Keys to Success for Nurse to Nurse Peer Review
Constructive mentoring is fundamental to enhancing practice and developing the next generation of nurses
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Commentary on: Hale RL, Phillips CA. Mentoring up: A grounded theory of nurse-to-nurse mentoring. J Clin Nurs 2018. 10.1111/jocn.14636.
Implications for practice and research
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Provides insight into the outcomes of the mentoring human relationship from the perspective of the mentor.
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Identifies perspective on how to create workplace environments conducive to mentoring relationships.
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Outlines the mentors' insight into the needs of persons' transitions to new roles.
Context
Mentoring is used in a variety of professional settings. New graduates inbound a professional field of practice equally well as established nurses moving into a new practice setting or a new role may receive mentoring as part of the office transition procedure. A review of the literature includes descriptions of formal and informal mentoring every bit well as the description of mentoring in the part transition process. The goal of the study by Hale and Phillips was to develop a theory to address the processes involved in nurse-to-nurse mentoring relationships.i
Methods
Using a grounded theory approach, Unhurt and Phillips explored the feel of protégés in a mentoring experience. Fifteen volunteer participants were recruited from a professional system'southward website and the researcher's professional network. The participants were diverse in historic period, years of feel and educational level. Interviews by the researcher were conducted in a private setting and were audio recorded. The interview started with the broad question. 'Tell me virtually your experiences as a protégé in a mentoring relationship.' The interviews lasted from 40 to xc min and were professionally transcribed. Information drove and analysis were iterative processes using constant comparative method, coding and memoing. Theoretical saturation was achieved at the 12th interview and confirmed at the 15th interview, mark the terminate of data collection. The primary researcher completed the data analysis and the second author was a peer debriefer.1
Findings
The study'southward goal was to conceptualise mentoring from the perspective of the protégé. The main finding was labelled 'confidencing', and consisted of v sequential phases: seeding, opening, laddering, equalising and reframing. Confidencing was further defined as internal or what the protégé knows about themselves and external or what others know about the protégé's ability to perform the professional role. Three dimensions of the mentoring human relationship which span all phases of confidencing were identified equally hostage intentions, filial bonds and trustworthiness.1 These findings culminated in the theory of Mentoring up.
Commentary
The process of transitioning into a new professional field as well as the transition to new areas of exercise and new roles within a professional field is an of import area of study. Failed transitions are plush both to the organisation and to the individual. This study used a grounded theory arroyo with the intention to develop a theory focused on nurses-to-nurse mentoring relationships. The study culminated in the theory of Mentoring up which is described as the process of resolving the protégés' concern in the mentoring relationship which was confidencing. The theory of Mentoring upwards consists of five sequential phases and three major dimensions which span all the phases. A figure of the theory illustrates the relationship of these elements.
A force of the commodity is the sharing of detailed tables illustrating the information analysis procedure and providing an opportunity for the reader to assess the trustworthiness and reproducibility of the analysis procedures. Detailed explanation of the span from the design and implementation of a qualitative research study to the conceptualisation of a theory provides insight into the process and theory evolution process.
An area of business is the lack of differentiation among the terms mentoring, precepting and coaching. These are discrete terms in the literature. Precepting is time limited and assigned within the piece of work environment, for example, nurses transitioning from the educatee to the registered nurse role or nurses moving from i area of practice to another area of practice.ii Mentoring is a chosen relationship that endures over time and leads to professional growth for both the mentor and the mentee.3 4 Coaching may be formal or informal and occurs in staged phases and is a procedure of progression from novice to adept. The literature recognises that nurses initially proceeds feel through preceptorship and then continue to abound professionally through coaching and mentoring.2
Mentoring in nurse-to-nurse relationship is important for developing the adjacent generation of nurses and for supporting experienced nurses during part transitions across their career. While the theory of Mentoring up would do good from testing and farther refinement, including the perspective of the mentor, it is a strong starting point to provide a foundation for a disquisitional professional responsibility in nursing. This study is of interest to administrators focused on growth of a professional staff and retention of staff as well as to educators who are preparing and launching students into new roles within a professional person surroundings.
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