The Effects of E-mail Mentoring on the Retention of First Semester Associate Degree Nursing Students PDF Download
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Author: Margaret Sorrell Trueman
Publisher:
ISBN:
Category :
Languages : en
Pages : 608
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Book Description
Author: Margaret Sorrell Trueman
Publisher:
ISBN:
Category :
Languages : en
Pages : 608
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Book Description
Author: Melissa B. Harper
Publisher:
ISBN:
Category : Mentoring in nursing
Languages : en
Pages : 142
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Book Description
Author: Rita Girouard Mertig, MS, RNC, CNS, DE
Publisher: Springer Publishing Company
ISBN: 0826120059
Category : Medical
Languages : en
Pages : 128
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Book Description
This practical "how to" book for teaching nursing in an associate degree program is for new and not-so-new faculty. Advice gleaned from the author's many years of teaching is presented in a friendly and easy-to-read format, designed to quickly help new faculty get a positive sense of direction. The special issues of AD nursing students -- many have full-time jobs, families, and are more mature than the "traditional" college student -- are given full consideration. Strategies discussed include: What to do during the first class Motivating students Helping the student in crisis Helping students with poor reading, study, and academic skills Helping students with time management
Author: Caroline M. Peltz
Publisher:
ISBN:
Category : Associate degree nurses
Languages : en
Pages : 152
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Book Description
Students who are preparing to become registered nurses are more likely to attend community colleges due to the unequal distribution of financial resources to educational systems that have evolved from the impact of globalization. The purpose of this descriptive cross-sectional study was to increase the understanding of mentoring as it relates to the perceived ability to persist among nontraditional students enrolled in associate degree nursing programs at community colleges. This investigation presented a discussion of how student involvement in a mentoring relationship and the domains of mentoring differed by student background characteristics. Additionally, the domains of mentoring and student involvement in a mentoring relationship were explored with the students' perceived ability to persist. Study participants were administered an online survey, which yielded N = 283. Descriptive and inferential statistics were performed using SPSS Version 21 statistical software. The sample characteristics resembled those compiled by the National League of Nursing (2012). Males met with a mentor more frequently per grading period than females. Differences were found between males and females on the measures for psychological/emotional support and academic support. Part-time students and students who were successful in nursing courses met more frequently with a mentor than full-time students and those who failed a nursing course. A significant relationship was found between psychological/emotional support and the existence of a role model. Most often, the person whom the study participants identified as their mentor was a family member. Researchers in nursing education have the opportunity to build a consistent definition of mentoring and a conceptual framework for traditional and nontraditional students enrolled in two- and four-year institutions through the continued exploration of mentoring and how mentoring relates to the perceived ability to persist.
Author: Mikko Saarikoski
Publisher: Springer
ISBN: 3319636499
Category : Medical
Languages : en
Pages : 116
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Book Description
This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.
Author: Marianne R. Jeffreys
Publisher: Springer Publishing Company
ISBN: 9780826134455
Category : Education
Languages : en
Pages : 328
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Book Description
In the current nursing shortage, student retention is a priority concern for nurse educators, health care institutions, and the patients they serve. This book presents an organizing framework for understanding student retention, identifying at-risk students, and developing both diagnostic-prescriptive strategies to facilitate success and innovations in teaching and educational research. The author's conceptual model for student retention, "Nursing Undergraduate Retention and Success," is interwoven throughout, along with essential information for developing, implementing, and evaluating retention strategies. An entire chapter is devoted to how to set up a Student Resource Center. Most chapters conclude with "Educator-in-Action" vignettes, which help illustrate practical application of strategies discussed. Nurse educators at all levels will find this an important resource.
Author: Sheila C. Grossman, PhD, FNP-BC, APRN, FAAN
Publisher: Springer Publishing Company
ISBN: 0826153860
Category : Medical
Languages : en
Pages : 177
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Book Description
2007 AJN Book of the Year Winner! Designated a Doody's Core Title! Mentoring in Nursing will help inspire a more cohesive, flexible, and empowered nursing force, whether in academia, the hospital unit, or health care facility. Featuring: Definitions and components of the mentoring process Models and strategies: classic, multiple, and peer mentoring; precepting, coaching, or shadowing models Mentor and mentee perspectives Best practices in nurse mentoring, including multicultural competency Mentoring evaluation tools "It is incumbent then on all of us in the helping professions to be cognizant of the need for continued support and guidance of the elders, but the elders must also listen and learn from the young, and the young must help each other if the profession's covenant with the public is to be kept."--From the Foreword by Grayce Sills, PhD, RN
Author: Richard E. Baca
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 170
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Author: Ruth Mary Robbio
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Background: Nursing turnover is a critical issue in Canadian hospitals and the transition period from student to RN has been identified as extremely stressful. Mentorship has the potential to address transitional issues and could impact retention in the first year of employment. Further, e-mentoring may address socialization limitations noted in existing mentoring programs, however the optimum design for an e-mentoring intervention is unknown. Study Objectives: To identify socialization needs, barriers and facilitators for effective role transition and workplace adjustment and understand the state of science on mentorship to develop evidenced-based recommendations for components and design features of an e-mentoring intervention. Methods: A complementarity mixed method design was used; guided by Van Maanen and Schein's Socialization Theory and Kalbfleish's Mentoring Enactment Theory. Phase 1: Scoping Literature Review. Phase 2: In-depth interviews with key informants using content analysis and an exploration of e-mentoring as a possible socialization tactic. Phase 3: Intervention Recommendations for components and design features identified, synthesized and triangulated with scoping review findings. Recommendations were reviewed for acceptability by stakeholder panel of new graduate and experienced nurses. Results: Mentoring has been lost in preceptoring translation and new graduate nurses are exposed to social shock experiences; entrenched in unwelcoming and hierachical work cultures with cliques and bullying. A relatable mentor, however, may support role transition and foster workplace adjustment to professional practice. Further, e- mentoring may be a viable platform to provide support and address the limitations of traditional face-to-face mentoring such as a lack of time to meet with the mentee, mentor burnout, lack of commitment on the part of the mentor, and scheduling constraints. Evidence-based recommendations for components and design features of an e-mentoring intervention were developed. Discussion/Conclusion: Preceptor programs for new nursing graduates are not providing adequate social supports to assist with role transition and workplace adjustment within the first year of employment. Study findings have advanced Van Maanen and Schein's Socialization Theory and Kalbfleish's Mentoring Enactment Theory by uncovering the phenomenon of new graduate nurse social shock. In addition, this study has contributed to the design of an evidence-based and relevant e-mentoring intervention for new nursing graduates.
