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Māszinības Veselības aprūpe Nursing Studies Health Care Bakalaura darba “Māsu viedoklis par mentora lomu jauno māsu integrācijas procesā” ietvaros tika veikts pētījums, ar mērķi noskaidrot māsu viedokli par mentora lomu jauno māsu integrācijas procesā. Bakalaura darbā tika analizēti citu valstu pētījumi saistībā ar mentora lomu un funkcijām jauno māsu integrācijas procesā veselības aprūpes iestādēs. Pētījuma hipotēze- mentoriem un jaunajām māsām neatšķiras viedoklis par mentora sniegtā emocionālā atbalsta nepieciešamību jauno māsu integrācijas procesā. Mērķa sasniegšanai tika izmantots pētījuma instruments- autores izveidota aptaujas anketa, ar kuru tika noteikts respondentu vecums, darba stāžs un statuss mentoringa programmā. Tika noskaidrots respondentu viedoklis par mentora lomas funkciju kategorijām- “Mācīšanās veicināšana”, “Aizstāvība”, “Apmācība”, “Draudzība”, “Karjeras attīstības veicināšana ”, “Personīga un emocionāla vadība”, “Darba vides un stratēģiju padomi” un “Lomu modulēšana”. Anketēšana notika no 01.04.2022. līdz 3.05.2022. Pētījumā piedalījās 122 respondenti, kuru vecums bija robežās no 22 līdz 63 gadiem, visbiežāk ar darba stāžu no 1 līdz 10 gadiem (63%). Lai sasniegtu izvirzīto mērķi, tika aptaujātas divas māsu grupas: • 45 formāli mentori • 77 jaunās māsas, kuras ir uzsākušas darba gaitas X slimnīcas stacionārā no 2015.-2020.gadam un kuras tika iesaistītas formālās mentoringa attiecībās kā jaunais darbinieks Pētījumā tika apstiprināta hipotēze. Māsu izlasē nepastāv statistiski nozīmīgas atšķirības starp viedokļiem par emocionālā atbalsta nepieciešamību starp mentoriem un jaunajām māsām. Bakalaura darbs sastāv no anotācijas, satura, ievada, literatūras apskata, pētniecības darba metodoloģijas, rezultātiem, analīzes daļas, secinājumiem, izmantotā literatūras avotu saraksta un pielikumiem. Darbā ievietotas 17 tabulas, 2 attēli, izmantoti 60 literatūras avoti. Darbs sastāv no 42 lapaspusēm bez pielikumiem. Within the bachelor's thesis “Nurses' opinion on the role of the mentor in the integration process of novice nurses”, a study was conducted with the aim to find out the opinion of nurses on the role of mentor in the process of integration of young nurses. The bachelor's thesis analyzed the research of other countries in relation to the role and functions of the mentor in the process of integration of young nurses in health care institutions. The hypothesis of the study- the opinions of the mentors and young nurses do not differ on the need for emotional support from the mentor in the integration process of young nurses. To achieve the goal, a research tool was used - a questionnaire created by the author, which was used to determine the age, work experience and status of the respondents in the mentoring program. Respondents' views on the function categories of the mentor role were sought - “Learning facilitation”, “Advocacy”, “Training”, “Friendship”, “Career development facilitation”, “Personal and emotional guidance”, “Role modelling ” and “Work environment and systems advice”. The survey was conducted from 1th April 2022 to 3rd of May 2022. A total of 122 respondents, aged from 22 to 63, most often with a work experience of 1 to 10 years (63%). In order to achieve the set goals, two groups of nurses where interviewed: • 45 formal mentors • 77 new nurses who started working in the X hospital from 2015 till 2020 and who were involved in a formal mentoring relationship as a new employee The hypothesis of the study was confirmed. There is no statistically significant difference between mentors and young nurses opinions on the need for emotional support from the mentor in the integration process of young nurses. The Bachelor's thesis comprises an annotation, contents, introduction, literature review, research methodology, results, analysis, conclusions, a list of references, and appendices. The work contains 17 tables and 2 figures, 60 references. The thesis is presented on 42 pages, appendices excluded.

The Institute of Medicine Future of Nursing report recommended the development of more nurse leaders at every level and across all settings. The Accountable Care Act has led to a reformed healthcare system, placing a growing demand for nurse leaders. The doctoral prepared nurse must be able to fulfill leadership roles to educate future generations of nurses, translate research into practice, and influence organization-level research to meet federal performance indicators. Study Aim: To analyze the mentoring elements provided in the mentoring elements provided in the mentoring relationship of doctorate nurses and their correlation to leadership and political skill development. Methods: A population-based web-based retrospective cross-sectional design was used to measure the correlation between mentoring functions provided to guide leadership and political skill development in PhD and DNP prepared nurses (n=222) identified as Jonas Nurse Scholars. Results: A response rate of 52% (n=115) was attained; 86 (75%) were PhD and 29 (25%) were DNP prepared nurses. The respondents were predominately female (87%) with 21% in the 25-34 age range and 57% in the 35-44 age range and 70% were Caucasian and 29% were minority. Of the 115 respondents, 64% (n=74) had a mentor of which 62% (n=46) reported being in an informal mentoring relationship. This cadre of PhD and DNP prepared nurses were highly experienced with 49.6 % having > 16 years of experience and 67% working either full-time or part-time regardless of graduation status. The most frequent psychosocial mentoring functions were role modeling and learning facilitation. The most frequent career mentoring functions were coaching and advocacy closely followed by career development facilitation and strategies and systems advice. Leadership skill development was correlated with the coaching mentoring function (r=.30, p. < 0.05). Political skill development was correlated with the career development mentoring function (r=.34, p. < 0.005). PhD and DNP nurses were similar on the leadership scale with a mean score of 7.92 (scale range 1-10) and political skill scale with a mean score of 5.73 (scale range 1-7). Conclusion: Both PhD and DNP prepared nurses identified as Jonas Nurse Scholars possess leadership and political skill as measured by industry standard instruments. Mentoring is one strategy to support and further develop leadership and political skill in the doctoral prepared nurse.

