Nursing students' perceptions of formal faculty mentoring

2014-04-11The purpose of this dissertation was to explore nursing students’ perceptions of a formal faculty‐mentoring program in effort to retain diverse incoming nursing students. Astin’s Student Involvement Theory (1984) and the I-E-O research model (1991) were the framework for this study exploring the nursing students’ inputs (student characteristics), environment (implementation of mentoring pilot program), and outputs (student perceptions). ❧ The faculty-mentoring program was implemented during the 2012-2013 academic year in Hawai‘i. A convenience sample of 108 participants completed the pre‐surveys and 67 of the participants completed the post‐surveys. A comparison between pre‐ and post‐surveys measuring perceptions of the mentoring program was further triangulated through focus groups by using a sequential explanatory design. ❧ Findings from this study indicate a decrease in mentoring connection and quality interactions over time. The facilitators of mentoring were identified as discussions on time management, study strategies, reducing test‐taking anxiety and the mentor as a resource with a wealth of knowledge. Cultural sensitivity was not of concern, since the mentees felt supported regardless of culture and gender differences with their mentors. Some mentoring detractors were not having a connection with the mentor, negative first impressions and the mentee’s experiencing high levels of stress with inadequate time to follow up with their mentors. All mentees discontinued their connection after their first semester in the nursing program. Cultural or gender differences were not identified as detractors. Other nursing programs or colleges interested in implementing a formal faculty‐mentoring program in order to retain diverse students may find the result of this study beneficial by reviewing the facilitators and detractors of mentoring