Collegian
Volume 13, Issue 2 , Pages 26-30, 2006

Mentor evaluation of a year-long mentorship program: A quality improvement initiative

  • Marie Cooke, RN PhD (Senior Lecturer, Research Centre for Clinical Practice Innovation)

      Affiliations

    • Griffith University, Brisbane Australia
    • Corresponding Author InformationMary Ann van Eps RN MN Nurse Educator, Staff Development, The Queen Elizabeth II Hospital, Brisbane Qld Australia
    • ,
  • Mary Ann van Eps, RN MN (Nurse Educator, Staff Development)

      Affiliations

    • The Queen Elizabeth II Hospital, Brisbane Qld Australia
    • Corresponding Author InformationMarie Cooke RN PhD Senior Lecturer, Research Centre for Clinical Practice Innovation, Griffith University, Brisbane, Australia
    • ,
  • Debra K Creedy, RN PhD (Professor Research Centre for Clinical Practice Innovation)

      Affiliations

    • Griffith University, Gold Coast, Australia
    • Corresponding Author InformationDebra K Creedy RN PhD, Professor Research Centre for Clinical Practice Innovation, Griffith University, Gold Coast, Australia
    • ,
  • Rachel Walker, RN BA BN (Lecturer, Faculty of Nursing & Health)

      Affiliations

    • Griffith University, Brisbane, Australia
    • Corresponding Author InformationRachel Walker RN BA BN Lecturer, Faculty of Nursing & Health, Griffith University, Brisbane, Australia

Article Outline

This paper presents 23 mentors' perceptions of their role in a year-long mentorship program during the period 1999 – 2002. The majority of mentors were clinical specialists, had bachelor degrees and over five years clinical experience. The mentorship program was informed by the Deming Cycle of Plan, Do, Check and Act. This quality improvement framework was used to evaluate the mentorship program from the mentors' perspective. Information was gathered through surveys and focus group discussions. Responses were analysed to identify three themes of ‘Enhancing student learning outcomes’, ‘Time and resources’ and ‘Personal and professional growth’. Mentors perceived their role as valuable in students' education and development. Despite concerns regarding adequate time and resources for an effective mentoring program, mentors acknowledged benefits to themselves in terms of personal and professional growth. Their vision and commitment to nursing was also evident in the perceived benefits of the program for the profession.

Key words:  Clinical nurse education , mentorship program , mentors , student nurse , program evaluation , Deming cycle

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PII: S1322-7696(08)60521-1

doi:10.1016/S1322-7696(08)60521-1

Collegian
Volume 13, Issue 2 , Pages 26-30, 2006

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