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A group profile of the contemporary influentials in American nursing [microform] /

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Thesis (Ed. D.)--Teachers College, Columbia University, 1977. Includes bibliographical references (leaves 203-214). Microfiche. s

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... Fields explained that mentees, as a result of guidance, teaching, career counseling, and observations of the mentors in their work environment, implemented newly learned practices into their behavior. Vance (1977) recommended that mentoring should be built into the socialization process in nursing in all levels of the profession. Almost half (44.5%) of the subjects (n = 69) in a study by Vance (1977) reported mentoring as a supportive experience that prepared them for their roles as academic nurse administrators. ...
... Vance (1977) recommended that mentoring should be built into the socialization process in nursing in all levels of the profession. Almost half (44.5%) of the subjects (n = 69) in a study by Vance (1977) reported mentoring as a supportive experience that prepared them for their roles as academic nurse administrators. ...
... There are many benefits to mentoring, but negative aspects do exist and should be considered when studying mentoring relationships. Mentoring has been shown to be a supportive experience (Vance, 1977) and ...
... This suggests that nurses may create informal mentoring relationships whether or not there is an opportunity for a formal mentoring relationship. These findings are consistent with what has been reported for several decades in the mentoring literature in nursing, which points to the prevalence of mentoring relationships in nursing [8, 10, 12, 14–17, 23, 27, 28, 30, 36–40]. The nursing literature indicated that mentoring occurred in various settings in the profession, such as clinical practice, education, administration, and research, although there was little literature to support career satisfaction as an outcome of mentoring relationships. ...
... Mentoring is a reciprocal, long-term relationship with an emotional commitment that exists between a novice (protégé) and experienced (mentor) nurse; mentoring implies a knowledge or competence gradient, in which the teaching-learning process contributes to a sharing of advice or expertise, role development, and formal and informal support to influence the career of the protégé [7, 8, 18–23]. Mentoring provides protégés and mentors with opportunities for professional growth and career satisfaction. ...
... Kramer, in her landmark work on reality shock, suggested that a strong mentoring process could be effective in helping new nurses move through the three phases of reality shock. Vance [23] has contributed greatly to the literature on mentoring since she began her research in 1977 on mentoring in nursing, where a sample of 71 “nurse-influentials” reported that mentoring played a key role in their success, professional satisfaction, and leadership in nursing. Vance developed a paradigm illustrating the types of mentoring that were significant to the nurse-influentials through each developmental stage of life and career, and she described the various characteristics of mentoring through the stages, including, support, guidance, teaching, counseling, advising, career support, friendship, caring, confidant, and satisfaction. ...
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Mentoring is important in the career development of novice and experienced nurses. With the anticipated shortage in nursing, it is important to explore factors such as mentoring that may contribute to career satisfaction and intent to stay in the profession. This study explored the effects of mentoring on career satisfaction and intent to stay in nursing, and the relationship between career satisfaction and intent to stay in nursing. It was conducted through a mailed survey of RNs 55 years or younger currently in practice, education, administration, or research. Career satisfaction was measured through the use of the newly developed Mariani Nursing Career Satisfaction Scale. Findings revealed no statistically significant effect of mentoring on career satisfaction and intent to stay in nursing. There was a statistically significant relationship between career satisfaction and intent to stay in nursing. The majority of nurses reported participating in a mentoring relationship. Although the findings related to mentoring, career satisfaction, and intent to stay were not statistically significant, there was a prevalence of mentoring in nursing, thus suggesting the need for future research to identify outcomes of mentoring. In addition, the study contributed a newly developed instrument to measure the concept of career satisfaction in nursing.
... Nursing soon saw the benefits of mentoring and Yoder [12], a nurse researcher, created a concept analysis of how mentoring operated across the disciplines of business, education, and nursing. Vance [13], a leader in nursing, identified mentoring as useful for women in leadership but also envisioned a time when this support could be more universally available and " evolve into some form of institutional support in many organizations " [13]. Vance's encouragement to nurses suggests that both the mentor and the mentee gain from the experience of mentoring, giving some credence to the notion that the female developmental journey " emphasize[s] connection and care " [14]. ...
