Article ID Journal Published Year Pages File Type
368542 Nurse Education Today 2013 6 Pages PDF
Abstract

SummaryBackgroundGroup mentoring has been endorsed as an effective method of supporting novice professionals across disciplines. In one university, faculty revised the undergraduate nursing curriculum to include a group mentoring course as a requirement of students during the four semesters they are enrolled in the nursing program.ObjectivesThe purpose of this study was to explore the lived experience of undergraduate nursing students participating in a group mentoring course.DesignThis study used a hermeneutic interpretive phenomenological method.Setting and ParticipantsData were collected from 22 undergraduate nursing students enrolled in group mentoring courses at a private Midwestern university in the United States.MethodsAt the end of each semester of mentoring, students provided written responses to five open-ended questions about their experiences of participating in the mentoring courses.ResultsFour themes emerged: conversation, communication, connection, and cohesion.ConclusionGroup mentoring was an effective way to support nursing students as they transitioned from undergraduate student to novice professional nurse.

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Health Sciences Nursing and Health Professions Nursing
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