Nursing Education and Practice Collaboration: RNs' Perspectives about Formal Mentoring of BScN Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/148690
Type:
Presentation
Title:
Nursing Education and Practice Collaboration: RNs' Perspectives about Formal Mentoring of BScN Students
Abstract:
Nursing Education and Practice Collaboration: RNs' Perspectives about Formal Mentoring of BScN Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Iwasiw, Carroll L., RN, BN, MScN, EdD
P.I. Institution Name:The University of Western Ontario
Title:Professor
Co-Authors:Mary-Anne Andrusyszyn, RN, BScN, MScN, EdD; Dolly Goldenberg, RN, MA, MScN, PhD; Barbara Sinclair, RN, BScN, MScN; Cathy Parsons, RN, BScN; Cathy Mawdsley, RN, BScN, MScN; Charlene Beynon, RN, BScN, MScN; Mickey Kerr, PhD; Judy McKale-Waring, RN, BScN, MS
[Scientific session research presentation] Mentoring is a voluntary partnership in which an individual with knowledge and experience (mentor) acts as a role model, guide, and support, over an extended period of time, to facilitate a less experienced person's (mentee's) professional development (Committee on Science, Engineering, and Public Policy, 1997; Hayes, 1998), without formal evaluation. Reports of nurses mentoring nursing students in the United Kingdom and North America are largely anecdotal (Dorsey & Baker, 2004; Jonson, 1998; Sword, et al., 2002), and reports of mentors' perspectives, sparse. To gain insight into RN-BScN student mentoring relationships, we are conducting a three-year study about the nature, processes, and outcomes of these relationships. One hundred and eight RNs and 103 first-year nursing students were randomly assigned to control and intervention groups and those in the intervention group randomly assigned to mentoring dyads. Since September 2006, the dyads have engaged in a mentoring relationship, with each determining the frequency and nature of meetings. Baseline quantitative data were collected about participants' expectations about empowerment (Kanter, 1977, 1993) and perspective transformation (Mezirow, 1990, 19991) in mentoring relationships, and the mentor's roles (Darling, 1984).  In Spring 2007, nurses will be interviewed individually and in focus groups to ascertain the nature, processes, rewards, challenges, and outcomes experienced during the first year of the relationship, and nurses' views on the profession and their commitment to novices. Interviews will be tape-recorded, transcribed, and themes identified. We will present interview findings. These may contribute to educators' understanding of formal mentoring relationships between RNs and nursing students, and provide evidence for decisions about establishing these relationships. The value of applying and sharing nursing knowledge and leadership skills between mentors and mentees will be made evident. *Funded by the Social Sciences and Humanities Research Council of Canada
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.titleNursing Education and Practice Collaboration: RNs' Perspectives about Formal Mentoring of BScN Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148690-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Nursing Education and Practice Collaboration: RNs' Perspectives about Formal Mentoring of BScN Students</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">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Iwasiw, Carroll L., RN, BN, MScN, EdD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">The University of Western Ontario</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">ciwasiw@uwo.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Mary-Anne Andrusyszyn, RN, BScN, MScN, EdD; Dolly Goldenberg, RN, MA, MScN, PhD; Barbara Sinclair, RN, BScN, MScN; Cathy Parsons, RN, BScN; Cathy Mawdsley, RN, BScN, MScN; Charlene Beynon, RN, BScN, MScN; Mickey Kerr, PhD; Judy McKale-Waring, RN, BScN, MS</td></tr><tr><td colspan="2" class="item-abstract">[Scientific session research presentation] Mentoring is a voluntary partnership in which an individual with knowledge and experience (mentor) acts as a role model, guide, and support, over an extended period of time, to facilitate a less experienced person's (mentee's) professional development (Committee on Science, Engineering, and Public Policy, 1997; Hayes, 1998), without formal evaluation. Reports of nurses mentoring nursing students in the United Kingdom and North America are largely anecdotal (Dorsey &amp; Baker, 2004; Jonson, 1998; Sword, et al., 2002), and reports of mentors' perspectives, sparse. To gain insight into RN-BScN student mentoring relationships, we are conducting a three-year study about the nature, processes, and outcomes of these relationships.&nbsp;One hundred and eight RNs and 103 first-year nursing students were randomly assigned to control and intervention groups and those in the intervention group randomly assigned to mentoring dyads. Since September 2006, the dyads have engaged in a mentoring relationship, with each determining the frequency and nature of meetings. Baseline quantitative data were collected about participants' expectations about empowerment (Kanter, 1977, 1993) and perspective transformation (Mezirow, 1990, 19991) in mentoring relationships, and the mentor's roles (Darling, 1984). &nbsp;In Spring 2007, nurses will be interviewed individually and in focus groups to ascertain the nature, processes, rewards, challenges, and outcomes experienced during the first year of the relationship, and nurses' views on the profession and their commitment to novices.&nbsp;Interviews will be tape-recorded, transcribed, and themes identified. We will present interview findings. These may contribute to educators' understanding of formal mentoring relationships between RNs and nursing students, and provide evidence for decisions about establishing these relationships. The value of applying and sharing nursing knowledge and leadership skills between mentors and mentees will be made evident.&nbsp;*Funded by the Social Sciences and Humanities Research Council of Canada</td></tr></table>en_GB
dc.date.available2011-10-26T09:49:03Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:49:03Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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