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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 29 січня 2023

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1

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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Анотація:
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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2

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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3

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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4

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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5

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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6

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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7

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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Анотація:
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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8

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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9

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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10

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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11

Mazanec, Polly, Rebecca A. Aslakson, Joann Bodurtha, and Thomas J. Smith. "Mentoring in Palliative Nursing." Journal of Hospice & Palliative Nursing 18, no. 6 (December 2016): 488–95. http://dx.doi.org/10.1097/njh.0000000000000297.

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12

Rattray, Jacqui, and Dale Embleton. "Successful Mentoring in Nursing." Nurse Education in Practice 12, no. 6 (November 2012): e42-e43. http://dx.doi.org/10.1016/j.nepr.2012.01.016.

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13

Dorsey, Laurie E., and Constance M. Baker. "Mentoring Undergraduate Nursing Students." Nurse Educator 29, no. 6 (November 2004): 260–65. http://dx.doi.org/10.1097/00006223-200411000-00013.

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14

Parse, Rosemarie Rizzo. "Mentoring Moments." Nursing Science Quarterly 15, no. 2 (April 2002): 97. http://dx.doi.org/10.1177/08943180222108868.

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15

Kim, Mi Ja, and Geraldene Felton. "Research mentoring." Journal of Professional Nursing 2, no. 3 (May 1986): 142. http://dx.doi.org/10.1016/s8755-7223(86)80058-8.

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16

Forcum, Kimberly. "Peer Mentoring." Nursing for Women's Health 14, no. 6 (December 2010): 441. http://dx.doi.org/10.1111/j.1751-486x.2010.01589.x.

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17

Desjardins, Michael C. "Mentoring." AJN, American Journal of Nursing 106, no. 11 (November 2006): 72AAA. http://dx.doi.org/10.1097/00000446-200611000-00025.

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18

Gies,, Mary Lou. "Mentoring Clinical Adjunct Nursing Faculty." International Journal of Human Caring 17, no. 3 (April 2013): 35–40. http://dx.doi.org/10.20467/1091-5710.17.3.35.

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Mentoring is a recognized means of enlisting and retaining employees in a profession. Expert nursing clinicians often begin in an educator’s role as adjunct faculty, at remote clinical settings that could deprive them of information critical for a successful start. Their job satisfaction may be threatened by unclear expectations of administrators. Novice nursing faculty can benefit from being part of a well-thought-out mentoring program. This review of the literature on mentoring of clinical adjunct faculty reveals that there is a minimal amount of information on their specific needs. The literature available identifies the benefits and vital components of a mentoring program. Use of these strategic methods to initiate a mentoring program could facilitate new initiatives for clinical adjunct nursing faculty success.
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19

Davidhizar, Ruth. "Mentoring Nursing Students to Write." Journal of Nursing Education 32, no. 6 (June 1993): 280–82. http://dx.doi.org/10.3928/0148-4834-19930601-13.

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20

Cullen, Deborah, Carol Shieh, Susan M. McLennon, Caitlin Pike, Taylor Hartman, and Hena Shah. "Mentoring Nontenured Track Nursing Faculty." Nurse Educator 42, no. 6 (2017): 290–94. http://dx.doi.org/10.1097/nne.0000000000000394.

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21

Režić, Slađana. "Methods of mentoring nursing graduates." Sestrinski glasnik/Nursing Journal 21, no. 3 (December 15, 2016): 200–203. http://dx.doi.org/10.11608/sgnj.2016.21.043.

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22

Tillett, Jackie. "Mentoring Leaders in Perinatal Nursing." Journal of Perinatal & Neonatal Nursing 28, no. 1 (2014): 3–5. http://dx.doi.org/10.1097/jpn.0000000000000007.

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23

Haidar, Elizabeth. "Coaching and mentoring nursing students." Nursing Management 14, no. 8 (December 2007): 32–35. http://dx.doi.org/10.7748/nm2007.12.14.8.32.c8241.

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24

Bittner, Aubrey. "Mentoring millennials for nursing leadership." Nursing 49, no. 10 (October 2019): 53–56. http://dx.doi.org/10.1097/01.nurse.0000580656.81188.ee.

