In response to: Beecroft P., Santner S., Lacy M.L., Kunzman L. & Dorsey F. (2006) New graduate nurses’ perceptions of mentoring: six-year programme evaluation. Journal of Advanced Nursing55(6), 736–747
Article first published online: 19 APR 2007
Journal of Advanced Nursing
Volume 58, Issue 2, page 201, April 2007
How to Cite
Parker, K. E. (2007), In response to: Beecroft P., Santner S., Lacy M.L., Kunzman L. & Dorsey F. (2006) New graduate nurses’ perceptions of mentoring: six-year programme evaluation. Journal of Advanced Nursing55(6), 736–747. Journal of Advanced Nursing, 58: 201. doi: 10.1111/j.1365-2648.2007.04210.x
- Issue published online: 19 APR 2007
- Article first published online: 19 APR 2007
In this article, Beecroft et al. (2006) reported an empirical analysis of mentoring new graduates using both quantitative and qualitative data to determine whether mentoring was successful.
The antecedents for this programme were: satisfactory matching, the presences of guidance and support, attainment of socialization into the profession, acquired professional behaviours, continuous contact with the mentor throughout the mentorship and satisfaction with the programme.
Beecroft et al.’s analysis further strengthens the belief that more time and devotion is needed in mentoring graduate nurses. Competent, confident and satisfied nurse graduates will increase retention (Almada et al. 2004).
Although Beecroft et al.’s study depicts a relatively short time frame (1999–2005), it clearly defines what is needed for future graduates and mentors. The feelings of disconnection, unimportance and inadequate training create feelings of failure in the graduate. The mentor's lack of commitment, training and management support contributes to the frustration and failure of the graduate nurse.
I agree with the authors’ statement that the context of mentoring may be different for different cultures, but the same concerns tend to arise with mentoring relationships, regardless of the diversity. Diversity in age, educational level and the setting in which a nurse is working all influence the relationship, but adequate time for training, and management support and dedication and commitment, from both the mentor and graduate, are of the utmost importance. Organizational cultures must embrace and financially support mentorship programmes. Funds need to be allocated; positive role models need to be recognized; and further research needs to be completed to bridge the gap between the theory of mentoring and its evidence-based practice (Block et al. 2005). Nursing is an art with many unique approaches that can and should be utilized in mentoring our graduate nurses.
The findings from the programme evaluated by Beecroft et al. will enlighten many mentorship programmes; however, sharing mentors’ perspective in this article would have been a valuable addition. Mentors are instrumental in the retention of new graduates in the nursing profession.
- 2004) Improving the retention rate of newly graduated nurses. Journal for Nurses in Staff Development 2(6), 268–273. , , , & (
- 2006) New graduate nurses’ perceptions of mentoring: six-year prgramme evaluation. Journal of Advanced Nursing 55(6), 736–747. , , , & (
- 2005) The value of mentorship within nursing organizations. Nursing Forum 40(4), 134–140. , , & (