Stewart B M, Krueger L E
Lienhard School of Nursing, Pace University, Pleasantville, NY 10570, USA.
J Prof Nurs. 1996 Sep-Oct;12(5):311-21. doi: 10.1016/s8755-7223(96)80011-1.
Despite widespread evidence of the concept of mentoring in nursing, it has been largely undefined, borrowed from other disciplines, viewed as static, and/or confused with related terms. Building on the work of Yoder and using a literature-based method developed by Rodgers, an evolutionary concept analysis is presented to provide an understanding of the meaning of mentoring in nursing, its current status, and the conceptual clarity necessary for additional systematic and rigorous inquiry. A random sample of 82 research abstracts and journal articles, representing 26 per cent of the total population of literature, was used to extract six essential attributes of the concept: a teaching-learning process, a reciprocal role, a career development relationship, a knowledge or competence differential between participants, a duration of several years, and a resonating phenomenon. These attributes form the theoretical definition of mentoring in nursing. Antecedents, consequences, related concepts, and empirical referents are presented. A model case, encompassing all of the critical attributes, depicts the Investigators' mentoring experience. Major changes in mentoring are viewed within the context of nursing as a learned profession, a legitimate academic enterprise, and a clinical science. Implications for further development are posed to further mentoring as a process for the socialization of nurse scholars and scientists and the proliferation of a body of professional knowledge.
尽管有大量证据表明护理领域存在指导这一概念，但它在很大程度上未得到明确界定，是从其他学科借鉴而来，被视为静态的，和/或与相关术语混淆。基于约德的研究成果，并运用罗杰斯开发的基于文献的方法，本文进行了一项进化概念分析，以阐释护理领域中指导的含义、其当前状况以及进行更多系统且严谨探究所需的概念清晰度。从82篇研究摘要和期刊文章的随机样本（占文献总数的26%）中提取出该概念的六个基本属性：一个教学过程、一种互惠角色、一种职业发展关系、参与者之间的知识或能力差异、数年的时长以及一种共鸣现象。这些属性构成了护理领域中指导的理论定义。文中还呈现了其前因、后果、相关概念及实证指标。一个涵盖所有关键属性的典型案例描述了研究者的指导经历。在将护理视为一门学术性职业、一项合理的学术事业以及一门临床科学的背景下审视指导方面的重大变化。本文提出了进一步发展的意义，以推动指导成为护士学者和科学家社会化以及专业知识体系传播的一个过程。
