Abdullah Ghadah, Higuchi Kathryn A S, Ploeg Jenny, Stacey Dawn
Nursing Administration, King Abdulaziz University Hospital, P.O Box 80215, Jeddah 21589, Saudi Arabia.
School of Nursing, University of Ottawa, 451 Smyth Road, Ottawa ON K1H 8M5 Canada.
Int J Nurs Educ Scholarsh. 2018 Feb 20;15(1):/j/ijnes.2018.15.issue-1/ijnes-2017-0077/ijnes-2017-0077.xml. doi: 10.1515/ijnes-2017-0077.
An interpretive descriptive qualitative study was conducted to explore the characteristics and outcomes of mentoring used for implementing nursing practice guidelines. We interviewed six mentees, eight mentors, and four program leaders who were involved in the Registered Nurses' Association of Ontario fellowship program in Ontario, Canada. Inductive content analysis was used and study rigor was verified using triangulation of findings and member checking. Mentors were described as accessible, dedicated, and having expertise; mentees were described as enthusiastic, self-directed, and having mixed levels of expertise. The mentoring process included building relationships, developing learning plans, and using teaching and learning activities guided by learning plans to support development of mentees. Mentoring was described as positively impacting mentoring relationships, mentees, mentors, and organizations. A central feature of this fellowship program was the learning plan used to identify mentees' needs, guide mentoring activities, and monitor measureable outcomes.
开展了一项诠释性描述性定性研究，以探索用于实施护理实践指南的指导的特点和效果。我们采访了六位学员、八位导师和四位项目负责人，他们都参与了加拿大安大略省注册护士协会奖学金项目。采用归纳性内容分析法，并通过研究结果的三角互证和成员核对来验证研究的严谨性。导师被描述为易于接近、敬业且具备专业知识；学员被描述为热情、自主且专业水平参差不齐。指导过程包括建立关系、制定学习计划，以及使用以学习计划为指导的教学活动来支持学员的发展。指导被描述为对指导关系、学员、导师和组织产生了积极影响。该奖学金项目的一个核心特点是使用学习计划来确定学员的需求、指导指导活动并监测可衡量的结果。
