Carol T Kostovich1, Kay E Thurn. 1. Saint Xavier University, 3700 West 103rd Street, Chicago, IL 60655, USA. Kostovich@sxu.edu
Abstract
BACKGROUND: Group 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. OBJECTIVES: The purpose of this study was to explore the lived experience of undergraduate nursing students participating in a group mentoring course. DESIGN: This study used a hermeneutic interpretive phenomenological method. SETTING AND PARTICIPANTS: Data were collected from 22 undergraduate nursing students enrolled in group mentoring courses at a private Midwestern university in the United States. METHODS: At 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. RESULTS: Four themes emerged: conversation, communication, connection, and cohesion. CONCLUSION: Group mentoring was an effective way to support nursing students as they transitioned from undergraduate student to novice professional nurse.
BACKGROUND: Group 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. OBJECTIVES: The purpose of this study was to explore the lived experience of undergraduate nursing students participating in a group mentoring course. DESIGN: This study used a hermeneutic interpretive phenomenological method. SETTING AND PARTICIPANTS: Data were collected from 22 undergraduate nursing students enrolled in group mentoring courses at a private Midwestern university in the United States. METHODS: At 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. RESULTS: Four themes emerged: conversation, communication, connection, and cohesion. CONCLUSION: Group mentoring was an effective way to support nursing students as they transitioned from undergraduate student to novice professional nurse.
Authors: Barbara E Taylor; Arleigh J Reynolds; Kathy E Etz; Nicole M G MacCalla; Paul A Cotter; Tiffany L DeRuyter; Karsten Hueffer Journal: BMC Proc Date: 2017-12-04