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Aim: this review aimed to identify and review primary research to address the question: 'Is there evidence that mentors are failing to fail underperforming student nurses?' Design: this was an integrative literature review. Methods: online databases (Medline, Scopus, PsycINFO, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL)) were searched using specified inclusion and exclusion criteria to focus the review. Critical appraisal was undertaken and key findings, outcomes and emergent concepts were identified from each study. These were then collated and synthesised into themes. Results: five articles met the criteria and review aim. Three main themes were identified. These were the mentors' relationship with the university, documentation when failing a student, and psychological and emotional impacts. Conclusion: the phenomenon of failing to fail continues to concern the nursing profession but there is limited primary research evidence to inform contemporary discussions in the UK regarding the management of this in practice. [ABSTRACT FROM AUTHOR]

Objective: To explore the perceptions of key stakeholders on different modalities of training and mentoring activities for healthcare providers of postpartum family planning and postpartum intrauterine devices (PPFP/PPIUD).Methods: In this qualitative study, data were collected from 40 participants in December 2017 via focus group discussions (FGD) and in-depth interviews (IDI) in three hospitals implementing PPFP/PPIUD services and government line agencies in Nepal. Data were analyzed through content analysis and grouped into themes and categories.Results: The majority of participants reported that PPFP/PPIUD training and mentoring was useful and contributed to their professional development. Most found that on-the-job training (OJT) was more effective than group-based training (GBT).Conclusion: Training and mentoring activities were perceived to be useful by health providers and OJT was the approach preferred by the majority. Further studies are necessary to explore the existing challenges and long-term effects of each modality of training and mentoring on health providers' competency and attitudes and on the uptake of PPIUD by postpartum mothers. [ABSTRACT FROM AUTHOR]

Background: Mentoring of new staff nurses is a common practice, and international studies have shown it to be associated with increased retention rates, better acquisition of nursing professional identity and increased job satisfaction. However, the outcomes of mentoring programmes in Malaysia are unclear, and in this study, we aimed to explore them. Methods: A cross-sectional study was conducted via convenience sampling at two hospitals. A Mentoring Novice for Medical Surgical Nurse (MNMSN) questionnaire was distributed to recent graduates/full-time nurses. It consisted of 50 items pertaining to the assessment of patient, clinical decision making, cultural competency, commitment to professional nursing standards, positive feeling about nursing at this hospital and willingness to remain in the nursing profession. Results: A total of 61 nurses responded (response rate 100%). Significant differences preand post-mentorship programme were observed (patient assessment r = 0.304, p = 0.009; clinical decision-making r = 0.394, p = 0.006; cultural competency r = 0.202, p = 0.01; commitment to professional nursing standards r = 0.423, p = 0; positive feeling about nursing at this hospital r = 0.404, p = 0.001; and willingness to remain in the nursing profession r = 0.312, p = 0.007). Conclusions: The mentorship programme had a positive impact on the clinical component of nursing among hospital-based nurses. [ABSTRACT FROM AUTHOR]

This article describes the experience of one university team in developing, delivering and evaluating an online Nursing and Midwifery Council-approved mentorship programme for nurses and midwives who support pre-registration students in practice. Although the authors are confident of the quality of the educational provision, this article does not discuss this programme as an exemplar of best practice, but aims to share the learning gained from the experience of introducing a digital learning version of a mentorship course. [ABSTRACT FROM AUTHOR]

Seeking service user feedback for student nurses who are engaged in community learning experiences is an important part of a mentor's role. This paper discusses what is currently advocated, the mentor's role in obtaining and managing feedback and makes recommendations to improve the process in the community practice setting. [ABSTRACT FROM AUTHOR]

An evaluative study aimed to capture the ‘mentor voice’ and provide an insight into the mentoring role from the perspective of the nurse mentor. Participants from each of the four fields of nursing practice were asked to comment on the satisfying and frustrating aspects of their mentoring role. The narrative data gleaned from the evaluation were qualitatively analysed and subsequently organised into key themes around the student–mentor relationship and the clinical environment. Given that the landscape of nurse education is set to change, in terms of new standards from the professional bodies and the political drivers, not to mention the changing profile of the student nurse, it is hoped that the findings may help to shape the relationship between the mentor, the student and the higher education institution. [ABSTRACT FROM AUTHOR]

The article offers information on the content of a volume of IABS, presenting a diverse collection of articles covering social, technical, and educational topics. The articles include discussions about mentoring by military veterans in higher education, effective communication in multicultural environments, challenges faced by traditional churches, advancements in healthcare through simulation and technology, and focusing on leadership skills and ethical decision-making.

