Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
368542 | Nurse Education Today | 2013 | 6 Pages |
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.