• Login
    View Item 
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    •   Home
    • Massey Documents by Type
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Mentoring-- how does it address nurses' learning needs?: a thesis presented as partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University, Wellington, New Zealand

    Icon
    View/Open Full Text
    01_front.pdf (628.8Kb)
    02_whole.pdf (18.31Mb)
    Export to EndNote
    Abstract
    Mentoring is regarded as a valuable process to support development in a variety of practice orientated disciplines, and nursing is no exception. The diversity of mentoring required within the clinical and academic context provides challenges for the nursing profession. The New Zealand Nursing Council (NZNC) requires nurses to develop a mentoring relationship to support postgraduate study. Learning and development can be supported both personally and professionally, I believe, through sound mentoring relationships. This study offers insights into mentoring experiences of nurses, seeking to understand the impact of mentoring on learning. The cohort is a group of New Zealand Registered Nurses who completed a Postgraduate Speciality Nursing Practice programme. A qualitative interpretive research design was employed using interpretive phenomenology, to explore nurses' experiences of the mentoring phenomenon. A review of the literature supported by data collection using focus group conversations during late 2006 and early 2007 provided the basis for data generation. Nursing education has been in transition over the past decade. Training programs have moved from the hospital base into the polytechnics and universities. This transitional process has resulted in a diverse mix of nurses in current practice bringing different views and perspectives to the practice setting and their educational pursuits and therefore provides challenges for mentoring relationships. Transition theory was integrated to understand the relationship of learning during times of transition and change. Findings indicate the mentoring process is complex and highly individual, often ill defined and confusing. This study illuminates some of the issues and complexities seeking to identify areas for future initiatives.
    Date
    2009
    Author
    Johnson, Mary Anne
    Rights
    The Author
    Publisher
    Massey University
    URI
    http://hdl.handle.net/10179/12762
    Collections
    • Theses and Dissertations
    Metadata
    Show full item record

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1
     

     

    Tweets by @Massey_Research
    Information PagesContent PolicyDepositing content to MROCopyright and Access InformationDeposit LicenseDeposit License SummaryTheses FAQFile FormatsDoctoral Thesis Deposit

    Browse

    All of MROCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Copyright © Massey University
    | Contact Us | Feedback | Copyright Take Down Request | Massey University Privacy Statement
    DSpace software copyright © Duraspace
    v5.7-2020.1-beta1