Mentoring and Self-Efficacy. (October 2015)

• Record Type: Journal Article
• Authors: Jnah, Amy J.; Robinson, Cheryl Broadus; Dowling, Donna
• Is Part Of: Advances in neonatal care. Volume 15:Number 5(2015)
• Publication Date: 2015-10
• Subjects: Newborn infants -- Medical care -- Periodicals; Newborn infants -- Diseases -- Nursing -- Periodicals; Premature infants -- Hospital care -- Periodicals; 618.9201
• DOI: 10.1097/ANC.0000000000000227
• Languages: English
• ISSNs: 1536-0903

Abstract

<abstract> <title> <x xml:space="preserve">Abstract</x> </title> <sec> <title>Background:</title> <p>Mentoring facilitates positive self-efficacy. Individuals with high self-efficacy emulate professional resiliency and possess a strong sense of optimism in their ability to adapt, overcome, and persevere in the professional arena.</p> </sec> <sec> <title>Purpose:</title> <p>The purpose of this study was to identify characteristics that encourage mentoring relationships between neonatal nurse practitioner (NNP) students and preceptors, as well as student perceptions of mentoring relationships.</p> </sec> <sec> <title>Methods:</title> <p>A 29-item survey composed of demographic items, the Freeman Mentoring Survey, the Self-Efficacy Scale, and the Confidence Scale, along with qualitative questions, was disseminated to NNP students enrolled in their final clinical practicum course from August to October 2014.</p> </sec> <sec> <title>Results:</title> <p>Students who sought out their own preceptor "by choice" reported higher self-efficacy scores (<italic>P</italic> = .046) and mentoring scores (<italic>P</italic> = .047). Students who perceived their preceptor as a mentor (91%) expressed readiness to assume the role of advanced practice registered nursing after graduation. An average of 37.2 hours is required for a student to adapt to a clinical site and preceptor.</p> </sec> <sec> <title>Implications for Practice:</title> <p>Mentorships between preceptors and NNP students, grounded in the provisions of trust, stability, encouragement, and hope, facilitate positive self-efficacy for the student learner. All NNPs must commit to the integration of mentoring programs in the clinical setting as well as seek out teaching-coaching opportunities with NNP students to demonstrate their unwavering commitment to the NNP workforce.</p> </sec> <sec> <title>Implications for Research:</title> <p>Further investigation of the impacts of mentoring relationships upon job satisfaction, recruitment and retention, the teaching-coaching role, and scholarship activities of actively practicing NNPs is indicated.</p> </sec> </abstract>