new skills on their past knowledge and already developed skills. Additionally, they must see the relevance of learning the skills and be able to apply them in their current life situation. The findings suggest this model was appropriate. The nurses in the study used the majority of learned skills after they completed the program. Their knowledge concerning these skills also showed dramatic improvement. The major findings regarding the increase in knowledge and use of physical assessment skills, positive changes in nursing practice and lack of barriers to the use of skills indicate that an educational program in physical assessment can be very beneficial to nurses. The results support those of previous studies in that nurses will use the physical assessment skills they have learned in continuing education programs. The implications for nursing practice and education were discussed. Suggestions were then made for future research in this area.

The goal of nursing is to promote health and alleviate suffering. Using Appreciative Inquiry, this study explored the possibilities for the nursing profession to reduce the health implications of poverty. Select Saskatchewan registered nurses (RNs) engaged in appreciative interviews that identified positive experiences working with low income clients. The participants were activists challenging the status quo through their practice. Analysis illuminated the best practices of these RNs, constructing a vision for change rooted in their understanding clients realities and communicating those realities through advocacy. By bringing their personal passions to client interactions, and connecting with a broader social justice context, RNs create an opportunity to respond to the effects of income inequities on health.