Relevant bibliographies by topics / Mentoring in nursing Malaysia

Academic literature on the topic 'Mentoring in nursing Malaysia'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Mentoring in nursing Malaysia"

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Ludin, Salizar Mohamed, and Fatin Eliya Roshaimi. "Knowledge and Attitude of Nursing Students Towards Mentoring Program in Kulliyyah of Nursing, International Islamic University Malaysia (IIUM)." INTERNATIONAL JOURNAL OF CARE SCHOLARS 5, no. 2 (July 31, 2022): 27–34. http://dx.doi.org/10.31436/ijcs.v5i2.241.

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Introduction: Mentoring is one of the important elements in education as it includes orientation to enhance the tutors’ role, integrating into the education community, teaching and leadership development, scholarship, and service skills. Despite the positive feedbacks and comments on mentoring program, the knowledge and attitude of students towards any problems faced are still unknown or unclear. Thus, this study aims to investigate the knowledge and attitude among nursing students on mentoring program in Kulliyyah of Nursing in IIUM Kuantan. Methods: A quantitative cross- sectional study with convenience sampling was conducted on 188 undergraduate nursing students between October to December 2020. Data were collected via online platform (google form) invited through WhatsApp or email. The questionnaires consist of sociodemographic profile, knowledge, and attitude towards mentoring program. Results: Most students age between 22 to 23 years old (59.5%). Students mainly perceived good knowledge and positive attitude towards mentoring program. There were no association seen between sociodemographic profile and knowledge towards mentoring program (gender p=0.120; age p=0.165; year of study p=0.188) and attitude to mentoring program (gender p=0.241; age p=0.442; year of study p=0.720). However, there was a correlation between knowledge and attitude of nursing students towards mentoring program in Kulliyyah of Nursing (p<0.05). Conclusion: The study revealed there were no effect of sociodemographic profile on knowledge and attitude, however demonstrated of association between their knowledge and attitudes to mentoring program. Thus, the study basically showed that by having a good knowledge on the program, they will tend to have good attitudes and involved in the program accordingly. This finding further implied that more awareness on mentoring program should be executed to boost the student knowledge and attitude. Further research should be explored to look onto students’ needs and how to assist the student through mentoring.
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Simok, Anna Alicia, Mohamad Najib Mat Pa, Ahmad Fuad Abdul Rahim, and Jamilah Al-Muhammady Mohammad. "Challenges of e-Mentoring Medical Students During the COVID-19 Pandemic." Education in Medicine Journal 13, no. 4 (December 30, 2021): 107–11. http://dx.doi.org/10.21315/eimj2021.13.4.9.

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In the current pandemic scenario, the School of Medical Sciences, Universiti Sains Malaysia had adopted an e-mentoring system to help undergraduate medical students acclimatise to new subjects, improve academic performance and decrease attrition. The authors highlight the challenges of e-mentoring, including aspects of interpersonal dynamics, slow development of relationships in e-mentoring and the requirement of specific skills in technology for useful online mentoring, are the few challenges discussed. Some possible solutions were also shared. This article is beneficial to institutions implementing or planning to implement an e-mentoring system.
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Lin, Jian, Yi Rong Chew, Ying Pin Toh, and Lalit Kumar Radha Krishna. "Mentoring in Nursing." Nurse Educator 43, no. 1 (2018): E1—E5. http://dx.doi.org/10.1097/nne.0000000000000389.

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Smith, LeTizia, Karen Hande, and Betsy Babb Kennedy. "Mentoring Nursing Faculty." Nurse Educator 45, no. 4 (September 17, 2019): 185–86. http://dx.doi.org/10.1097/nne.0000000000000736.

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WARNER, SHEILA M. "Mentoring nursing students." Nursing 27, no. 2 (February 1997): 73–79. http://dx.doi.org/10.1097/00152193-199702000-00029.

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Palfreyman, Judith. "Successful Mentoring in NursingSuccessful Mentoring in Nursing." Nursing Standard 26, no. 21 (January 25, 2012): 31. http://dx.doi.org/10.7748/ns2012.01.26.21.31.b1309.

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Abu Bakar, Rizal. "The Relationship between Mentoring Program and Mentees Psychological and Emotional Support: Personality as a Moderator." Journal of Cognitive Sciences and Human Development 1, no. 2 (March 1, 2016): 84–98. http://dx.doi.org/10.33736/jcshd.207.2016.

