The Effect of a Mentoring Program for New Graduate Nurses

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

56 participants

Study Classification

INTERVENTIONAL

Study Start Date

2021-08-01

Study Completion Date

2021-11-01

Brief Summary

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The study was conducted to evaluate the effects of mentoring programme on the reality shock, clinical adaptation, and professional competence of new graduate nurses. The research questions were: Are the reality shock scores of new graduate nurses participating in the mentoring program lower than those in the control group? Is the clinical adaptation of new graduate nurses participating in the mentoring program higher than those in the control group? Are the professional competence scores of new graduate nurses participating in the mentoring program higher than those in the control group? The study was a mixed-use study with intervention and control groups, blinded design, randomized controlled experimental method, and focus group interview method. The number of nurses comprising the sample was determined using power analysis. The study population consisted of 65 newly graduated nurses who had started the institution, and the sample consisted of 56 nurses (28 in the intervention group and 28 in the control group) who were randomly assigned. In the first phase of the study, mentor nurses were trained according to the developed training program, and in the second phase, the mentor nursing practice was implemented. During this period, nurses in the control group received a one-month routine clinical orientation training, nurses in the intervention group received a one-month nursing mentorship program, and newly graduated nurses were monitored for three months. Quantitative data were collected before and after the nursing mentorship program, and in the third month of the study. Focus Group Interviews were conducted before and after the nursing mentorship program to collect qualitative data.

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Detailed Description

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This study evaluated the effect of a mentoring program on reality shock, clinical adaptation, and professional competence of new graduate nurses. Participants were randomly assigned to either the intervention group, which received the mentoring program, or the control group, which did not receive any intervention. Randomization was performed using unique codes and random numbers generated via www.random.org

, ensuring allocation concealment. Outcome measures were collected at three time points: before the intervention, immediately after the intervention, and three months post-intervention.

A qualitative component was conducted using focus group interviews to explore participants' perceptions and experiences regarding the mentoring program. The qualitative data complemented the quantitative measures and provided in-depth insights into the participants' adaptation process. Participants were not informed of their group assignment, and information about the mentoring program was provided in a way that did not break the blinding.

Conditions

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Nurse Education

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Participants were randomly assigned to either the intervention group, which received the mentoring program, or the control group, which did not receive any intervention. Randomization was conducted using unique participant codes and random numbers generated via www.random.org to ensure allocation concealment. Data were collected at three time points: before the intervention, immediately after the intervention, and three months later. This pretest-posttest control group design allowed for comparison of changes over time between the two groups.

This study did not involve any patients, drugs, or medical devices. It focused solely on a professional mentoring intervention for newly graduated nurses.

Primary Study Purpose

OTHER

Blinding Strategy

SINGLE

Participants

Study Groups

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Mentoring programme group

The intervention group participated in a structured, four-week behavioral mentoring program. Mentors and mentees worked together in regular training and support sessions. Participants were assessed at three time points: before the program, immediately after the program, and three months post-intervention to evaluate changes in clinical adaptation, reality shock, and professional competence.

Group Type EXPERIMENTAL

Mentoring Programme

Intervention Type BEHAVIORAL

A structured, four-week behavioral mentoring program developed for newly graduated nurses. During the program, mentors and mentees worked together through regular training and support sessions designed to enhance clinical adaptation, reduce reality shock, and improve professional competence. Mentors provided individualized guidance, feedback, and educational support throughout the process. Participants were assessed before the intervention, immediately after, and three months post-intervention to evaluate changes in the outcomes.

No Intervention

The control group did not receive the mentoring program. Participants continued with the standard orientation and support provided by the hospital. They were assessed at the same three time points as the intervention group to allow comparison of clinical adaptation, reality shock, and professional competence.

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Mentoring Programme

A structured, four-week behavioral mentoring program developed for newly graduated nurses. During the program, mentors and mentees worked together through regular training and support sessions designed to enhance clinical adaptation, reduce reality shock, and improve professional competence. Mentors provided individualized guidance, feedback, and educational support throughout the process. Participants were assessed before the intervention, immediately after, and three months post-intervention to evaluate changes in the outcomes.

Intervention Type BEHAVIORAL