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The retention of pre-licensure baccalaureate nursing students is one of the critical components in resolving the present healthcare crisis. Peer mentors play an important role in retention of students. The main objective of peer mentoring was to support a nursing student making the transition to a university setting and to nursing education. Gilmour, Kopeikin, and Douche (2007) described peer mentoring as a key strategy for support of nursing students. Mentoring is a complex process requiring development of purposeful relationships underpinned by knowledge and experience. This capstone project's purpose was designed and implemented to determine if a mentor training program for pre-licensure baccalaureate nursing students would increase mentor self-efficacy and mentoring efficacy. This capstone project was a quantitative, pre- and post-test study design. The mentor training program was held in a classroom at the selected Midwestern University in January 2013. A total of 26 participants self-enrolled in an eight hour mentor training program. This program provided a rich learning opportunity for the development of the qualities and skills required for mentoring roles. Participants answered 30 questions on a five point Likert scale regarding their beliefs concerning mentor self-efficacy and mentoring efficacy. The questions were the same for the pre- and post-test. Data analysis demonstrated a statistically significant positive difference in mentor self-efficacy and mentoring efficacy; p> 0.05 and p> 0.001 respectively. This data will be useful for change agents interested in the implementation and design of mentor training programs.

The retention of pre-licensure baccalaureate nursing students is one of the critical components in resolving the present healthcare crisis. Peer mentors play an important role in retention of students. The main objective of peer mentoring was to support a nursing student making the transition to a university setting and to nursing education. Gilmour, Kopeikin, and Douche (2007) described peer mentoring as a key strategy for support of nursing students. Mentoring is a complex process requiring development of purposeful relationships underpinned by knowledge and experience. This capstone project's purpose was designed and implemented to determine if a mentor training program for pre-licensure baccalaureate nursing students would increase mentor self-efficacy and mentoring efficacy. This capstone project was a quantitative, pre- and post-test study design. The mentor training program was held in a classroom at the selected Midwestern University in January 2013. A total of 26 participants self-enrolled in an eight hour mentor training program. This program provided a rich learning opportunity for the development of the qualities and skills required for mentoring roles. Participants answered 30 questions on a five point Likert scale regarding their beliefs concerning mentor self-efficacy and mentoring efficacy. The questions were the same for the pre- and post-test. Data analysis demonstrated a statistically significant positive difference in mentor self-efficacy and mentoring efficacy; p> 0.05 and p> 0.001 respectively. This data will be useful for change agents interested in the implementation and design of mentor training programs.

The retention of pre-licensure baccalaureate nursing students is one of the critical components in resolving the present healthcare crisis. Peer mentors play an important role in retention of students. The main objective of peer mentoring was to support a nursing student making the transition to a university setting and to nursing education. Gilmour, Kopeikin, and Douche (2007) described peer mentoring as a key strategy for support of nursing students. Mentoring is a complex process requiring development of purposeful relationships underpinned by knowledge and experience. This capstone project's purpose was designed and implemented to determine if a mentor training program for pre-licensure baccalaureate nursing students would increase mentor self-efficacy and mentoring efficacy. This capstone project was a quantitative, pre- and post-test study design. The mentor training program was held in a classroom at the selected Midwestern University in January 2013. A total of 26 participants self-enrolled in an eight hour mentor training program. This program provided a rich learning opportunity for the development of the qualities and skills required for mentoring roles. Participants answered 30 questions on a five point Likert scale regarding their beliefs concerning mentor self-efficacy and mentoring efficacy. The questions were the same for the pre- and post-test. Data analysis demonstrated a statistically significant positive difference in mentor self-efficacy and mentoring efficacy; p> 0.05 and p> 0.001 respectively. This data will be useful for change agents interested in the implementation and design of mentor training programs.

The retention of pre-licensure baccalaureate nursing students is one of the critical components in resolving the present healthcare crisis. Peer mentors play an important role in retention of students. The main objective of peer mentoring was to support a nursing student making the transition to a university setting and to nursing education. Gilmour, Kopeikin, and Douche (2007) described peer mentoring as a key strategy for support of nursing students. Mentoring is a complex process requiring development of purposeful relationships underpinned by knowledge and experience. This capstone project's purpose was designed and implemented to determine if a mentor training program for pre-licensure baccalaureate nursing students would increase mentor self-efficacy and mentoring efficacy. This capstone project was a quantitative, pre- and post-test study design. The mentor training program was held in a classroom at the selected Midwestern University in January 2013. A total of 26 participants self-enrolled in an eight hour mentor training program. This program provided a rich learning opportunity for the development of the qualities and skills required for mentoring roles. Participants answered 30 questions on a five point Likert scale regarding their beliefs concerning mentor self-efficacy and mentoring efficacy. The questions were the same for the pre- and post-test. Data analysis demonstrated a statistically significant positive difference in mentor self-efficacy and mentoring efficacy; p> 0.05 and p> 0.001 respectively. This data will be useful for change agents interested in the implementation and design of mentor training programs.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Mentoring is regarded as a valuable process to support development in a variety of practice orientated disciplines, and nursing is no exception. The diversity of mentoring required within the clinical and academic context provides challenges for the nursing profession. The New Zealand Nursing Council (NZNC) requires nurses to develop a mentoring relationship to support postgraduate study. Learning and development can be supported both personally and professionally, I believe, through sound mentoring relationships. This study offers insights into mentoring experiences of nurses, seeking to understand the impact of mentoring on learning. The cohort is a group of New Zealand Registered Nurses who completed a Postgraduate Speciality Nursing Practice programme. A qualitative interpretive research design was employed using interpretive phenomenology, to explore nurses' experiences of the mentoring phenomenon. A review of the literature supported by data collection using focus group conversations during late 2006 and early 2007 provided the basis for data generation. Nursing education has been in transition over the past decade. Training programs have moved from the hospital base into the polytechnics and universities. This transitional process has resulted in a diverse mix of nurses in current practice bringing different views and perspectives to the practice setting and their educational pursuits and therefore provides challenges for mentoring relationships. Transition theory was integrated to understand the relationship of learning during times of transition and change. Findings indicate the mentoring process is complex and highly individual, often ill defined and confusing. This study illuminates some of the issues and complexities seeking to identify areas for future initiatives.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.

Collaborative academic-practice partnership (CAPP) positions make it possible for nursing educators to stay current with evolving practice issues and enable nursing practitioners to stay in touch with trends in contemporary nursing education. The purpose of this qualitative, collective case study was to explore the experience of registered nurses who occupy collaborative academic-practice partnership positions within a Canadian nursing context. Study sample consisted of registered nurses (n=10) employed in type of collaborative partnership between a health care agency and academic institution. Triangulation of data was achieved through interviews (two per participant) over several months, review of archival documents, and researcher‟s reflective fieldnotes. Findings revealed three emergent themes: Foundations, Actualization, Challenges and Benefits of the CAPP position. This study supports development of future CAPP positions to provide opportunities for growth, professional development, and career paths for nurses, while addressing university and agency requirements and quality patient care. These findings can play an important role in influencing change by way of strategic alliances in nursing education and practice.