Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Ami McNally
Committee Member
Ralph Rich
Committee Member
Ronald P. Kern
Keywords
adult learning, associate-degree nursing, critical thinking, faculty support, first-semester nursing students, focus groups, individual interviews, mentors, mentoring, mentoring program, nursing, nursing education, nursing students, persistence, qualitative research, retention, self-confidence, social connections, stress reduction, student attrition, student perceptions, test-taking skills, time management
Abstract
This research study assessed the perceptions of first-semester nursing students about mentoring. The first purpose of the study was to describe the perceptions of first-semester nursing students in an associate-degree nursing program about mentoring. The second purpose was to ascertain the students‟ perceived values of mentorship as a strategy to support their learning and promote retention.
The sample population consisted of 10 first-semester nursing students who participated as mentees. The researcher utilized a qualitative methodology to assess the perceptions of first-semester nursing students. The researcher used three instruments to collect the data: focus groups, individual interviews, and a demographic questionnaire.
The following questions were established to guide the applied dissertation:
1. What are the overall perceptions of nursing students regarding their potential participation in a mentoring program?
2. What do nursing students perceive as requirements for a successful mentoring program?
3. What are the characteristics of the mentoring program that facilitated persistence for first-semester nursing students at other nursing institutions?
4. What are the nursing students‟ perceived benefits from participating in a mentoring program?
5. How do students perceive the effectiveness of the mentoring program?
6. What recommendations, derived from the findings of this study, can be used to improve the mentoring program for nursing students?
Results indicated that mentees shared similar perspectives about mentoring and experiences in the mentoring program, benefits gained, and the effectiveness of the mentoring program. Mentee students perceived that they made significant gains in the following areas: (a) reduction of stress and anxiety, (b) enhanced critical-thinking skills, (c) improved organization and time-management skills, (d) confidence in skill performance, (e) improved knowledge about the role of the nurse, (f) improved test-taking skills, (g) increased self-confidence, and (g) enhanced social connections with faculty and peers. The assessments by the mentees of the mentoring program were positive. The students suggested that the mentoring program should not only be continued, but also expanded to serve other students within the nursing program.