... Nursing soon saw the benefits of mentoring and Yoder [12], a nurse researcher, created a concept analysis of how mentoring operated across the disciplines of business, education, and nursing. Vance [13], a leader in nursing, identified mentoring as useful for women in leadership but also envisioned a time when this support could be more universally available and " evolve into some form of institutional support in many organizations " [13]. Vance's encouragement to nurses suggests that both the mentor and the mentee gain from the experience of mentoring, giving some credence to the notion that the female developmental journey " emphasize[s] connection and care " [14]. ...
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In an innovative group mentoring approach, four experienced midwives mentored four new graduates during their first year of practice. The new graduates were in practice as case-loading registered midwives having completed a three year Bachelor of Midwifery degree. Detailed data about the new graduates' concerns were collected throughout the year of the mentoring project. A range of practice areas—administrative, working environment, professional culture, clinical issues and the mentor group itself—were prominent issues. New graduates were concerned about their own professional development and about relationships with others particularly relationships within the hospital. Technical questions focussed more on craft knowledge that develops through experience than on clinical skills or knowledge. Identifying these concerns provides a foundation for mentors, preceptors and those designing professional development support programmes for the first year of practice. It may be that new graduate midwives educated in a profession with a narrowly defined scope of practice have a different range of concerns to new graduates who have wider scopes of practice. The use of a group model of mentoring for supporting new graduate midwives proved stimulating for mentors and highly supportive of new graduates.
... Mentor -An individual who acts as a teacher, advisor, advocate and counselor and who takes an active and % I personal interest in the career advancement of another (Levinson, 1978;Vance, 1977). Reports, breadth of job assignments, and awards and medals. ...
... The relationship has changed and may now take on new dimensions and meaning. For in having "created an environment in which both members of the relationship were secure and comfortable they will both be able and impelled to move; the proper sendoff is the final gift of a good mentor' (Daloz, 1983, p. 27 Walter, 1982; Collins et al., 1978;Roche, 1979;Ellis, 1986;Vance, 1977;Levinson, 1978;Hennig & Jardim, 1976;Williams, 1977). Mentoring is seen as person-centered leadership which provides for personal, professional and organizational growth (Pilette, 1980). ...
Article
This study investigated whether mentoring was perceived by senior Air Force Nurse Corps officers as enhancing an individual's professional socialization and the ability to develop the qualifications necessary for advancement. The sample consisted of 107 randomly selected Lieutenant Colonels and Colonels in the Nurse Corps. A newly developed questionnaire of career and mentorship issues was completed by the subjects. Content validity was established by a panel of experts. Reliability measures included tests for stability and internal consistency. Descriptive statistics were used to analyze the data. Sixty-seven percent of the respondents indicated the presence of a mentor during career development and stated that this mentor served as a role model (100%), information-giver (78%), and career-developer (95%). The results of the study indicated that a significant number of Nurse Corps officers indicated the presence of a mentor during career development but that a mentor was not essential for career success. Theses.
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This study is motivated primarily by an emerging trend observed in the Nigerian HEIs i.e., the changing workforce demographics, with its attendant consequences on educational standards. Considering the available evidences supporting the influence of mentoring on job performance in other sectors, these researchers found it worthwhile to investigate the mentoring practices in Nigerian HEIs to ascertain the relationship between mentoring and job performance of newly employed academic staff. The objectives of the study are: (1) determine the current mentoring practices in Nigerian HEIs; (2) ascertain the relationship between academic staff mentoring and job performance (proxied by task performance, contextual performance, and counterproductive work behavior) of newly employed academic staffs; and (3) determine the most appealing and effective mentoring strategies for optimizing the job performance of newly employed academic staffs. Given the objective of the study, –to ascertain the relationship between mentoring and job performance of newly employed academic staff– a correlational research design was employed in the study. A sample of 60 academic staff was drawn from a population of 182 newly employed academic staff of the Federal College of Education (Technical) Umunze. Mentoring was found to be significantly (and positively) correlated with task performance and contextual performance of newly employed academic staffs, whereas the relationship between mentoring and counterproductive work behavior was not significant. Other interesting findings from the descriptive statistics tests are also reported. Among the recommendations put forward is the need to establish a formal mentoring programme as part of the integration process of newly employed academic staff in the higher educational institutions in Nigeria.