Nursing and midwifery mentors are fundamental to the process of ensuring future practitioners are adequately prepared and supported during the practice element of their degrees. However, there is evidence to suggest that the infrastructure and support for the mentoring role is not always adequate. This article provides a review of some of the issues including the emotional labour associated with supporting pre-registration students, difficulties in accessing protected learning time for mentoring, and lack of supportive networks for mentors to develop within the role. The authors make recommendations on what is required to ensure that the mentor role is better acknowledged, supported and resourced. [ABSTRACT FROM AUTHOR]

Objective. The aim of this study was to describe and analyze the correlations between mentoring functions and political skill development among nurses who have earned or are candidates for a Ph.D. or doctorate of nursing practice (DNP) degree. Background. The healthcare system is in flux; future generations of Ph.D. and DNP nurse leaders will be required to demonstrate political acumen. Political skill to navigate organizational politics has had limited research within nursing. Methods. A cross-sectional research design using a web-based survey of 222 nurses who have earned or are candidates for a Ph.D. or DNP. This study utilized two validated tools to measure mentoring functions and political skill. Results. The response rate was 52% (n=115) of which 86 were Ph.D. and 29 were DNPs. An informal mentoring relationship was described by 62% of the respondents and formal mentoring by 35% of the protégés; only 25% (n=74) established a mentoring contract. Mentoring score showed significance for total political skill and moderate effect on the networking ability. The mentoring functions of advocacy, career development facilitation, learning facilitation, and friendship were found to correlate significantly with total political skill scores. Conclusions. This study established a benefit for nurses who have earned or are candidates for a Ph.D. or DNP from mentoring to support political skill development. [ABSTRACT FROM AUTHOR]

Background: In India, although the proportion of institutional births is increasing, there are concerns regarding quality of care. We assessed the effectiveness of a nurse-led onsite mentoring program in improving quality of care of institutional births in 24/7 primary health centres (PHCs that are open 24 hours a day, 7 days a week) of two high priority districts in Karnataka state, South India. Primary outcomes were improved facility readiness and provider preparedness in managing institutional births and associated complications during child birth. Methods: All functional 24/7 PHCs in the two districts were included in the study. We used a parallel, cluster randomized trial design in which 54 of 108 facilities received six onsite mentoring visits, along with an initial training update and specially designed case sheets for providers; the control arm received just the initial training update and the case sheets. Pre- and post-intervention surveys were administered in April-2012 and August-2013 using facility audits, provider interviews and case sheet audits. The provider interviews were administered to all staff nurses available at the PHCs and audits were done of all the filled case sheets during the month prior to data collection. In addition, a cost analysis of the intervention was undertaken. Results: Between the surveys, we achieved coverage of 100% of facilities and 91.2% of staff nurse interviews. Since the case sheets were newly designed, case-sheet audit data were available only from the end line survey for about 80.2% of all women in the intervention facilities and 57.3% in the control facilities. A higher number of facilities in the intervention arm had all appropriate drugs, equipment and supplies to deal with gestational hypertension (19 vs.3, OR (odds ratio) 9.2, 95% C.I 2.5 to33.6), postpartum haemorrhage (29 vs. 12, OR 3.7, 95% C.I 1.6 to8.3); and obstructed labour (25 vs.9, OR 3.4, 95% CI 1.6 to8.3). The providers in the intervention arm had better knowledge of active management of the third stage of labour (82.4% vs.35.8%, AOR (adjusted odds ratio) 10, 95% C.I 5.5 to 18.2); management of maternal sepsis (73.5% vs. 10.9%, AOR 36.1, 95% C.I 13.6 to 95.9); neonatal resuscitation (48.5% vs.11.7%, AOR 10.7, 95% C.I 4.6 to 25.0) and low birth weight newborn care (58.1% vs. 40.9%, AOR 2.4, 95% C.I 1.2 to 4.7). The case sheet audits revealed that providers in the intervention arm showed greater compliance with the protocols during labour monitoring (77.3% vs. 32.1%, AOR 25.8, 95% C.I 9.6 to 69.4); delivery and immediate post-partum care for mothers (78.6% vs. 31.8%, AOR 22.1, 95% C.I 8.0 to 61.4) and for newborns (73.9% vs. 32.8%, AOR 24.1, 95% C.I 8.1 to 72.0). The cost analysis showed that the intervention cost an additional $5.60 overall per delivery. Conclusions: The mentoring program successfully improved provider preparedness and facility readiness to deal with institutional births and associated complications. It is feasible to improve the quality of institutional births at a large operational scale, without substantial incremental costs. Trial Registration: ClinicalTrials.gov [ABSTRACT FROM AUTHOR]

