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Mentors' Perspectives on Supporting Newly Graduated Registered Nurses in Hospital Settings: A Qualitative Focus Group
Pernilla Berndtsson1, Eva Brink1, Maria Skyvell Nilsson1
1Department of Health Sciences, University West, Trollhättan, Sweden.
Introduction:
Research consistently highlights the importance of mentorship and a supportive work environment for newly graduated registered nurses entering clinical settings. Previous research on mentorship has primarily focused on new nurses' perspectives. Further research is needed to explore mentors' perspectives in greater depth.
Aim:
To explore mentors' perspectives on supporting newly graduated registered nurses in their professional development in a hospital setting.
Design:
The study had a qualitative explorative design using focus group discussions as a data collection method.
Method:
A total of 18 registered nurses serving as mentors in a hospital care unit participated in five focus group discussions. The data were analysed using reflexive thematic analysis.
Findings:
The findings revealed mentors' views that a permissive approach, creating a trusting relationship, and strengthening self-confidence build a positive foundation for novice nurses. They wished to facilitate novice nurses' learning towards professional independence by encouraging reflection and probing, and by fostering a desire for ongoing clinical competence development and patient safety through their presence in daily practice.
Conclusion:
These findings underscore the crucial role of mentors as advanced nurses in fostering supportive learning environments for newly graduated registered nurses by establishing meaningful mentoring relationships that offer psychological support. Extending existing mentor literature, the results highlight their intention to deliver pedagogically grounded, hands-on clinical mentorship integrated into daily practice to ensure patient care. Thereby fostering workplace learning and professional development in daily clinical practice.
Implications For The Profession:
Health care decision-makers and managers could use knowledge gained from this study to implement more targeted mentorship programmes to support newly graduated registered nurses and promote workplace learning. The findings emphasise the importance of organisational support, including protected time for mentors, to sustain meaningful mentorship and promote nurses' well-being and healthy work environments.
Impact:
(ADDRESSING): What problem did the study address? Mentorship plays a critical role in supporting newly graduated registered nurses entering clinical settings. However, despite the recognised importance of mentorship, there is limited research exploring mentors' perspectives when supporting new nurses. What were the main findings? Mentors can build a positive foundation for newly graduated registered nurses by using a permissive approach to create a trusting relationship. Mentors' intention was to promote a pedagogically grounded learning environment and uphold knowledge support through being present in daily work in order to create security for new nurses and ensure patient care. Where and on whom will the research have an impact? The findings of this study may support mentors and nurse managers responsible for facilitating the transition of newly graduated registered nurses into hospital settings by informing mentorship approaches that promote professional development through workplace learning and foster psychological safety during the transition period. Additionally, effective mentorship may strengthen newly graduated registered nurses' ability to deliver high-quality care, which is of particular interest to nurse managers seeking to ensure safe and effective patient care.
Reporting Method:
This study conforms to the reporting of the Consolidated Criteria for Reporting Qualitative Research guidelines and checklist.
No Patient Or Public Involvement:
This study did not include patient or public involvement in its design, conduct, or reporting.