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Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Faculty and Student Perspectives on Mentorship in a Nursing Honors Program
Noreen Nelson1, Fidelindo Lim, Ann-Margaret Navarra
1About the Authors The authors are faculty of New York University Rory Meyers College of Nursing, New York, New York. Noreen Nelson, PhD, RN, CNS, CNE, is a clinical assistant professor. Fidelindo Lim, DNP, CCRN, is a clinical assistant professor. Ann-Margaret Navarra, PhD, CPNP-PC is an assistant professor. Karla Rodriguez, DNP, CNE, is a clinical assistant professor. Amy Witkoski Stimpfel, PhD, RN, is an assistant professor. Larry Z. Slater, PhD, RN-BC, CNE, is a clinical assistant professor. For more information, contact Dr. Nelson at nn21@nyu.edu.
Abstract:
Honors programs in nursing can facilitate the professional development of high-achieving students, supporting their lifelong engagement in nursing practice, education, research, and health care policy issues. Strong mentoring relationships are commonly identified as essential to the success of nursing honors programs, but literature on mentoring relationships in an honors context is limited. The purpose of this study was to gain insight into faculty and student expectations for mentorship. Faculty and students shared similar expectations for both the mentor and mentee, highlighting key themes of engagement, facilitation, accountability, and collaboration as necessary for the success of an undergraduate nursing honors program.
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