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Mentoring in nursing is crucial for supporting newly qualified nurses, enhancing retention and promoting professional development. Despite its significance, limited research has explored nurse mentors' perspectives and their own development through mentoring.
To explore how a structured mentoring intervention influences nurse mentors' clinical teaching behaviour, self-efficacy and experiences of their professional role development.
A convergent mixed-methods study was conducted during a mentorship intervention across healthcare units in hospitals and municipalities in northern Sweden and Norway.
Forty-one experienced registered nurses participated as nurse mentors. Quantitative data were collected via validated instruments on clinical teaching behaviour and self-efficacy before and twice after the intervention. Qualitative data were collected through post-intervention focus group interviews. Quantitative data were analysed using Wilcoxon signed rank test; qualitative data were analysed using qualitative content analysis. Findings were triangulated to identify convergence and divergence.
Nurse mentors reported personal and professional growth, especially in relationship-building, mentoring skills and role clarity. Results showed consistently high ratings in clinical teaching behaviour and self-efficacy, with an increase in clinical teaching behaviour scores post-intervention.
Structured mentoring interventions support nurse mentors' development, improving clinical teaching practices and reinforcing their professional identity—key factors in nurse retention.
The findings highlight the need for sustained nurse mentor support and tailored mentorship frameworks to ensure effective, long-term mentoring in nursing.
What problem did the study address? Mentoring is essential for supporting newly qualified nurses, improving retention and fostering their professional development. Most mentorship research focuses on mentees, with limited insight into nurse mentors' perspectives and development.
What were the main findings? Nurse mentors experienced development in several areas throughout the intervention, particularly in building relationships, fostering meaningful mentoring skills and refining their role as nurse mentors.
Where and on whom will the research have an impact? This study can inform policy and practice by contributing knowledge on the development of sustainable mentoring frameworks. These frameworks support the formation of collaborative and stable work groups in clinical settings, enhancing nurse retention, professional development and the overall quality of patient care.
This study adhered to the Good Reporting of A Mixed Methods Study (GRAMMS) guidelines, by O'cathain et al. as recommended by the EQUATOR network.
No patient or public contribution.
Research consistently underscores the importance of mentoring and a supportive work environment for nurse retention and well-being. Previous research on nurse mentoring has primarily focused on mentees' perspectives. Research is scarce on the prerequisites for mentoring from the perspective of mentors—experienced registered nurses who guide and support their new colleagues, mentees.
To explore nurse mentors' perspectives on the prerequisites for mentoring, following their participation in a mentoring intervention.
Qualitative study design with an inductive approach using focus group interviews as a data collection method.
A total of 19 experienced registered nurses, appointed as mentors, were interviewed in four focus groups and one individual interview, in May and June 2022, following the conclusion of the intervention period. Focus groups consisted of three to six participants. The transcribed interview data were analysed using qualitative content analysis.
The main theme identified in the results was that mentors needed organisational structure and leaders' support to facilitate the mentoring process. Participants underscored the necessity of a comprehensive support system that spans the entire mentoring process, as described in three themes: creating foundations for mentoring; navigating mentoring challenges in everyday work routines; and post-mentoring reflection and learning.
This study underscores the importance of integrating mentoring into daily healthcare routines by addressing barriers and facilitators, such as organisational structure and support from first line leaders. Key results highlight the need for pre- and post-mentoring phases to create a sustainable, continuous learning process. Further research should focus on developing sustainable frameworks for implementing mentoring.
Policies should explicitly support the dual role of experienced registered nurses as both caregivers and mentors, acknowledging the demands on their time and responsibilities. Policymakers should integrate mentoring frameworks into nursing roles. This could play a critical role in stabilising the work environment.
What problem did the study address?
Mentoring plays a critical role in helping newly qualified nurses transition into their professional roles, contributing to their retention and overall well-being. Although there is limited research on mentoring from the perspective of mentors.
What were the main findings?
Mentors needed organisational structure and leaders' support to facilitate the mentoring process. We identified that mentoring structures should include clear responsibilities, pre-mentoring preparation and post-mentoring reflections to ensure full implementation of the mentoring process.
Where and on whom will the research have an impact?
The findings of this study can support organisations in creating sustainable mentoring structures for registered nurses, in which both mentors and mentees collaborate within a community of practice. The mentoring findings can also be applicable to other contexts and professions.
Reporting of this study was guided by the Standards for Reporting Qualitative Research (SRQR).
No patient or public contribution.
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