Despite many arguments for the influence of effective mentoring on training professionals, in practice, the problem of effective mentoring still remains a relevant issue. Based on the theoretical understanding that mentoring can be learnt, the article raises the following problem question: "what is the influence of learning mentoring on mentor effectiveness"? Having selected the case of nursing studies, an anonymous written survey of nursing students and their mentors was conducted in 2014. Statistical data analysis of 441 pairs (of a student and his or her mentor) showed that mentor effectiveness in the case of nursing studies depends on learning mentoring. [ABSTRACT FROM AUTHOR]

PURPOSE The purpose of this study was to evaluate the impact of a peer support program on the health outcomes of patients already receiving well-organized, comprehensive diabetes care. METHODS We used a mixed-methods, nonrandomized, control-group design to evaluate the impact of a peer-mentoring program on the health outcomes and self-management behaviors of adults with type 2 diabetes in 15 primary care practices in San Antonio. Propensity score analysis, t-tests, and multivariable repeated analyses were used to evaluate impact. Qualitative interviews were conducted with 15 participants in the intervention group and analyzed using a grounded theory approach. RESULTS Both intervention and control groups showed significant improvement on all health indicators from baseline to 6-month follow-up (P <.001). Hemoglobin A1c (HbA1c) decreased slightly faster for patients in the intervention group (P = .04). Self-management behaviors improved significantly from baseline to 6-month follow-up for the intervention group. Interviewed participants also reported reductions in social isolation and extension of impact of health behavior changes to multiple generations of family members. CONCLUSIONS The addition of peer mentoring to already well-organized comprehensive diabetes care does not improve outcomes. However, findings suggest that the impact of the program extends to members of the participants' families, which is an intriguing finding that deserves further study. [ABSTRACT FROM AUTHOR]

Mentoring and different mentoring approaches in nursing teaching is a current topic of discussion in nursing pedagogy. Nurse as a clinical mentor/educator is a special field in nursing that is talked about in a context of improving the teaching system. The roles of mentoring the nurses are different, however it often refers to mentoring during the clinical practice as well as mentoring in the process of introducing a new employee to the system of work. Mentoring is a complex process that significantly depends on the mentor’s characteristics. It is recommended that mentors develop skills of active listening, showing enthusiasm, include reflexion towards the mentored topics, as well as personal professional growth. A high level of professional competences along with developed methodical and pedagogical and psychological skills. There is frequently a gap between these requirements in the nursing practice in Croatia. Individuals who work at highly sophisticated positions and carry out a progressive nursing care, do not have competencies of pedagogical methodology acquired. At the same time, the number of vocational teachers without professional competences acquired through long-term clinical work is increasing. Therefore, the aim of this paper is to emphasize the importance of the role that is demanded by mentoring in a clinical environment with the constant need to expand professional and pedagogical competencies, as well as different mentoring approaches in a clinical nursing teaching. Some of these approaches could be eased style, counselor style or prescriptive style while simultaneously describing different mentor’s characteristics, such as researcher, visionary, investor, career advisor etc. [ABSTRACT FROM AUTHOR]

The article discusses pre-registration nursing education standards to be adopted by the BRitish Nursing and Midwifery Council (NMC) in 2018. Topics include the role of mentoring in nursing education, the need for partnerships between approved education institutions (AEIs) and healthcare organisations, and the supervision of nursing students during practice learning.

