Nowell Lorelli, Norris Jill M, Mrklas Kelly, White Deborah E
Faculty of Nursing, University of Calgary, Calgary, AB, Canada.
Faculty of Nursing, University of Calgary, Calgary, AB, Canada.
J Prof Nurs. 2017 Sep-Oct;33(5):334-344. doi: 10.1016/j.profnurs.2017.02.007. Epub 2017 Feb 24.
Nursing education institutions have issued recurring, global calls for mentorship; however, evidence-based program development guidance is scarce. To date, there are no comprehensive syntheses of current mentorship models, objectives, and program components to inform mentorship program development in nursing academia. The purpose of this review is to identify published articles that (1) described models for mentoring programs for academic nurses, and (2) described the objectives and core components of these programs.
A systematic search of five databases (Medline, CINAHL, Embase, ERIC, and PsycINFO) was conducted to identify articles describing mentorship programs for academic nurses. Program objectives and components were extracted and narratively synthesized to identify important patterns and themes across mentorship programs.
A total of 34 articles describing 30 mentorship programs were identified. Mentoring models included dyad, peer, group, online, distance, learning partnerships, highly relevant, and constellation mentorship models. Key mentoring program components included: (a) having a program coordinator; (b) orientation to the program; (c) selectively matching dyads; (d) developing clear purpose and goals; (e) frequent communication between mentors and mentees; (f) faculty development workshops; (g) mentee reflective journaling; (h) facilitation of socialization and networking opportunities; and (i) administrative support.
In synthesizing the mentorship literature in academic nursing it is apparent that mentorship models and mentorship components look different in every setting with no empirical evidence that one mentorship model is more effective than another. Given the significant resources required to support mentorship innovations, understanding the benefits and shortcomings of various mentorship components can help ensure scarce resources are invested in the most effective mentorship strategies.
护理教育机构已在全球范围内反复呼吁开展导师指导；然而，基于证据的项目开发指导却很匮乏。迄今为止，尚无关于当前导师指导模式、目标和项目组成部分的全面综述，以指导护理学术界的导师指导项目开发。本综述的目的是识别已发表的文章，这些文章应满足以下两点：（1）描述学术护士导师指导项目的模式；（2）描述这些项目的目标和核心组成部分。
对五个数据库（医学索引数据库、护理学与健康领域数据库、荷兰医学文摘数据库、教育资源信息中心数据库和心理学文摘数据库）进行系统检索，以识别描述学术护士导师指导项目的文章。提取项目目标和组成部分并进行叙述性综合分析，以确定导师指导项目中的重要模式和主题。
共识别出34篇描述30个导师指导项目的文章。导师指导模式包括一对一、同伴、小组、在线、远程、学习伙伴关系、高度相关和星座式导师指导模式。关键的导师指导项目组成部分包括：（a）设有项目协调员；（b）项目介绍；（c）有选择地匹配一对一指导关系；（d）制定明确的目的和目标；（e）导师和学员之间频繁沟通；（f）教师发展工作坊；（g）学员反思日志；（h）促进社交和建立人际关系的机会；（i）行政支持。
在综合学术护理领域的导师指导文献时，很明显，导师指导模式和组成部分在每个环境中看起来都不同，且没有实证证据表明一种导师指导模式比另一种更有效。鉴于支持导师指导创新需要大量资源，了解各种导师指导组成部分的优缺点有助于确保将稀缺资源投入到最有效的导师指导策略中。
