Mentorship in nursing education: A concept analysis

Jessica C. Pop, C. Susana Caxaj, A. Oudshoorn


Background and objective: There is a lack of consensus on the definition of mentoring, and a lack of agreement on the role and functions of mentors in nursing education. It is critical to clarify the concept of mentorship in nursing education for mentoring to be used effectively in mentorship programs.  The aim of this paper is to provide an in-depth concept analysis on formal faculty-to-faculty mentorship in nursing education.

Methods: This study used the Walker and Avant concept analysis model. 

Results: The analysis identified five defining attributes, three antecedents, and six consequences of mentorship in nursing education.

Conclusions: The concept of mentorship in nursing education was clarified and can be applied to nursing mentorship programs. Further research on mentorship’s empirical referents is required to properly evaluate the mentorship relationship, avoid failed mentorship, and consider how the role of age, gender, class, ethnocentric background, and race in shaping the nursing mentorship relationship.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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