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25

Kamarudin, Mohammad Arif, Shah-Abas Muhamad Md Shah, Noor Aisyah Somkam Ismail, Teh Pui Yen, Aini Syahirah Shamsul, Hasnurul Idayu Che Razali, and Abdus Salam. "Perceptions of Mentors and Mentees towards the Mentoring System at the Universiti Kebangsaan Malaysia Medical Centre." Education in Medicine Journal 13, no. 2 (June 30, 2021): 55–70. http://dx.doi.org/10.21315/eimj2021.13.2.5.

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Mentoring is a relationship between mentors and mentees focused on the career success and advancement of mentees. It is crucial to review and evaluate the mentoring system in place in any given institution to identify potential issues. This study aimed to ascertain the perception of mentors and mentees towards mentoring system at Universiti Kebangsaan Malaysia Medical Centre (UKMMC). This cross-sectional study involved 382 UKMMC medical students from Year-2 to Year-5, and 35 UKMMC lecturers. Data were collected by sending validated questionnaires through Google Forms to all 819 students via the Facebook groups of UKM medical students. The questionnaires for mentors were distributed to all 78 lecturers through their respective emails. Both mentors and mentees showed positive perceptions towards the mentoring system with a total score of 110/144 (76%) and 51/64 (80%), respectively. Year-2 and Year-3 mentees showed higher perception compared to Year-4. Mentees supervised under pre-clinical mentors and female mentors had higher perceptions compared to clinical mentors and male mentors. Respondents reported suggestions for improving the content and structure of the mentoring system, the need for additional training of mentors (especially on how to approach the mentees), retaining the same mentors and mentees pairing throughout the mentees’ education, and reviewing the assessment method. The study findings may help further in improving the mentoring system of UKMMC. Mentoring is a challenging task. Medical schools must assign mentoring due importance in regular training for all levels of mentors by welltrained trainers. The implementation of awards and incentives for institutional mentors may motivate them further.
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26

Buckner, Ellen B. "Leadership Mentoring Needed!" Aquichan 19, no. 4 (January 30, 2020): 1–4. http://dx.doi.org/10.5294/aqui.2019.19.4.1.

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Leadership mentoring is needed in nursing to nurture nurse leaders globally. It requires the selfless giving of our time and insight while encouraging us to be open to a new generation of nurses and nursing vision. In addition, leadership mentoring provides us with opportunities for advocacy for our profession and its worldwide mission. Virtual mentoring communities have been developed through Sigma Theta Tau International (Sigma) and the Roy Adaptation Association (RAA). These engage emerging nurse leaders to contribute to their organizations and to the profession of nursing. From frontline clinical practice, to nursing organizational leadership, to health policy development, leadership mentoring means engaging nursing voice. It means investing the time and talent to nurture and teach leadership in new ways with the next generation. Seeking out opportunities for leadership mentoring is the first step!
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27

Hinceman, Tamara. "Mentoring." Gastroenterology Nursing 30, no. 2 (March 2007): 153. http://dx.doi.org/10.1097/01.sga.0000267990.18754.d3.

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28

Bean, Kathy B. "Mentoring." Gastroenterology Nursing 28, no. 4 (July 2005): 275–76. http://dx.doi.org/10.1097/00001610-200507000-00001.

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29

Clement, Susan Arlene, and Susan Welch. "Virtual mentoring in nursing education: A scoping review of the literature." Journal of Nursing Education and Practice 8, no. 3 (November 22, 2017): 137. http://dx.doi.org/10.5430/jnep.v8n3p137.

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Background and objective: Large numbers of nurse educators are retiring, creating a paucity of experienced advisors and research investigators to mentor nurse educators. The guiding of doctoral students in nursing is at a demanding crossroad. A new mentoring approach is needed within nursing education to support doctoral students who wish to transition to nursing education and current nurse educators who wish to further the science of nursing education. A scoping review was conducted to determine what is currently known from the existing literature about virtual mentoring in nursing education.Methods: Literature published between 2012 and 2017 was reviewed from two electronic databases using the key words virtual mentoring, e-mentoring, cyber mentoring, online mentoring, tele-mentoring, nursing education, and college or university or higher education. The framework from Arksey and O’Malley was utilized for this study.Results: Two themes have been identified: Technological Support for the Virtual Mentoring Role and Evolving Virtual Mentoring Programs in Nursing Education.Conclusions: The available current research fails to adequately answer the research question. Further research into doctoral nursing graduates lived experience of a formal virtual mentoring program and building upon the virtual mentoring experience is needed.
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30

Milton, Constance L. "Ethics With Mentoring." Nursing Science Quarterly 30, no. 2 (March 24, 2017): 105–6. http://dx.doi.org/10.1177/0894318417693314.