This study describes the competence developmental needs of newly appointed Nurse Educators (NANEs) during mentoring in Nursing Education Institutions (NEIs) in South Africa. Using a multi-stage, cluster sampling method, data were collected through a questionnaire from a sample of 250 nurse educators at 11 selected universities and five nursing colleges in South Africa. The results indicated that the newly appointed nurse educator's lacks mentoring in areas such as teaching, research, community engagement, interpersonal relations and work ethics. Mentoring seemed to be direly needed throughout the NANEs' probation period. Respondents indicated a need for independence as they had no preference for watching and emulating the mentor. They further indicated a preference for a reflective practice type of mentoring. Based on the results of the needs of NANE during the process of mentoring in NEIs in South Africa, there is need to develop a conceptual framework for mentoring model. [ABSTRACT FROM AUTHOR]

Abstract: There are a number of ethical considerations relevant to dermatology training that are worthy of dialogue. In this contribution, social networking, relationships with mentors, relationships with patients, and moonlighting are discussed with the goal of encouraging ongoing discourse and reflection on these and other ethical considerations relevant to dermatology training. [Copyright &y& Elsevier]

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formalmentoring programare presented, highlighting best practices inmentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the prot'eg'e, integrate the prot'eg'e into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important prot'eg'e outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities. [ABSTRACT FROM AUTHOR]

In an innovative group mentoring approach, four experienced midwives mentored four new graduates during their first year of practice. The new graduates were in practice as case-loading registered midwives having completed a three year Bachelor of Midwifery degree. Detailed data about the new graduates' concerns were collected throughout the year of thementoring project. A range of practice areas--administrative, working environment, professional culture, clinical issues and the mentor group itself-- were prominent issues. New graduates were concerned about their own professional development and about relationships with others particularly relationships within the hospital. Technical questions focussed more on craft knowledge that develops through experience than on clinical skills or knowledge. Identifying these concerns provides a foundation for mentors, preceptors and those designing professional development support programmes for the first year of practice. Itmay be that new graduatemidwives educated in a profession with a narrowly defined scope of practice have a different range of concerns to new graduates who have wider scopes of practice. The use of a group model of mentoring for supporting new graduate midwives proved stimulating for mentors and highly supportive of new graduates. [ABSTRACT FROM AUTHOR]

Aim Laparoscopic reversal of Hartmann's procedure is technically demanding. We evaluated the technical aspects and outcome of a standardized approach in a single centre and examined the feasibility of including this into training curricula. Method The procedure entails a laparoscopy for adhesiolysis and identification and mobilization of the rectal stump. Mobilization of the splenic flexure is performed if necessary, and a colorectal anastomosis is fashioned after introduction of the stapler anvil via the colostomy with intra-abdominal positioning and delivery into the proximal colonic segment to be anastomosed. The stoma is excised as the last step in the operation. Results Forty-two patients underwent the procedure over an 8-year period with either an expert ( n=21) or trainee under expert mentorship ( n=21) as first operator. Intra-operative data and postoperative outcomes were evaluated by retrospective review of clinical charts and theatre records. There was a 9.5% conversion rate and 0% mortality. One patient suffered a ureteric injury, while postoperative surgical complications occurred in 7 patients (including one clinical anastomotic leakage). The mean operative time was 117 min. There was no significant difference in intra operative technical parameters or postoperative clinical consequences between procedures performed by a trained surgeon or by a trainee under mentorship. Conclusion Adherence to a standardized operative protocol and expert mentorship allows this technically demanding operation to be associated with low conversion and complication rates. The absence of any difference between procedures performed by a trainee or trained surgeon suggests that the operation can be included in training programmes for laparoscopic surgery. [ABSTRACT FROM AUTHOR]

Abstract: There is significant paucity of literature relating to nursing special interest groups, particularly at the advanced nursing level. How then is the effectiveness of such groups measured? This article discusses the action research project conducted with a nurse practitioner (NP) special interest group (SIG) in regional Victoria, Australia. The purpose of the research was to determine the effectiveness, if at all, of the NP SIG in meeting the members'' needs. The results found the group to be very effective in supporting and mentoring NPs, providing a sense of collegiality for NPs from a diverse range of specialty areas. [Copyright &y& Elsevier]