Mentoring Undergraduate Nursing Students: An Evidence-Based Model

2.50
Hdl Handle:
http://hdl.handle.net/10755/148185
Type:
Presentation
Title:
Mentoring Undergraduate Nursing Students: An Evidence-Based Model
Abstract:
Mentoring Undergraduate Nursing Students: An Evidence-Based Model
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Author:Dorsey, Laurie Elizabeth, RN, MSN
P.I. Institution Name:Ivy Tech State College
Title:Assistant Professor of Nursing
Co-Authors:Constance M. Baker, RN, EdD, MA
Mentoring Undergraduate Nursing Students: An Evidence-based Model Academic mentoring has been proposed as one approach to increasing the number of students graduating from schools of nursing, thus helping to decrease the shortage of nurses. Academic mentoring is a professional development strategy designed to enable fledging students to take advantage of the skills and expertise of the faculty in order to enhance their academic success and foster their social-emotional well-being. This presentation reports an integrative reviews of the data based scholarship published between 1990 -2002 on mentoring undergraduate nursing students. Attention is given to the process of conducting an integrative review, the data extraction tool, and the data analysis process. Despite the burgeoning literature on mentoring in nursing, there are few attempts to integrate the research on undergraduate nursing students and to produce an evidence-based mentoring program model that can be replicated. Since fewer than 20 data-based reports were found specifically focused on undergraduate nursing students, the search was expanded to include data on mentoring undergraduate minority students and e-mentoring in undergraduate education. Current mentoring research addresses the structure of mentoring programs, specific details of the academic context and formal and informal programs are described, along with the roles and demographics of mentor and protégé. The mentoring process, dynamics, and duration of the relationship are presented, including considerations of dysfunction relationships. Mentoring outcomes focus on the costs and benefits to the protégés, mentor, and school of nursing. The research literature supports academic mentoring as a viable option to increase student retention and graduation. Therefore, an evidence based mentoring program model was developed and is presented for consideration. Priorities are suggested for future research on mentoring undergraduate nursing students.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleMentoring Undergraduate Nursing Students: An Evidence-Based Modelen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148185-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Mentoring Undergraduate Nursing Students: An Evidence-Based Model</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Dorsey, Laurie Elizabeth, RN, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Ivy Tech State College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">ldorsey@ivytech.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Constance M. Baker, RN, EdD, MA</td></tr><tr><td colspan="2" class="item-abstract">Mentoring Undergraduate Nursing Students: An Evidence-based Model Academic mentoring has been proposed as one approach to increasing the number of students graduating from schools of nursing, thus helping to decrease the shortage of nurses. Academic mentoring is a professional development strategy designed to enable fledging students to take advantage of the skills and expertise of the faculty in order to enhance their academic success and foster their social-emotional well-being. This presentation reports an integrative reviews of the data based scholarship published between 1990 -2002 on mentoring undergraduate nursing students. Attention is given to the process of conducting an integrative review, the data extraction tool, and the data analysis process. Despite the burgeoning literature on mentoring in nursing, there are few attempts to integrate the research on undergraduate nursing students and to produce an evidence-based mentoring program model that can be replicated. Since fewer than 20 data-based reports were found specifically focused on undergraduate nursing students, the search was expanded to include data on mentoring undergraduate minority students and e-mentoring in undergraduate education. Current mentoring research addresses the structure of mentoring programs, specific details of the academic context and formal and informal programs are described, along with the roles and demographics of mentor and prot&eacute;g&eacute;. The mentoring process, dynamics, and duration of the relationship are presented, including considerations of dysfunction relationships. Mentoring outcomes focus on the costs and benefits to the prot&eacute;g&eacute;s, mentor, and school of nursing. The research literature supports academic mentoring as a viable option to increase student retention and graduation. Therefore, an evidence based mentoring program model was developed and is presented for consideration. Priorities are suggested for future research on mentoring undergraduate nursing students.</td></tr></table>en_GB
dc.date.available2011-10-26T09:41:30Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:41:30Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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