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Mentorship in nursing a literature review

  • 10.04.2019

The strengths and limitations of nursing mentorship models are analyzed in relation to contemporary challenges in nursing education and practice with a focus on undergraduate peer mentorship. This was achieved through a comprehensive literature review that examined mentorship in nursing from approximately to the present. The five mentorship models identified within this paper are most prevalent within current and previous nursing mentorship literature and demonstrate how models within nursing have evolved from those positing a relatively paternalistic relationship to those favoring more collaborative and reciprocal relations between mentor and mentee.

Further, it is argued in this paper that a nursing student peer mentorship model can assist in addressing four challenges which currently face the profession of nursing. These four challenges which are prevalent in nursing literature are mentoring as a professional responsibility, projected nursing shortages, communication in nursing, and the development of critical thinking skills.

Mentorship has been identified by the National League for Nursing [ 27 ] as one way to address the nursing faculty shortage by encouraging RNs to begin and remain in nursing faculty roles. Evidence for mentorship The evidence base for mentorship interventions has evolved in business, medicine, and education literature. Research on mentorship in nursing is a recent development.

Most mentorship studies conducted to date are observational or qualitative, and the conclusions are not conclusive. Systematic reviews on mentorship in corporate settings have reported increased job satisfaction and perceived increases in career advancement opportunities for those that received mentorship, compared to those who did not [ 28 ]. A systematic review of mentorship in academic medicine reported that mentorship has a significant influence on personal development, career guidance, career choice, and research productivity, recruitment, and retention [ 29 ].

Within the education literature, similar reviews have identified mentorship as improving the socialization, orientation, and career outcomes of faculty [ 30 ]. Evidence of mentorship in nursing academia has not yet been synthesized. Nursing education institutions that have established mentoring programs reported positive outcomes for nursing faculty such as improved morale, higher career satisfaction, increased self-confidence, increased professional development, increased publication, obtaining more grants, and quicker promotion [ 31 , 32 ].

Organizations have reported benefits from mentoring including developing future leaders from within the institution through nurturing commitment, retention, and teamwork [ 33 , 34 ]. While the nursing literature contains numerous references to the importance of mentoring, mentorship in nursing academia is not an established standard practice.

Given the potential importance of mentoring in nursing academia, a systematic review is needed to identify and describe how mentoring interventions in the field of nursing academia were developed, implemented, and evaluated. These data will help determine whether there is a sufficient range of methodologically rigorous evidence to support the development of mentorship interventions in nursing academia.

This systematic review may also contribute a gap analysis and guide the objectives and designs of future mentorship interventions in nursing academia. Aim The systematic review question is: What is the nature and strength of the evidence for mentorship in nursing academia?

The main objective of this mixed-methods systematic review is to evaluate the quantitative and qualitative literature that addresses mentorship in nursing academia.

Findings that are relevant to the mentee, mentor, and nursing education institution will be included. Findings that address outcomes, including but not limited to knowledge, skills, attitudes, career progression, recruitment, retention, and costs, will be reported.

The design follows the Joanna Briggs Institute JBI [ 37 ] approach for conducting systematic reviews of both quantitative and qualitative research. The synthesis of quantitative and the qualitative evidence will be conducted independently prior to a final mixed methods synthesis that is, segregated.

The findings will be presented in a way that preserves the context of their production by anchoring the findings to sample information, source of information, information about time, comparative reference points, information about the magnitudes and significance, and study-specific conceptions of phenomena [ 38 ]. This protocol has not been registered with PROSPERO, as protocols for systematic reviews of studies not related to health conditions and health-related outcomes are not currently eligible for registration.

Eligibility criteria The question of relevance is: What is the nature and strength of the evidence for mentorship in nursing academia? The literature reveals that confusion exists regarding both the concept of mentorship and the role of the mentor. Many authors propose models or frameworks for mentoring activities.

These tend to outline the stages of the mentoring process and the relationship between mentor and mentee. No one model is seen as more appropriate than another and choice usually depends upon the mentor's familiarity with a particular framework.

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Background One of the many challenges in nursing education today is the shortage of nursing faculty [ 1 ]. In a report focusing mentorship human resources literature health, the World Health Organization described a shortage of nurse faculty in the majority of its member states in [ 2 ]. The number of nurses review the workforce continues to decrease, as custom home work ghostwriting services usa the number of nursing faculty needed to teach new nurses to ensure quality health care delivery, to study health nursing, to address patient issues, and to inform health policy.
Many authors propose models or frameworks for mentoring activities. Evidence for mentorship The evidence base for mentorship interventions has evolved in business, medicine, and education literature. The CNA and CASN continue to warn of an imminent shortage of qualified faculty if current entry-to-practice enrolments are maintained [ 4 ].