Article
Purpose The purpose of this paper is threefold. First, this paper documents an analysis of mentorship models within the profession of nursing from the 1940s onward. From this analysis, the author was able to categorize the evolution of mentorship models within nursing. Second, this paper identifies four specific contemporary challenges within nursing which 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 address the four identified contemporary challenges within nursing. Design/methodology/approach The theoretical, philosophical, and research roots that have shaped and informed mentorship models in nursing are examined. 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 1940 to the present. Findings Since Nightingale’s time, five specific mentoring models have been created and adapted within the nursing profession. 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. Research limitations/implications A limitation of this paper includes the fact that, despite the many challenges facing the profession of nursing today, this paper focuses on only four identified challenges. As it is impossible for one paper to address all of the contemporary challenges which face nursing today, as articulated below, this paper addresses four identified challenges because they relate to mentorship, nursing education, and nursing practice. Practical implications Providing opportunities for nursing students to participate in a peer mentoring relationship assists future nurses and the profession as a whole by generating tangible benefits. These benefits include an exposure to theories and models of mentorship and skills to help them fulfill their future professional responsibility of mentoring, development of relationships and skills that can increase both nurse and student retention, and improved communication and critical thinking skills. 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. Originality/value This paper fills a gap in the literature by providing an analysis of the theoretical, philosophical, and research roots that have shaped and informed mentorship models in nursing from the 1940s onward. This analysis suggests that student peer mentorship may be the most effective model to address these four challenges in nursing: mentoring as a professional responsibility, projected nursing shortages, communication in nursing, and the development of critical thinking skills. This paper has the potential to make a timely contribution to the global debate regarding mentoring across the healthcare professions.
Article
Background Although nursing has been an academic discipline for decades, the infrastructure for nursing research in many countries is still fragile and struggling. Postdoctoral nurses have difficulties developing sustaining careers in nursing research due to lack of career opportunities. Considerable research has been conducted on leadership and mentoring in various areas of nursing. We aimed to systematically review the literature investigating leadership programs and mentoring for postdoctoral nurse researchers, as well as the influence of leadership and mentoring on research productivity, research career development, leadership knowledge and skills, the nurses’ health and well-being, staff relationships, work culture and collaboration, salaries and postdoctoral nurses’ experiences. Methods A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. The electronic databases PubMed, CINAHL and EMBASE were searched without time limits for eligible studies up to January 2016. Reference lists of included articles were also searched manually and authors were contacted to inquire about other relevant papers. Two authors independently assessed eligibility of studies for inclusion. Titles and abstracts were matched with the inclusion criteria: studies investigating leadership and mentoring programs for postdoctoral nurses and leadership and mentoring influencing research productivity, and career development; and leadership knowledge and skills and other outcomes. The quality of the studies was appraised using the Centre for Evidence-Based Medicine for surveys, the Critical Appraisal Skill Program Qualitative Appraisal Checklist for qualitative studies, and a critical appraisal list for mixed methods studies. Any disagreements were resolved by consensus. Data were extracted by two reviewers. Findings We screened 1775 titles and abstracts, resulting in 15 studies, which included quantitative, descriptive, qualitative and mixed methods designs and involved 3855 postdoctoral nurses. Two studies presenting mentoring programs for postdoctoral nurses were identified. Other studies investigated the influence of mentoring on various outcomes. The findings showed a positive influence of mentoring on research productivity, including increase in publications and grant writing and research career development, improved leadership skills and knowledge. Furthermore, mentoring positively influenced nurses’ health and well-being, staff relationships, work culture and collaboration. Postdoctoral nurses’ experience of mentoring, mentorship, leadership and peer-support is essential in supporting ongoing research activity. Conclusion Although there is a lack of studies with robust designs investigating leadership and mentoring programs, our results document some evidence of mentoring’s influence on research productivity, career development and other outcomes of postdoctoral nurses.
