NEOPHYTE NURSING INSTRUCTORS: HOW DOES MENTORSHIP PLAY A ROLE in THEIR DEVELOPMENT?

2.50
Hdl Handle:
http://hdl.handle.net/10755/211639
Type:
Research Study
Title:
NEOPHYTE NURSING INSTRUCTORS: HOW DOES MENTORSHIP PLAY A ROLE in THEIR DEVELOPMENT?
Abstract:
Background: The current critical nursing shortage is placing stress on both nursing education programs and clinical agencies to increase the number of nursing practice instructors (NPIs) who are able to facilitate undergraduate students learning of nursing practice knowledge. Consequently, this increased need results in hiring NPIs who may not have the necessary knowledge base to adequately fulfill the educational role expected. Neophyte NPIs have recognized the need for support from mentors for them to do justice to their role. Purpose: The primary objective of this research is to describe how the concept of mentorship plays a role in developing the teaching skills and knowledge to adequately fulfill the NPI role. Sample: Informants consist of six neophyte NPIs who reside in Calgary and work at either the University of Calgary or Mount Royal University, and have been mentored by a NPI who has a minimum of 5 years’ experience teaching undergraduate nursing students in a clinical practice setting. Neophyte NPIs include any nurse educator who is a baccalaureate prepared registered nurse with less than one year of experience teaching undergraduate nursing students in a clinical practice setting. All potential informants were contacted via email by the Clinical Teaching Collaborative Coordinator and invited to contact the researcher if they wished to participate in the study. Methods: Using descriptive phenomenology as a research method, six neophyte NPIs have been interviewed to gain understanding of their lived experience of being a neophyte NPI, and to describe the essences of the phenomenon of mentorship. This data will be coded and analyzed using Colaizzi’s method to uncover themes and arrive at the essential structure of mentorship. Results: The data gathered through these interviews will be analyzed and the results will be presented. Implications: In order to sufficiently prepare and support nurse clinicians as they become NPIs, further research is needed to describe how the concept of mentorship plays a role in the development of teaching skills and knowledge to adequately fulfill the NPI role. Conducting this research is needed to justify the creation of viable and sustainable mentorship programs for neophyte NPIs. This research is focused solely on the experience of being mentored for neophyte NPIs.  Further research is needed to study mentoring from the mentor’s perspective to provide additional insight into these relationships. In addition, further research is needed to explore the development of the connection between the two individuals in a mentoring relationship and how that connection and relationship develops and evolves over time. As the number of adjunct faculty positions continue to grow in response to the nursing faculty shortage it is essential to support and retain these valuable resources. Well prepared and successful NPIs are critical to the achievement of nursing education programs. If mentorship of NPIs is absent, the success and empowerment accompanied by successful mentorship will not be fully achieved.
Keywords:
Nursing educators; Nursing Students; Mentorship; Nurse educator mentors
Repository Posting Date:
20-Feb-2012
Date of Publication:
20-Feb-2012
Other Identifiers:
4705
Sponsors:
Western Institute of Nursing

Full metadata record

DC FieldValue Language
dc.typeResearch Studyen_GB
dc.titleNEOPHYTE NURSING INSTRUCTORS: HOW DOES MENTORSHIP PLAY A ROLE in THEIR DEVELOPMENT?en_GB
dc.identifier.urihttp://hdl.handle.net/10755/211639-
dc.description.abstractBackground: The current critical nursing shortage is placing stress on both nursing education programs and clinical agencies to increase the number of nursing practice instructors (NPIs) who are able to facilitate undergraduate students learning of nursing practice knowledge. Consequently, this increased need results in hiring NPIs who may not have the necessary knowledge base to adequately fulfill the educational role expected. Neophyte NPIs have recognized the need for support from mentors for them to do justice to their role. Purpose: The primary objective of this research is to describe how the concept of mentorship plays a role in developing the teaching skills and knowledge to adequately fulfill the NPI role. Sample: Informants consist of six neophyte NPIs who reside in Calgary and work at either the University of Calgary or Mount Royal University, and have been mentored by a NPI who has a minimum of 5 years’ experience teaching undergraduate nursing students in a clinical practice setting. Neophyte NPIs include any nurse educator who is a baccalaureate prepared registered nurse with less than one year of experience teaching undergraduate nursing students in a clinical practice setting. All potential informants were contacted via email by the Clinical Teaching Collaborative Coordinator and invited to contact the researcher if they wished to participate in the study. Methods: Using descriptive phenomenology as a research method, six neophyte NPIs have been interviewed to gain understanding of their lived experience of being a neophyte NPI, and to describe the essences of the phenomenon of mentorship. This data will be coded and analyzed using Colaizzi’s method to uncover themes and arrive at the essential structure of mentorship. Results: The data gathered through these interviews will be analyzed and the results will be presented. Implications: In order to sufficiently prepare and support nurse clinicians as they become NPIs, further research is needed to describe how the concept of mentorship plays a role in the development of teaching skills and knowledge to adequately fulfill the NPI role. Conducting this research is needed to justify the creation of viable and sustainable mentorship programs for neophyte NPIs. This research is focused solely on the experience of being mentored for neophyte NPIs.  Further research is needed to study mentoring from the mentor’s perspective to provide additional insight into these relationships. In addition, further research is needed to explore the development of the connection between the two individuals in a mentoring relationship and how that connection and relationship develops and evolves over time. As the number of adjunct faculty positions continue to grow in response to the nursing faculty shortage it is essential to support and retain these valuable resources. Well prepared and successful NPIs are critical to the achievement of nursing education programs. If mentorship of NPIs is absent, the success and empowerment accompanied by successful mentorship will not be fully achieved.en_GB
dc.subjectNursing educatorsen_GB
dc.subjectNursing Studentsen_GB
dc.subjectMentorshipen_GB
dc.subjectNurse educator mentorsen_GB
dc.date.available2012-02-20T12:05:41Z-
dc.date.issued2012-02-20T12:05:41Z-
dc.date.accessioned2012-02-20T12:05:41Z-
dc.description.sponsorshipWestern Institute of Nursingen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.