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Objective and review paragraph The objective of this qualitative nursing review was to explore the perceptions and experiences of nursing and midwifery students regarding mentorship during review placement. The question of the how was: what are the perceptions and experiences myself nursing and midwifery students regarding mentorship during clinical placement. Methods essay materials: Electronic about bases, journals and grey literature were searched for relevant studies and seven qualitative studies were systematically included in mentorship review. A thematic analysis was write to synthesise literature findings.
Mentorship in nursing a literature review
While the nursing literature contains numerous references to the importance of mentoring, mentorship in nursing academia is not an established standard practice. Faculty mentorship is suggested as a way to successfully foster a collegial, caring environment; these supportive relationships are positive strategies that help to retain RNs in faculty positions [ 24 ]. Interventions Studies that explore formal and informal mentorship interventions including, but not limited to, dyadic mentoring, peer mentoring, online mentoring, and tele-mentoring will be included. Diminished nursing faculty directly impacts the ability to admit and graduate adequate numbers of students for the nursing workforce [ 3 - 5 ], which further impedes resolution of workforce shortages. Last, this paper attempts to place a nursing student peer mentorship model in context to best understand how it can benefit the profession of nursing and help address the four identified contemporary challenges within nursing.

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First, this paper documents an analysis of mentorship models within the profession of nursing from the s onward. From this analysis, the author was able to categorize the evolution of mentorship models within nursing. Second, this paper identifies four specific literature challenges within nursing nursing relate directly to mentorship. Last, this paper attempts to place a nursing student peer mentorship model in context to best understand how it can benefit the profession of nursing and help mentorship best research paper writing service four review contemporary challenges within nursing.
Mentorship in nursing a literature review
J Adv Nurs. Mentorship in nursing: a literature review. Andrews M 1Wallis M. The recent increase in published work relating to the supervision of nurses and in particular mentorship suggests that nurses value the opportunities that such schemes present for developing practice. Much of the literature surrounding mentorship concerns the supervision of students in practice settings but dissertation recently, failed following the changes to post-registration education, attention has shifted to the supervision of qualified free write my essay.

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The expansion of nursing science has shown to be instrumental in the provision of better patient care and improved health [ 16 ]. The following key influences have been cited: a salary disparities, b aging academic workforce, c changing faculty workload demands and role expectations, d career opportunities in clinical and private sectors, e diminished student numbers preparing for faculty positions, and f inadequate institutional funding for additional faculty positions. Andrews M 1 , Wallis M. Even if adequate enrolment were not a problem, both US and Canadian nursing programs have lacked the funds to create new teaching positions [ 22 ]. The literature reveals that confusion exists regarding both the concept of mentorship and the role of the mentor.
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Nezil

The absence of an academic nursing presence from front-line care, administration, research, and policy arenas is of long-term detriment to patient outcomes and the nursing profession. All staff members should be willing to support students in learning for them to develop the knowledge, skill and attitudes that are necessary to their learning.

Arashikora

Last, this paper attempts to place a nursing student peer mentorship model in context to best understand how it can benefit the profession of nursing and help address the four identified contemporary challenges within nursing. The recent increase in published work relating to the supervision of nurses and in particular mentorship suggests that nurses value the opportunities that such schemes present for developing practice.

Gror

Last, this paper attempts to place a nursing student peer mentorship model in context to best understand how it can benefit the profession of nursing and help address the four identified contemporary challenges within nursing.

Grokinos

Mentorship has been identified by the National League for Nursing [ 27 ] as one way to address the nursing faculty shortage by encouraging RNs to begin and remain in nursing faculty roles. Mentorship in nursing: a literature review. Deliberate attention must be given to scholarship in order for the nursing discipline to advance and keep pace with parallel advancements in medical and related subspecialties, to advance evidence-based practice, and to inform effective, sustainable health care. The findings will be presented in a way that preserves the context of their production by anchoring the findings to sample information, source of information, information about time, comparative reference points, information about the magnitudes and significance, and study-specific conceptions of phenomena [ 38 ]. Nursing faculty shortage is the result of multiple, systemic problems emerging over decades.

Arak

Many authors propose models or frameworks for mentoring activities. Last, this paper attempts to place a nursing student peer mentorship model in context to best understand how it can benefit the profession of nursing and help address the four identified contemporary challenges within nursing.

Samura

Last, this study can help nursing schools to identify and work with theories and models of mentorship that will improve their ability to stimulate critical thinking among their students. The shortage of qualified RNs has been shown to decrease quality of health-care delivery [ 6 - 9 ]. As aging faculty contributes to attrition, it is important that the next generation of nursing faculty be identified early, encouraged, nurtured, and welcomed into academia [ 23 ].

Mosho

Within the education literature, similar reviews have identified mentorship as improving the socialization, orientation, and career outcomes of faculty [ 30 ].

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