Article
Aims: To report on a mixed methods systematic review that critically examines the evidence for mentorship in nursing academia. Background: Nursing education institutions globally have issued calls for mentorship. There is emerging evidence to support the value of mentorship in other disciplines, but the extant state of the evidence in nursing academia is not known. A comprehensive review of the evidence is required. Design: A mixed methods systematic review. Data sources: Five databases (MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO) were searched using an a priori search strategy from inception to 2November 2015 to identify quantitative, qualitative and mixed methods studies. Grey literature searches were also conducted in electronic databases (ProQuest Dissertations and Theses, Index to Theses) and mentorship conference proceedings and by hand searching the reference lists of eligible studies. Review methods: Study quality was assessed prior to inclusion using standardized critical appraisal instruments from the Joanna Briggs Institute. A convergent qualitative synthesis design was used where results from qualitative, quantitative and mixed methods studies were transformed into qualitative findings. Mentorship outcomes were mapped to a theory-informed framework. Results: Thirty-four studies were included in this review, from the 3001 records initially retrieved. In general, mentorship had a positive impact on behavioural, career, attitudinal, relational and motivational outcomes; however, the methodological quality of studies was weak. Conclusion: This review can inform the objectives of mentorship interventions and contribute to a more rigorous approach to studies that assess mentorship outcomes. This article is protected by copyright. All rights reserved.
Article
This study explored the effect of mentoring on the levels of role conflict and role ambiguity experienced by novice nursing faculty related to their transitions into academe using a descriptive, comparative design. It also measured the relationship between the quality of mentoring experiences of novice nursing faculty and their levels of role conflict and role ambiguity using a correlational design. P. Benner's (1984) novice to expert model was utilized as a framework for successful role transition. J. R. Rizzo, R. J. House, and S. I. Lirtzman's (1970) role conflict and role ambiguity scale was used to measure the levels of role conflict and role ambiguity experienced by novice nursing faculty. Results indicate that participants (n = 224) who were mentored have significantly lower levels of role conflict (M = 3.57) and role ambiguity (M = 3.02) than those who were not mentored (M = 4.62 and M = 3.90, respectively). Also significant, the higher the participants' reported levels of quality of mentoring experiences were, the lower their levels of role conflict and role ambiguity were. The results of this study indicate that mentoring eases the transition of novice nursing faculty from practice into academe by decreasing the degree of role ambiguity and role conflict that they experience.
Article
AbstractThe purpose of this study was to develop and statistically analyse a conceptual model of nurturing relationships in nursing. The conceptual model was formulated a priori and was based on both conceptual and empirical nursing literature. The study objectives were to: 1) develop a conceptual framework of nurturing developmental relationships from a review of personality, preceptorship and mentorship studies; 2) identify reliable indicators to measure the abstract constructs; 3) statistically analyse the conceptual model from data provided by registered nurses in New South Wales; and 4) expand the conceptual model through the development of the theoretical links between the abstract constructs based on the research findings from the study of the two groups. The study population was selected by means of stratification and random selection and was drawn from the nursing population in hospitals and higher education institutions in New South Wales. A non-experimental retrospective research design was utilised for this study. Analysis of the conceptual model using structural equation modelling (SEM) was performed on data supplied by registered nurses (n=349). Analysis of the results indicated that the model is a good fit to the data supplied for registered nurses from seven work practice areas in the state of New South Wales. Implications for a change in the work environment are discussed.
Article
This research study explored mentoring benefits among pediatric staff nurse protégés through application of a business mentoring model, the Mutual Benefits Model (Zey, 1991), to nursing. The main finding of this study was that mentoring quality was the single best predictor of mentoring benefits among pediatric staff nurse protégés. The major implication of this study is that nursing leaders and organizations can make lasting impacts through high-quality mentoring relationships even when they are time and resource limited. This study and its pilot study provided a valid and reliable nursing research instrument, the Jakubik Mentoring Benefits Questionnaire, for use in future research to further explore the benefits of mentoring among pediatric nurses. The findings of this study support the conceptualization of effective mentoring relationships in nursing as a triad among the individual mentor, the protégé, and the organization where they work rather than a dyad relationship between the mentor and protégé only.
Article
The focus of this study was to analyze the influence of mentoring on the level of career development of nursing education administrators. Other variables that may influence the level of career development of nursing education administrators also were examined. These included early life influences, academic preparation, supporting factors, constraining factors, and career stage. Relationships among these variables are depicted in the conceptual Model of Career Development in Academic Administration. Survey research methods were used in this correlational, retrospective study. A questionnaire developed by the investigators was mailed to a randomly selected national sample of 600 nursing education administrators in National League for Nursing-accredited baccalaureate and higher degree programs. A response rate of 71 per cent yielded 427 completed questionnaires. Multiple regression techniques were used to examine the relationships between dependent variables and independent variables in the conceptual model. Nine variables explained 59 per cent of the variance in level of career development scores. This variance was explained by highest degree earned, number of years since completion of the highest degree, number of years as an academic administrator, the scholarly difficulty index, the work commitment index, mentoring relationships, number of months of nonemployment, number of children, and type of institution where highest degree was earned. Mentoring contributed significantly to the prediction of level of career development of nursing education administrators and therefore should be encouraged and fostered.