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This study aims to examine the relationship between mentoring program, personality and mentee outcomes. One hundred respondents from different faculties in one of the universities in East Malaysia were involved in this study. Pearson Correlation was employed to determine the relationship between mentoring program and mentee outcomes, personality and mentee outcomes, mentoring program and psychological and emotional support. The results showed that there was a significant relationship between mentoring program and mentee outcomes. Multiple Regressions was used to assess whether personality act as a moderator between mentoring program and mentee outcomes. The findings indicated that personality moderates the relationship between mentoring program and mentee outcomes. The findings of this research are beneficial for mentoring program in universities in Malaysia, especially, in ensuring better mentoring outcomes. Implication of this research on organization and individuals was also discussed.Keywords: mentor; mentee; mentoring program; personality; moderator; psychological support; emotional support
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Ozcan, Cigdem Berk. "Negative mentors in nursing." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (December 5, 2017): 174–82. http://dx.doi.org/10.18844/prosoc.v4i2.2745.

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Mentoring is defined as the relationship between an older and experienced mentor and a less experienced young mentee who is seeking help in developing a career. Although learning, growth and development are not seen in various professional organizations and personal relationships, mentoring relationship is a relationship that focuses on the individual's career development and maturation.2007 Eby noted; the mentoring relationship can be observed in interpersonal relations as well as differences in terms of quality. Mentoring is a positive interaction or positive results may not necessarily be observable. Negative mentoring interaction in nurses is increasing in direct proportion to burnout. Eby and Allen 2002 study; Negative mentoring experience may be associated with more negative consequences, although positive mentoring experience contributes to positive outcomes for mentors, including stress and exhaustion reduction. Negative counseling experience for mentee is associated with increased stress and reduced job satisfaction and increased work intensity. In Eby et al.'s 2008 study, we examined the relationship between emotional exhaustion dimension and negative counseling in a study that did not show a relationship between negative mentoring experience and mentored burnout status. Schaffer and Taylar 2010 have identified a destructive relationship with negative emotional exhaustion, increasing emotional exhaustion among interpersonal problems. Negative mentoring experiences are related to emotional exhaustion in nurses and they can conceive significant consequences. Negative mentoring experiences relate to emotional exhaustion in nurses and they can have important consequences. Sambunjak et al 2009 pointed out that the obstacles of health workers are not having strong mentoring skills, seeing mentees as potential competitors, personal obstacles, time constraints, lack of shift work and incentives. Allen et al. 1997, former mentoring experience of the mentor, social support of the manager, work stress or organizational factors and individual characteristics contribute.Negative mentoring should be studied to establish a successful mentoring relationship in nursing. Nurses' awareness of negative mentoring should be increased and negative mentoring problems should be minimized. Keywords: Nursing; mentoring; negative mentoring.
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Mat Nor, Mohd Zarawi, Jamillah Al-Muhammady Mohammad, and Najib Majdi Yaacob. "Mentoring Needs among the Phase 1 Medical Students in the Universiti Sains Malaysia." Education in Medicine Journal 12, no. 4 (December 30, 2020): 9–16. http://dx.doi.org/10.21315/eimj2020.12.4.2.

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Mentoring programme is an important element for personal and professional development of medical students. In specific, the most important element is mentors must focus on the real issues that the students face during the mentoring process. This study aimed at comparing the prevalence of the mentoring needs and examining the association between characteristics of demography and mentoring needs among the phase 1 medical students from Universiti Sains Malaysia (USM). A cross-sectional study was conducted in June 2017 among the first- and second-year medical students in the School of Medical Sciences, USM. The USM mentoring inventory (USM-MT-i) questionnaire was employed to collect the data. This self-administered questionnaire consists of two domains with 17 items: communication and self-leadership skills (9 items) and learning skill (8 items). Internal consistency reliability (Cronbach’s alpha) for each domain were 0.915 and 0.904, respectively. The overall Cronbach’s alpha was 0.895. The prevalence of mentoring needs was determined and its association with the year of study was assessed. This study included 208 of medical students comprised 123 and 85 of the first-year and the second-year, respectively. The prevalence of communication and self-leadership skills mentoring needs among the first-year medical students was 26.8% (95% CI: 22.9%, 30.6%) and 18.8% (95% CI: 14.8%, 23.0%) among the second-year medical students. The prevalence of learning skill mentoring need was 77.2% (95% CI: 73.6%, 81.0%) among the first-year and 63.5% (95% CI: 58.5%, 68.6%) among the second-year medical students. There was a significant association between year of study and learning skill mentoring need (χ2 (1) = 4.65, P = 0.031). None of the demographic characteristics (gender, ethnic, entry qualification, origin and scholarship) was significantly associated with the mentoring needs. The data of mentoring needs among the phase 1 of medical training is crucial to provide them an effective mentoring programme.
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Block, Michelle, and Kristine L. Florczak. "Mentoring." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 100–104. http://dx.doi.org/10.1177/0894318417693312.

