Nurse Practitioner Students' Attitudes towards Electronic Mentoring
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The paper reviews the literature on online mentoring, also known as electronic mentoring or e-mentoring, that uses the Internet to provide mentoring relationship opportunities. The paper then presents a study that will assess nurse practitioner (NP) students' perceptions of and attitudes towards e-mentoring, as well as the perceived problems and barriers to it. The paper describes the design and method of this study as well as its strengths and weaknesses, and includes a proposed timeline.
Review of the Literature
Review of the Literature
From the Paper:"Upon graduation, every nurse practitioner student will transition to the role of independent nurse practitioner (NP) and primary care provider. The number of NPs completing graduate programs has continued to increase each year;in 2011, over 11,000 new NPs entered the workforce after completing their programs (American Academy of Nurse Practitioners, 2012). However, for the first few months after graduation, new NPs often experience significant stress and difficulty. During the course of transitioning into an expert clinician, students appear to go through four stages: 1) feeling dependent and incompetent; 2) feeling competent; 3) feeling totally responsible and independent; and finally, 4) feeling a comfortable interdependence with both other professionals and their patients (Roberts,Tabloski, &Bova,1997).This period is filled with many stressors as the student focuses on surviving and growing as an NP in a demanding health care system. Novice NPs struggle with the challenge of providing safe and competent care whilemeeting high expectations in practicing advanced clinical skills (Hill &Sawatzky, 2011). In a focus group study, Kelly and Mathews (2001) explored the theory that role ambiguity, whichwas a common barrier encountered by many beginning NPs, caused frustration and confusion as novice NPs learned how their role fit within the organization. Although most NP programs in the United States provide basic didactic information and clinical exposure to NP students, additional guidance and support are essential before novice NPs begin actual practice."
Sample of Sources Used:
- American Academy of Nurse Practitioners. (2012). How many NPs are prepared each year? Retrievedfrom http://www.aanp.org/component/content/article/61-education/faq-np-prep/307-how-many-new-nps-
- Anthony, T. D., &Kritsonis, W. (2006). National Implications : An Analysis of E-Mentoring Induction Year Programs for Novice Alternatively Certified Teachers, National Journal for Publishing and Mentoring Doctoral Student Research,3(1), 1-6.
- Barker, E. R. (2006). Mentoring--A complex relationship. Journal of the American Academy of Nurse Practitioners, 18, 56-61.
- Bierema, L.L., & Merriam S. B. (2002). E-mentoring: Using computer-mediated communication to enhance the mentoring process. Innovative Higher Education, 26(3), 211-227.
- Brown, M.A., &Olshansky, E. (1997). From limbo to legitimacy: A theoretical model of the transition to primary care nurse practitioner role. Nursing Research, 46, 46-51.
Cite this Research Proposal:
Nurse Practitioner Students' Attitudes towards Electronic Mentoring (2013, July 14) Retrieved November 17, 2019, from https://www.academon.com/research-proposal/nurse-practitioner-students-attitudes-towards-electronic-mentoring-153618/
"Nurse Practitioner Students' Attitudes towards Electronic Mentoring" 14 July 2013. Web. 17 November. 2019. <https://www.academon.com/research-proposal/nurse-practitioner-students-attitudes-towards-electronic-mentoring-153618/>