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Reciprocal Mentoring: An Innovative Clinical Exercise for Nursing Education.

Vivienne Evet Friday¹

¹About the Author Vivienne Evet Friday, EdD, MSN, RN, CNE, is an assistant professor, Department of Nursing, Goodwin College, East Hartford, Connecticut. For more information, contact her at vfriday@goodwin.edu.

Nursing Education Perspectives

|August 23, 2020

Summary

Nursing students gained essential gerontological nursing skills through a reciprocal mentoring program. This innovative approach in a dedicated gerontology course yielded positive results for both students and mentors.

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Area of Science:

Gerontology
Nursing Education

Background:

The increasing elderly population necessitates specialized gerontological nursing skills among healthcare professionals.
Existing nursing curricula often lack comprehensive training in elder care.

Purpose of the Study:

To evaluate a reciprocal mentoring exercise for clinical practice in a gerontology nursing course.
To assess the impact of this exercise on nursing students and mentors.

Main Methods:

Implementation of a reciprocal mentoring program within a 16-week gerontology nursing course.
Utilized reflective journaling and post-experience surveys for data collection.

Main Results:

Students reported enhanced understanding and confidence in providing elder care.
Mentors also experienced professional growth and satisfaction.
Positive feedback indicated the effectiveness of the mentoring model.

Conclusions:

Reciprocal mentoring is an effective strategy for gerontological nursing education.
This model improves clinical skills and fosters intergenerational learning in nursing students.
The program positively impacts both student learning and mentor development.