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The column concerns itself with mentoring as an evolving relationship between mentor and mentee. The collegiate mentoring model, the transformational transcendence model, and the humanbecoming mentoring model are considered in light of a dialogue with mentors at a Midwest university and conclusions are drawn.
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Dissertations / Theses on the topic "Mentoring in nursing Malaysia"

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Ismail, Norasiah Binti Haji. "The mentoring processes of primary ESL student teachers in Malaysia." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341193.

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Loyd, Roylin F. "Mentoring potential of oncology nurses." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941369.

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Nurses in management and clinical positions in all areas of the country are experiencing role changes due to restructuring within the health care industry. Nurses have an opportunity to embrace and enhance these changes as the trend toward Patient Focused Care continues which entails a restructuring of care delivery at all levels.Oncology nurses are specifically encouraged by the Oncology Nursing Society to mentor other nurses. The purpose of this study was to examine the concept of mentoring as related to oncology nurses who have experienced role changes due to redesigns in the health care delivery systems. The theoretical framework used in this study was Benner's "From Novice to Expert."A convenience sample of 88 oncology nurses were surveyed. The Darling Measuring Mentoring Potential Scale (MMP), a demographic questionnaire, and a cover letter were mailed. Respondent confidentiality was maintained and the procedures for protection of human subjects were followed. A descriptive correlational design was used. The research questions were analyzed using Pearson's correlation coefficient and multiple regression analysis. Means and standard deviation of mentoring characteristics were also obtained on the clustered scores. Findings of the study indicated a small, but significant difference between levels of education, role changes and mentoring potential. Levels of education and role changes accounted for 15% of the differences in mentoring potential scores. However, the mean scores for both the clustered basic and supporting mentoring characteristics were below the suggested scores as suggested for a substantial mentoring relationship.Conclusions from the study were that the concept of mentoring is still not prevalent among oncology nurses and does not play an important role in the professional lives of the respondents. The concept of mentoring needs to be formally addressed in nursing education as well as in hospital staff education and leadership programs. There needs to be continuing research regarding the concept of mentoring within the nursing profession in order to promote the benefits of this concept so that nurses may join with those in other professions to enjoy the products of mentoring.
School of Nursing
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Gaerte, Amy E. "Characteristics of mentoring in nursing faculty." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221290.

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The increasing complexity of today's nursing coupled with the growing need for higher numbers of expertly trained nursing staff requires faculty members who are prepared to handle this challenge. Mentoring has been noted as a successful tool for advancing careers, fulfilling role expectations, and providing resources for guidance. With a nursing shortage threatening and a bulge in the population of baby boomers beginning to retire, nurses are in high demand. The purpose of this study was to examine the concept of mentoring in nursing, determine if nursing faculty have been mentored and to ascertain the characteristics of mentoring reported by nursing faculty.The population for the study was nursing faculty from three mid-western schools of nursing. A convenience sample of all nursing faculty who agreed to participate was used. The participants were given a demographic tool and Darling's Measuring Mentoring Potential (MMP) Scale to complete. The MMP consisted of fourteen items that described the most significant characteristics of mentors.The pool consisted of 52 faculty with a response rate of 84.6% (n=44). All of the faculty that completed the questionnaire were mentored. The majority of respondents (n=43) were female ranging in age from 40-59 (84.1%). Fifty percent were Master's prepared nurses and 41% held doctoral degrees. The respondents reported the three highest characteristics of mentoring as Model, Envisioner, and Energizer which is consistent with Darling's research as denoting a significant mentoring relationship.The findings revealed that nursing faculty have been mentored and that these mentoring relationships were significant as defined by Darling. Due to proposedupcoming shortages in nursing staff and nursing faculty, this study was significant to provide data about the mentoring relationship. Nurse administrators can use information about mentoring to structure formal mentoring programs to facilitate transition into faculty roles. The implication of this study is that mentoring can be used to promote growth in new faculty members and provide schools of nursing with adequately prepared new faculty as more experienced professors retire.
School of Nursing
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Merriman, Carolyn S. "Faculty Mentoring Training." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/8467.

