Mentoring Nurse Practitioners in a Hospital Setting

Abstract

Background: Nursing philosophy is the foundation of nurse practitioner (NP) training. However, NP practice is based on the medical care model. Thus, the necessity of mediating between these two approaches is often problematic for new NPs who are transitioning into their new roles. Mentoring has been used successfully to facilitate role transition and role understanding for nurses, NPs, and physicians. However, mentoring has been rarely studied in NPs. Purpose: The purpose of this study was to develop a theory of mentoring for new NPs in a hospital setting. Methods: Grounded theory methodology was used. The sampling approach was initially purposive and was then shifted to theoretical to ensure the collection of meaningful data. Semistructuredinterviews were recorded and transcribed into Word documents for analysis. The three-phase analysis developed by Corbin and Strauss was initiated after the second interview. Results: Sixteen participants (eight mentors and eight mentees) were interviewed between February and June 2011. The core category that emerged from the data was “defining self,” and the main categories were forming the relationship, developing the relationship, and mentoring outcomes. Conclusions: A well-designed formal mentoring program may greatly improve the transition of NPs into a new role. The theory generated by the data from these study participants provides clearly defined categories that may be operationally defined and utilized to develop evaluation tools for mentoring programs.

Benefits and challenges for hospital nurses engaged in formal mentoring programs: A systematic integrated review

“…A cross-sectional design to examine the impacts of mentor-mentee rapport on willingness to mentor/be mentored, self-efficacy, outcome expectations, career interest, and subsequently on nurses' professional turnover intention; results showed the importance of rapport between the mentor and the mentee in retaining nurses. Pop (2017), USA…”

A rapid review of educational preparedness of advanced clinical practitioners

“…The literature on mentoring was, once again, predominantly from North America and focused on the process in relation to five areas of AP using the Strong model -direct comprehensive care, education, research, support of systems and publication and professional leadership. Pop (2017) undertook a grounded theory study to develop a theory of mentoring and identified three categories: forming the relationship, developing it and mentoring outcomes. The needs of NPs are also discussed by others (Brand, Cesario, Symes, & Montgomery, 2016;Doerksen, 2010;Jarrell, 2016), in terms of identifying specific areas such as clinical skills, leadership and research and highlights the novice to expert NP journey.…”

Effects of coaching supervision, mentoring supervision and abusive supervision on talent development among trainee doctors in public hospitals: moderating role of clinical learning environment

“…Mentoring supervision facilitates the mentee transition from the learner status towards being an expert [ 24 ]. Based on social learning theory [ 25 ], followers tend to imitate the behaviour they see in their supervisors whom they respect and admire.…”

“…Based on social learning theory [ 25 ], followers tend to imitate the behaviour they see in their supervisors whom they respect and admire. Therefore, observations of the effective supervision, consultation, empowerment and confidence in own capabilities are essential to be successful [ 24 ]. These observations and attributes indicate that mentoring supervision can facilitate skill learning professional development through the use of these concepts.…”