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The concept of mentoring is a phenomenon critical to teaching-learning in coming to know in the performing art of leadership. The author of this article discusses the mentoring relationship from an alternative view through the humanbecoming lens of understanding. Possibilities of ethical nurse practice with the art of mentoring from the humanbecoming perspective are illuminated.
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31

Rosenberg, Candice J. "Faculty-Student Mentoring." Journal of Holistic Nursing 16, no. 3 (September 1998): 399–404. http://dx.doi.org/10.1177/089801019801600308.

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32

Davis, Lindsay, Kim Mullins, Amy Fathman, and Sherry Donaworth. "Mentoring novice NPs." Nurse Practitioner 48, no. 2 (February 2023): 41–47. http://dx.doi.org/10.1097/01.npr.0000000000000005.

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33

Nurita, Juhdi, Wan Jamaliah Wan Jusoh, Norizah Supar, and Noor Hasni Juhdi. "Management Development Programs and the Aspired Management Style: A Study in Malaysia." Quality Innovation Prosperity 19, no. 2 (December 30, 2015): 87. http://dx.doi.org/10.12776/qip.v19i2.607.

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<div><strong>Purpose:</strong> The study was to examine the relationship between management development programs and the management styles used by junior executives and young managers.</div><div> </div><div><strong>Design/methodology/approach:</strong> Data was collected using survey forms and all the respondents were below 45 years old. They were either professionals or holding middle to higher level positions.</div><div> </div><div><strong>Findings:</strong> Only mentoring had significant relationships with all the seven management styles. Mentoring was also found as the only program which was significant predictor to all the management styles. Assessment programs were found having significant relationship with participative style with negative relationship. On-the-job development programs were only significantly related to two management styles. Delegating style was significantly related to all the management development programs. Ethical management style was only significant to mentoring.</div><div> </div><div><strong>Research implications:</strong> HR practitioners should emphasize the use of mentoring with systematic mentoring programs.</div><div> </div><div><strong>Research limitations:</strong> The correlation values among variables were weak-to-moderate and some variables suffered from low Cronbach’s alpha values.</div><div> </div><div><strong>Originality/value:</strong> The paper researched on the outcomes of management development programs by measuring the management styles as perceived by the program participants. </div>
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34

Ahmed, Debra S., and Harminder Sikand. "Mentoring Mistakes." AJN, American Journal of Nursing 99, no. 12 (December 1999): 12. http://dx.doi.org/10.1097/00000446-199912000-00008.

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35

Horner, Diane Kostrey. "Mentoring." Plastic Surgical Nursing 37, no. 1 (2017): 7–22. http://dx.doi.org/10.1097/psn.0000000000000169.

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36

Elmassian, Georgia. "Mentoring." Plastic Surgical Nursing 37, no. 3 (2017): 97–98. http://dx.doi.org/10.1097/psn.0000000000000194.

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37

Seislove, Elizabeth B. "Mentoring." Journal of Trauma Nursing 18, no. 3 (2011): 139–40. http://dx.doi.org/10.1097/jtn.0b013e31822c7e2a.

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38

Kessler, Theresa A., and Elise M. Alverson. "Mentoring Undergraduate Nursing Students in Research." Nursing Education Perspectives 35, no. 4 (2014): 262–64. http://dx.doi.org/10.5480/11-555.1.

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39

WERNER, JUNE. "Mentoring and its potential nursing role." Creative Nursing 8, no. 3 (January 2002): 13–14. http://dx.doi.org/10.1891/1078-4535.8.3.13.

