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Faculty-Led Mentorship of Nurse Practitioner Students: A Scoping Review
Rebekah Roberts1, Alanna Kavanaugh, Roy E Brown
1Author Affiliations: Adult Health and Nursing Systems, Virginia Commonwealth University, Richmond, Virginia (Dr Roberts and Ms Bork); University of Mount Saint Vincent, New York City, New York (Dr Kavanaugh); and Health Sciences Library, VCU Libraries, Richmond, Virginia (Mr Brown).
Background:
Nurse practitioner (NP) students have distinct needs transitioning from experienced nurses to NPs; yet, faculty-led mentorship remains poorly defined.
Purpose:
This scoping review examined faculty-led mentorship for NP students and its impact on clinical competency.
Methods:
Guided by Joanna Briggs Institute methodology and the the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), MEDLINE (Ovid), PubMed, Embase (Ovid), and Cumulative Index to Nursing and Allied Health Literature were searched.
Results:
Twenty-six articles were included. Mentorship definitions varied widely, and reported outcomes were sparse but included increased student self-efficacy, perceived support, and improved retention.
Conclusions:
Empirical outcome data and structured NP-specific mentorship models remain limited, highlighting a critical gap within competency-based education. However, faculty mentorship programs show potential to support academic progression, professional growth, and transition to advanced practice.
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