Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students. (February 2018) - Navarra, Ann-Margaret
Abstract: Background: In order to meet the demands of a dynamic and complex health care landscape, nursing education must develop and implement programming to produce a highly educated nursing workforce. Interprofessional honors education in nursing with targeted mentorship is one such model. Purpose: To describe undergraduate nursing student and faculty perceptions and beliefs of mentorship in the context of interprofessional honors education, and compare and contrast the perceptions and beliefs about mentorship in interprofessional honors education between undergraduate nursing students and faculty. Methods: The study used a cross-sectional, descriptive design. Data were collected at an urban university in the northeast US, using a researcher-developed electronic survey. The sample included 24 full-time nursing faculty, and 142 undergraduate nursing students. Results: Perceptions and beliefs regarding mentorship in the context of interprofessional honors education were similar for faculty and students, with both ranking mentorship among the most important components of a successful honors program. Conclusions: Honors education with a dedicated mentorship component may be implemented to improve the undergraduate education experience, facilitate advanced degree attainment, and develop future nursing leaders. Highlights: Mentorship is a key strategy to facilitate success in a nursing honors program. Perceptions and beliefs regarding mentorship are similar for students and faculty. Undergraduate nursing students highly value a formal mentor/mentee relationship. Nursing faculty highly value a formal mentor/mentee relationship. Perceptions of mentorship among nursing students may vary based on program type.