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40

Vos, Annemarie de. "Leadership Mentoring in Nursing Research 2.0." Verpleegkunde 36, no. 2 (June 2021): 6–8. http://dx.doi.org/10.24078/vpg.2021.6.127521.

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41

Singh, Mina D., F. Beryl Pilkington, and Linda Patrick. "Empowerment and Mentoring in Nursing Academia." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 101–11. http://dx.doi.org/10.1515/ijnes-2013-0070.

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AbstractIn 2011, there was an expected shortage of 200 full-time faculty. While there are an estimated 322 graduate students in Nurse Practitioner and Masters/PhD programs in Canada today, the supply of potential new faculty falls short of the anticipated demand in the years ahead (Canadian Association of Schools of Nursing). This mixed method study explored how organizational culture and the perceived level of psychological and structural empowerment are associated with one’s work environment among Canadian nursing faculty and to explore the state of mentorship in schools of nursing.
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42

Pilkington, F. Beryl. "A Nursing Disciplinary Perspective on Mentoring." Nursing Science Quarterly 21, no. 3 (July 2008): 194. http://dx.doi.org/10.1177/0894318408319411.

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43

Hegeman, Carol R. "Peer Mentoring of Nursing Home CNAs." Journal of Social Work in Long-Term Care 2, no. 1-2 (January 2003): 183–96. http://dx.doi.org/10.1300/j181v02n01_13.

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Farchaus Stein, Karen. "Mentoring in Psychiatric Mental Health Nursing." Journal of the American Psychiatric Nurses Association 19, no. 4 (July 2013): 174–75. http://dx.doi.org/10.1177/1078390313499302.

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Nies, Mary A., Maren J. Coffman, and Meredith Troutman Flood. "Mentoring Nursing Leaders to Improve Health." Nursing Outlook 58, no. 2 (March 2010): e23-e24. http://dx.doi.org/10.1016/j.outlook.2010.02.128.

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Matić, Nikolina, Alma Matić, and Branka Lujić. "Mentoring styles in clinical nursing teaching." Cardiologia Croatica 17, no. 9-10 (November 2022): 353. http://dx.doi.org/10.15836/ccar2022.353.

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Chen, Xian Yuin, and Sang Woo Ha. "Structural Process and Impacts of Mentoring Module in Ballet Certificate Program: A Case Study on CBTS Program, Royal Academy of Dance, Malaysia." Harmonia: Journal of Arts Research and Education 22, no. 1 (July 1, 2022): 48–61. http://dx.doi.org/10.15294/harmonia.v22i1.35245.

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Анотація:
This case study aims to give an overview of the structural process of dance mentoring module and investigate its impact in Malaysian dance education, exemplifying CBTS program, known as Certificate in Ballet Teaching Study. For this study, the researchers have employed Eric Parloe’s mentoring model as a theoretical tool to re-interpret the process of CBTS mentoring module. Focusing on insider’s approach, also known as the emic perspective, the researchers used qualitative methods, such as interviews, auto-ethnography, and archive analysis. To discuss the necessity of the mentoring module, the researchers have examined the structure and process of CBTS 404 Mentoring Module first. After that, this study scrutinized student-teachers’ purpose and experience while they were enrolling in the CBTS program and analyzed the influence of the mentoring module based on the perspective and experience of the currently certified mentors. Lastly, the researchers have explored the impacts of the mentoring module based on previous experience of the student-teachers and mentors. Based on these analyses, the researchers have argued that the mentoring module, CBTS404, plays an actual role in teaching how to apply acquired theoretical knowledge to practical teaching environments.
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Greenwood, Nan, and Ruth Habibi. "Carer mentoring: A mixed methods investigation of a carer mentoring service." International Journal of Nursing Studies 51, no. 3 (March 2014): 359–69. http://dx.doi.org/10.1016/j.ijnurstu.2013.06.011.

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Short, Judy D., and Joy E. Wachs. "Mentoring." AAOHN Journal 50, no. 3 (March 2002): 135–43. http://dx.doi.org/10.1177/216507990205000308.

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McCall, Janice M. "Mentoring and preceptorship." Nurse Education Today 14, no. 3 (June 1994): 251. http://dx.doi.org/10.1016/0260-6917(94)90100-7.

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