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Effective Mentoring in the Clinical Setting.

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  • 1Teresa Shellenbarger is a professor of nursing in the Department of Nursing and Allied Health Professions at Indiana University of Pennsylvania in Indiana, PA. Meigan Robb is an assistant professor at Chatham University in Pittsburgh, PA. Contact author: Teresa Shellenbarger, tshell@iup.edu. The authors have disclosed no potential conflicts of interest, financial or otherwise. Teaching for Practice is coordinated by Linda Koharchik, DNP, MSN, RN, CNE: koharchikl@duq.edu.

The American Journal of Nursing
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Summary
This summary is machine-generated.

Clinical instructors and preceptors can use specific mentoring strategies to support new nurses during their transition to practice. These strategies help novice nurses apply their knowledge effectively in real-world healthcare settings.

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Area of Science:

  • Nursing Education
  • Clinical Mentorship

Background:

  • Adjunct clinical faculty and preceptors play a vital role in nursing education.
  • Effective transition to practice is crucial for novice nurses' success and retention.

Purpose of the Study:

  • To describe mentoring strategies for clinical instructors and preceptors.
  • To facilitate the transition of novice nurses into clinical practice.

Main Methods:

  • Literature review on mentoring in nursing.
  • Synthesis of best practices for clinical instruction.

Main Results:

  • Identification of key mentoring behaviors: guidance, feedback, role modeling.
  • Strategies for fostering critical thinking and clinical judgment.

Conclusions:

  • Mentoring is essential for easing the transition from student to practicing nurse.
  • Implementing targeted strategies can improve novice nurse confidence and competence.