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The lived experience of neophyte nursing instructors: mentorship and its role in their development

Authors Nowell L

Received 28 June 2014

Accepted for publication 16 July 2014

Published 20 October 2014 Volume 2014:4 Pages 117—127

DOI https://doi.org/10.2147/NRR.S70216

Checked for plagiarism Yes

Review by Single-blind

Peer reviewer comments 3


Lorelli S Nowell

Faculty of Nursing, University of Calgary, Calgary, AB, Canada

Abstract: Numerous studies have identified the need for the mentorship of nursing instructors, yet there is a gap in literature identifying outcomes of successful mentorship programs. The purpose of this phenomenological inquiry was to uncover the lived experience of neophyte nursing instructors and the essence of the phenomenon of mentorship. Data were collected through individual interviews with six neophyte nursing instructors. Interviews were audio-taped and transcribed verbatim. Data were analyzed using a phenomenological procedural process. Four themes emerged: 1) what neophyte nurse educators want in a mentor, 2) identifying a new role, 3) mentorship experiences, and 4) becoming proficient as an instructor and mentor. This inquiry provides preliminary evidence-based knowledge for designing and implementing a mentorship program that is grounded in sound education principles, theory, and research.

Keywords: nursing education, mentoring, qualitative study, nursing faculty

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