A comparative analysis of mentoring perceptions of graduate nurses : before and after orientation

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dc.contributor.advisor Ryan, Marilyn E. en_US
dc.contributor.author Hirsch, Karen A. en_US
dc.date.accessioned 2011-06-03T19:37:02Z
dc.date.available 2011-06-03T19:37:02Z
dc.date.created 1995 en_US
dc.date.issued 1995
dc.identifier LD2489.Z78 1995 .H57 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/185242
dc.description.abstract The purpose of the study was to compare the mentoring expectations of graduate nurses at the the beginning and end of a prescribed orientation program. Benner's (1984) From Novice to Expert theory was used as the theoretical framework for the study. The instrument utilized was a revised version of Darling's (1984) Measuring Mentoring Potential Scale.A convenience sample of 41 (82%) graduate nurses working in critical care environments of four hospitals in the Indianapolis Metropolitan are and surrounding counties was obtained. Procedures for the protection of human subjects were followed.The design was descriptive comparative and a T-test was used to analyze the data. Common themes regarding the respondents' perceptions of mentoring were identified through analysis of open-ended questions.Findings of the study indicated that the role of Supporter, Model, and Teacher-Coach were the characteristics rated highest in priority by the respondents at the beginning of orientation. The role of Model, Supporter, and Feedback-Giver was rated highest in priority at the end of orientation. Common themes of misuse of the mentoring role, improper matching of mentor and mentee, and lack of continuity of the mentoring process were identified through open-ended questions asking the participants to list benefits and concerns regarding mentoring.Pre and post comparison of 14 indicators of mentors indicated significant differences in Teacher-Coach and Standard-Prodder at the p=5.01 level. Investor and Feedback-Giver demonstrated significance differences at the P=-<,.05 level of significance.Implications derived from the study included the validity of using mentoring as a vehicle for unity of the nursing profession. Conclusions from the study were that nurses need consistency in mentoring techniques and proper instruction in the appropriate use of the mentoring role.Recommendations include additional research at all levels of mentoring. The incorporation of mentoring as an established requirement in nursing curriculum should also be studied along with a continuation of current mentoring programs. The education of staff would remain a mandatory component of the programs.The study was significant because it was determined that graduate nurses have an interest in mentoring, therefore providing an accessible and appropriate vehicle for the use of mentoring to fundamentally strengthen the profession.
dc.description.sponsorship School of Nursing
dc.format.extent 129, xv leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Mentoring in nursing. en_US
dc.title A comparative analysis of mentoring perceptions of graduate nurses : before and after orientation en_US
dc.description.degree Thesis (M.S.)
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/958781 en_US


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  • Master's Theses [5293]
    Master's theses submitted to the Graduate School by Ball State University master's degree candidates in partial fulfillment of degree requirements.

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