Analysis of Nurse Educators' Experiences Using the Hudson Five Factor Model: Basis for a Proposed Mentoring Resource Material

There is a mix between the nursing practice and teaching profession. Transitioning nurse educators may be experts in advance and clinical practice but may lack the teaching literacy required to succeed as an educator. One main problem with transition is the lack of mentorship to connect the process together. Mentoring is a phenomenon not new to nurses, but the extent and value is not entirely understood. This study (1) analyzed the nurse educators’ experiences using the Hudson Mentoring Model and; (2) proposed a mentoring resource material that is based on the result of the study to better understand mentoring in nursing academe. Hudson’s model includes (a) the mentor’s personal attributes; (b) system requirements; (c) pedagogical knowledge; (d) modelling; and (e) feedback. This descriptive study analyzed the nurse educators’ mentoring experiences using questionnaire and interview based on Hudson’s Mentoring Model to better understand and suggest ways to improve mentoring in nursing academe through a mentoring resource material. Adopting the purposive sampling, the researcher involved 131 nurse educators who have experienced being mentored and have been teaching nursing subjects, 84 came from the private while 47 from the public institutions respectively. Findings revealed that the extent of mentoring experienced is at a moderate level. This suggests that mentoring may not be entirely understood in nursing academe. To reinforce professional and personal development, mentoring in nursing education must improve experiences approaches in teaching through well-designed lessons, adequate preparation, rational viewpoints and timely feedback