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Building research competence in nursing through mentoring.

Mary W Byrne1, Maureen R Keefe

  • 1Columbia University School of Nursing, 617 West 168 Street, New York, NY 10032, USA. mwb4@columbia.edu

Journal of Nursing Scholarship : an Official Publication of Sigma Theta Tau International Honor Society of Nursing
|December 28, 2002
PubMed
Summary

Effective nursing research competence is built through various mentoring models, including e-mentoring and peer relationships. Optimal scholarly output requires sustained support from expert mentors.

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Area of Science:

  • Nursing Research
  • Mentorship in Healthcare

Background:

  • Mentoring is crucial for developing research competence in nursing.
  • Diverse professional and geographic settings present unique challenges and opportunities for mentorship.

Purpose of the Study:

  • To explore the application of mentoring strategies for building nursing research competence.
  • To identify effective mentoring models applicable across various nursing contexts.

Main Methods:

  • Literature review of MEDLINE and CINAHL databases (1990-2001).
  • Analysis of traditional mentoring concepts in health professions.
  • Inclusion of personal reflections on mentoring experiences.

Main Results:

  • Identified mentoring models: traditional, team, peer, inclusive, and mentoring forward.

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  • E-mentoring facilitates long-distance mentoring relationships.
  • Psychosocial support and expert involvement are key for scholarly productivity.

    • Conclusions:

    • Mentoring models should align with specific nursing settings, resources, and objectives.
    • Achieving optimal scholarly productivity necessitates expert guidance and consistent support.
    • Flexible mentoring approaches can foster research competence throughout a nursing career.