Saturday, 28 October 2017
The purpose of this descriptive cross-sectional study was to increase the understanding of mentoring as it relates to the perceived ability to persist among nontraditional students enrolled in associate degree nursing (ADN) programs (N = 283) and baccalaureate degree nursing (BSN) programs (N = 199) throughout the state of Michigan. This investigation presented a discussion of how student involvement in a mentoring relationship and the domains of mentoring differed by nursing student characteristics. Additionally, the domains of mentoring and student involvement in a mentoring relationship were explored with the perceived ability to persist. Study participants were administered an online survey. Descriptive and inferential statistics were performed using SPSS Version 21 statistical software. The data analysis contributed new data regarding student involvement in a mentoring relationship, the supports of mentoring, and the perceived ability to persist for the sample groups. Statistically significant differences were noted within each sample with regards to student involvement by student characteristics. Significant relationships were also found between the domains of mentoring (Crisp, 2009) and student characteristics. Significant relationships were also found between the domains of mentoring and the perceived ability persist. Significant relationships were found between student involvement with a mentor and the perceived ability persist within the BSN sample only. Most often, the person whom the study participants identified as their mentor was a family member in both samples, suggesting the importance of incorporating family into mentoring programs. This research study has contributed to advancing the research in nursing education by narrowing the gap that existed in the mentoring literature for nursing students. Caution should be observed when generalizing from a convenience sample. The percentages for the student characteristics of race/ethnicity, gender and age for these two samples were similar to the percentages for the same student characteristics that were compiled by the National League for Nursing (2012). This suggests the results of this study may be generalized to other groups of nursing students in the United States. Researchers in nursing education have the opportunity to build a consistent definition of mentoring and a conceptual framework for traditional and nontraditional students enrolled in two- and four-year institutions through the continued exploration of mentoring and how mentoring relates to the perceived ability to persist. The more evidence-based strategies used to enhance nursing education, the better the outcome will be to improve the preparation nurses receive to serve the public. Mentoring may be a key strategy to achieve that end, and this research has contributed to the evidence base to support mentoring of nursing students.