Article
The purpose of this study was to survey academic nurse-administrators to determine their perceptions of the role of mentoring in career development and success. The research was conducted as a descriptive study utilizing a self-administered questionnaire that was mailed to 419 female academic nurse-administrators who were the chief academic officers of National League for Nursing-approved baccalaureate programs. The response rate was 72 per cent (n = 300). Results indicate that the majority of academic nurse-administrators reported having either primary and/or secondary career mentors or significant individuals in their lives who were considered important to both their career development and their career success. Several selected dimensions of the actual mentoring experience and of the mentor-protégé relationship with the most significant mentor were identified and described by those who reported having mentors. Although it cannot be stated that all academic nurse-administrators need a mentor to succeed, it was concluded that the majority of both mentored and nonmentored academic nurse-administrators support the concept of mentoring for both the career development and the career advancement of individuals seeking careers in this field.
Article
The author of this descriptive study explores the general characteristics of mentoring relationships and their effects on professional lives as perceived by nurse administrators. An adult developmental theoretical framework was used. The sample consisted of 367, members of the California Society for Nursing Service Administrators, a group of top-level nurse administrators. The overwhelmingly positive responses supported the literature, which described a variety of significant positive developments as a result of mentoring relationships. Ninety-seven percent (n = 356) indicated changes had occurred in their lives, with a change in self-confidence indicated most frequently. More than eighty percent (n = 294) indicated the relationship was valuable. Enhancing formal and informal mentoring relationships particularly in the nursing leadership arena is important.
Article
Despite an apparent concensus that mentorship is an important aspect of learning in the practice continuum, there has been no real critical appraisal of the literature for its research base. References to published work on mentorship may merely uncritically repeat non-researched statements which, in turn, may not always be relevant to nursing and midwifery education in the UK. This paper sets out to begin to construct a research agenda for mentorship, free of statutory and regulatory constraints about meaning and practice.
Article
Part two of a two-part study was conducted to obtain data on the influence activities and mentoring relationships of administrators of schools of nursing. The deans and directors of the American Association of Colleges of Nursing member schools were mailed a questionnaire that included sections on the above topics incorporated from Vance's questionnaire and a scale for rating mentoring functions. A response rate of 73.5 per cent was obtained. A majority of the subjects had entry-level preparation at the baccalaureate level and had obtained a doctorate. Despite a majority of the subjects reporting involvement in mentoring relationships, the percentage of those having a mentor while in the dean or director position was only 27 per cent. The positions of the mentors were most often supervisors from the academic area. A Student's t test determined that psychosocial functions of a mentoring relationship were more important than career functions, although both functions had a relatively high mean score. The subjects also reported involvement in a variety of professional activities of influence, such as publishing, presenting, consulting, and conducting research. The suggestion was made that perhaps multiple mentors and other avenues may be needed to prepare for the scholarly, professional, and administrative expectations of the role.
Article
Part one of a two-part study was conducted with administrators of schools of nursing to determine the perceived importance of various resources in their goal achievement. The deans and directors of the American Association of Colleges of Nursing member schools were mailed a questionnaire that included the scale of Sources of Influence and sections on personal and career characteristics. A response rate of 73.5 per cent was obtained. The most important resource was communication skills; 99.1 per cent of the subjects indicated that this resource was highly important. The top resources also included interpersonal skills, creativity in thinking, ability to mobilize groups, and intellectual ability. The results were remarkably similar to earlier studies that used different subject groups. Similarities in the rankings were noted in the top-ranked resources as well as the lower-ranked personal traits, work or professional organization positions, and mentoring. The resources that are of a supportive or prescribed nature appeared to be less important than the resources that can be controlled and developed. For nurse administrators, particular emphasis should be placed on the development and enhancement of communication skills and the other thinking and relating types of skills.
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