D.Cur. The focus of this study was the mentoring of newly appointed nurse educators in nursing education institutions (NEIs) in South Africa. The mandate of higher education institutions changed due to the transformation of higher education in South Africa. The need for recruiting and retaining nurse educators to meet the demands of teaching and learning became evident. It is important that newly appointed nurse educators (NANEs) be mentored in order to meet higher education demands. The researcher identified the need to develop a model for mentoring newly appointed nurse educators in nursing education institutions in South Africa. The applicable research questions were: What are the mentoring needs of NANEs in NEIs in South Africa? How can the mentoring needs of NANEs in NEIs in South Africa be met? What model could be developed to mentor NANEs in NEIs in South Africa? What guidelines could be formulated for the model to mentor NANEs in NEIs in South Africa? The aim of the study was to develop a model for mentoring NANEs in NEIs in South Africa. The objectives of the study were to: determine and describe the mentoring needs of NANEs in NEIs in South Africa, identify and conceptualise a framework for how the mentoring needs of NANEs in NEIs in South Africa can be met and describe a mentoring model for NANEs in NEIs in South Africa. The design of the study was quantitative, qualitative, descriptive and theory-generating (Walker & Avant, 1995:136). The study was conducted in four phases. A quantitative, qualitative, descriptive and theory-generating research design was conducted using questionnaires, literature triangulation, inductive and deductive strategies (Mouton, 1989:21). Quantitative data was analysed using the statistical package of social sciences (SPSS) and descriptive statistics. An exploratory factor analysis was conducted on data from the empirical phase to identify and analyse central concepts for model development (Burns & Grove, 2001:242). The population of study was newly appointed nurse educators in nursing education institutions in South Africa. Probability and non-probability sampling approaches were used with multi-stage cluster and purposive sampling methods (Burns & Grove, 2001:242). The conceptual framework for the model was based on purpose, context, role-players and their roles in mentoring. The results of the study indicated that 90 (67%) of the participants did not function according to their key performance areas. The participants specified competency development needs. The study confirmed the need for the mentoring model. The assumptions for the model were based on the multi-dimensional, multi-layered (macro, meso and micro), highly interactive and complex (external and internal environment) context. The agent in the study referred to the mentor and a mentee (stakeholders), who are holistic beings functioning at a bio-psycho-social and cultural level. Mentoring is an interactive participative, purposeful dynamic process of relationship-building, development, engagement and reflection. The outcome of mentoring is to empower and build capacity and competency. A critical self-reflective questionnaire was designed and utilised to evaluate the model for its clarity, simplicity, generality, accessibility and importance. The model was presented from the first to the third phase at different international and national conferences and the two promoters, who are experts in management, teaching and ethics in higher education, gave direction to the researcher and added value to the quality of the study. The researcher recommends that a mentoring programme be developed to mentor NANEs in HEIs. The model can be used to improve practice by developing mentoring programmes for use in clinical, management, education and nursing research.

M.Cur. It has been demonstrated that mentoring improves outcomes at both the individual and organizational level. The shortage of skilled human resources in nursing has indicated the need for mentoring. However, no formalized framework exists on how mentoring in the context of nurse unit managers should occur, despite mentoring being a legal requirement (South Africa, 2004:26). The intention of this study was to develop a mentoring strategy for nurse unit managers in private hospitals in Gauteng. The mentoring needs of nurse unit managers in private hospitals in Gauteng were determined and conceptualized and a framework developed on which the development of a mentoring strategy could be based. A quantitative descriptive research design was followed to develop a mentoring strategy for Nurse Unit managers in private hospitals in Gauteng. Probability sampling was employed (Burns & Grove, 2005:348). A clustered sample (Burns & Grove, 2005:348) of private hospitals within the three regions of Tshwane, Johannesburg Central and Ekurhuleni was drawn. From these a random sample of nurse unit managers in private hospitals within the clusters was drawn. A self-developed closed-ended questionnaire (see Annexure 1) was utilized to collect data on the mentoring needs of nurse unit managers. Data was analysed using the Statistical Package of Social Sciences (SPSS), and a statistician at the University of Johannesburg was consulted. Descriptive statistics were employed to analyse data (Burns & Grove, 2005:442). Content validity was ensured and the instrument piloted to ensure its reliability. An external statistician was consulted to ensure the credibility or validity of the data analysis and interpretation. Ethical approval was sought and measures implemented to ensure the ethical nature of the study. The descriptive data that was analysed included the biographical data – age, gender, race, home language, highest level of qualification, employment status, length of service, length of position, clinical area and the number of work hours of nurse unit managers.The ANOVA statistical results revealed a moderate need for mentoring of nurse unit managers in all of the management dimensions. Recommendations for further research were outlined and a conclusion on the need for nurse unit managers to be mentored was drawn.The researcher noted from reviews of the numerous literature sources, mentoring improves the quality of patient care and cost-effectiveness, and ensures the competitiveness of private hospitals. What this study provides is insight into the mentoring needs and management functions of nurse unit managers working in private hospitals.

Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students., peer-reviewed