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Merriman, Carolyn S., P. Ramsey, and S. Blowers. "Peer Mentoring: Promoting Nursing Students Academic Success." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/8455.

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Washington, Georgita T. "Mentoring the Clinical Nurse in Nursing Research." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7606.

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The purpose of this article is to describe the research mentoring process used with a small team of nurses by a PhD prepared nurse certified as a Nursing Professional Development Specialist and as a Critical Care Clinical Nurse Specialist. It will describe how bedside nurses were actively engaged in the research process by having them learn about research while operationalizing that knowledge as simultaneously were mentored in conducting a relevant research study. The process described and discussed in this article should be useful to nurse leaders to facilitate removing the traditional barriers to nursing research that still remain in healthcare organizations today. These include lack of time and knowledge, about the process, lack of institutional support, and lack of mentoring through the process. It should also be helpful to nurse educators in the clinical area to encourage more nurses to participate in nursing research.
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Johnstone, Esther M. "Perioperative Orientation, Education, and Mentoring (POEM) Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2316.

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Perioperative registered nurses (RNs) are vital to the provision of safe patient care for those undergoing invasive and surgical procedures within acute care settings. Unrealistic transition-to-practice (T2P) expectations for novice RNs (newly licensed and experienced RNs new to perioperative nursing) have resulted in significant turnover and attrition rates as high as 45%. A T2P program, known as the Perioperative Orientation, Education, and Mentoring (POEM) program, was developed to address attrition and turnover through mentoring and professional development. The POEM program was a pilot program implemented at a large academic medical center. An evaluation tool known as the Surgical Skill Assessment Tool was developed to evaluate the POEM program. A preintervention score of 56 and a postintervention score of 237 demonstrate an increase in experience, skill, and knowledge acquisition. Content data analysis revealed themes and subthemes from each of the 2 focus groups as well as recommendations from the quality improvement (QI) project leader and project coleader. The recommendations include developing a nurse extern program, advertising and promoting perioperative nursing to local nursing schools, supporting the clinical advisor program, encouraging involvement in the local Association of periOperative Registered Nurses (AORN) chapter, and mentoring novice RNs and RN clinical advisors. The need to evaluate strategies for improvement, recruitment, and retention is critical to sustain the perioperative nursing workforce. Further research is necessary to refine the POEM program and to understand the role of professional mentoring in facilitating a smooth T2P for novice nurses entering perioperative services.
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Webb, Melessia D. "“Peer Mentoring and Tutoring”." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/8499.

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Merriman, Carolyn S. "The Effects of Peer Mentoring Among Nursing Students." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/8450.

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Darby, Barbara Ann Barnaby. "Professional Socialization and Mentoring Relationships in Beginning Nursing Practice." UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/332.

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The purpose of this study was twofold--to gain understanding of early professional socialization in beginning nursing practice from the beginning practitioner's perspective and to explore the influences of mentoring on the professional socialization of beginning nurses. Participants were thirty-one novice practitioners from an associate in science degree nursing program in the Southeast section of the United States. The unique perspectives of beginning nurses were gained through the use of focus groups. Data analysis consisted of content analysis, data display and reduction, identification of themes, and conclusion drawing. Findings supported the notion that professional socialization occurs in phases. Beginners anticipate initial work environments that facilitate ongoing socialization. Mentoring/preceptorship relationships are anticipated and desired as part of the socialization process. Early in beginning practice novices demonstrated an external locus of control and focused on their preparation for the role and support systems. Late in beginning practice novices demonstrated an internal locus of control and were concerned about impending independent practice and the continuing need to learn. Findings may assist nursing educators and nursing practitioners to facilitate beginners' entry and role transition. Future research should address the mentors' perspective, locus of control, and differences based on the professional education program completed by the beginner.
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Books on the topic "Mentoring in nursing Malaysia"

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Philip, Hughes, ed. Mentoring nursing and healthcare students. Los Angeles: SAGE, 2010.

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Woolnough, Helen M., and Sandra L. Fielden. Mentoring in Nursing and Healthcare. Chichester, UK: John Wiley &;#38; Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119180449.

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M, Downie Carol, Basford Philip R, and University of Greenwich. School of Health and Social Care., eds. Mentoring in practice: A reader. London: Greenwich University Press, 2003.

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Kath, Sharples, ed. A nurse's survival guide to mentoring. Edinburgh: Churchill Livingstone/Elsevier, 2011.

