J Nurs Educ. 2021 Jan 1;60(1):25-28. doi: 10.3928/01484834-20201217-06.
The purpose of this study was to explore the perceptions of African American mentors and mentees about the mentorship experience and examine mentorship as a blueprint for success in a nursing school.
Using a concurrent nested mixed-method, purposeful, and criterion-sampling technique, we surveyed participants from a 4-year public institution's mentorship program about the impact of the program and its effects on college progression.
Four themes emerged from our analysis of the African American nursing students and the role of mentor-ship: challenges, desire for guidance, sharing of knowledge, and positive outcomes.
On the basis of our findings, we developed a set of hypothetical practices involved in establishing mentorship programs and evaluated mentorship potential as a strategy to promote engagement and retention of African American undergraduate nursing students to increase diversity within the profession of nursing. [J Nurs Educ. 2021;60(1):25-28.].
本研究旨在探讨非裔美国导师和被指导者对指导体验的看法，并将指导视为护理学院成功的蓝图。
采用同期嵌套混合方法、有针对性和标准抽样技术，我们对来自一所 4 年制公立机构指导计划的参与者进行了调查，了解该计划的影响及其对大学学业进展的影响。
我们对非裔美国护理学生和导师角色的分析中出现了四个主题：挑战、指导需求、知识共享和积极成果。
基于我们的发现，我们制定了一套建立指导计划的假设实践，并评估了指导作为促进非裔美国本科护理学生参与和保留的策略的潜力，以增加护理专业的多样性。[J Nurs Educ. 2021;60(1):25-28. ]。