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Watters, Nancy E. A guide to preceptorship and mentoring. Ottawa: Canadian Nurses Association = Association des infirmières et infirmiers du Canada, 2004.

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Pillemer, Karl A. CNA mentoring made easy: Everything you need to run a successful peer mentoring program. 2nd ed. Clifton Park, NY: Delmar Cengage Learning, 2013.

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Ibitayo, Kristina S., 1964- author, Bond, Mary Lou, 1937- author, and Sigma Theta Tau International, eds. Mentoring today's nurses: A global perspective for success. Indianapolis, IN: Sigma Theta Tau International, 2014.

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Donner, Gail J. A guide to coaching and mentoring in nursing. Geneva, Switzerland: International Council of Nurses, 2007.

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Mentoring in nursing: A dynamic and collaborative process. 2nd ed. New York, NY: Springer Pub. Co., 2013.

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Mentoring in nursing and healthcare: A practical approach. Chichester, West Sussex, UK: John Wiley & Sons, 2012.

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Book chapters on the topic "Mentoring in nursing Malaysia"

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"Mentoring." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0100.

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"Evaluating Formal Mentoring Relationships." In Mentoring in Nursing and Healthcare, 101–21. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch6.

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"What is Mentoring?" In Fast Facts For Career Success In Nursing. New York, NY: Springer Publishing Company, 2010. http://dx.doi.org/10.1891/9780826106902.0002.

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"Mentoring: Mentor and Protégé Relationship." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0101.

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"Mentoring in Nursing and Healthcare." In Mentoring in Nursing and Healthcare, 63–79. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch4.

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"Mentoring: Transition to Advanced Practice Role." In Encyclopedia of Nursing Education. New York, NY: Springer Publishing Company, 2015. http://dx.doi.org/10.1891/9780826153630.0102.

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"TCN Concepts in Faculty Orientation and Mentoring." In Transcultural Nursing Education Strategies. New York, NY: Springer Publishing Company, 2014. http://dx.doi.org/10.1891/9780826195944.0022.

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"Gendered Career Development within Nursing and Healthcare." In Mentoring in Nursing and Healthcare, 1–21. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch1.

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"Mentoring as a Career Development Tool." In Mentoring in Nursing and Healthcare, 23–44. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch2.

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"Diversity in Mentoring: Gender, Race and Ethnicity." In Mentoring in Nursing and Healthcare, 45–62. Chichester, UK: John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781119180449.ch3.

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Conference papers on the topic "Mentoring in nursing Malaysia"

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Hong, Sung Jung, Hwa Sun Kim, and Sung Hee Lee. "Effects of Mentoring Program for Married Female Immigrants." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.25.

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Singh, Shweta, Prankul Goel, Kopal Mathur, Nishant Sharma, Vinay Bothra, and Dilip Singh Mairembam. "THE ON-SITE NURSE MENTORING PROGRAMME: A NEEDS-BASED NURSING INNOVATION IN BIHAR, INDIA." In EPHP 2016, Bangalore, 8–9 July 2016, Third national conference on bringing Evidence into Public Health Policy Equitable India: All for Health and Wellbeing. BMJ Publishing Group Ltd, 2016. http://dx.doi.org/10.1136/bmjgh-2016-ephpabstracts.51.

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"Detection of Legionella spp. and Other Pathogens in Water Systems of Nursing Homes and Spa Pools." In May 22-24, 2017 Kuala Lumpur (Malaysia). IIE, 2017. http://dx.doi.org/10.15242/iie.c0517009.

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Zawawi, Azlyn Ahmad. "The Implications of Trust on Nursing Team Contextual Performance: A Evidence from Malaysia." In Asia-Pacific Research in Social Sciences and Humanities Universitas Indonesia Conference (APRISH 2019). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210531.089.

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Nordin, Nik Muhammad Faris Bin Nik, Hasif Rafidee bin Hasbollah, Mohd Asrul Hery Bin Ibrahim, Nor Dalila bin Marican, Muhd Hafzal bin Abdul Halim, Ahmad Faezi Bin Ab Rashid, and Nurul Hafizah Binti Mohd Yasin. "Nursing home facilities in Malaysia (premise, shared facilities & individual accommodation: Space requirement): A literature review." In THE 2ND INTERNATIONAL CONFERENCE ON APPLIED SCIENCE AND TECHNOLOGY 2017 (ICAST’17). Author(s), 2017. http://dx.doi.org/10.1063/1.5005442.

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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.

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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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