The Effect of a Mentoring Program for New Graduate Nurses

Primary outcomes

1. Evaluation of reality shock in newly graduated nurses

   Time frame: Measured at three time points: baseline (before starting the mentoring program), immediately after the one-month mentoring program, and at three months after program initiation

   Reality shock score :The Reality Shock scale was used for this measurement. It is an assessment tool developed by Cennet Çiriş Yıldız and Yasemin Ergün in 2019 to determine the reality shock of newly graduated nurses. The scale consists of 47 questions and 4 subdimensions. These subdimensions are Collaboration and Relationships (24 items), Professional Knowledge (12 items), Responsibility (7 items), and Performance (4 items). The scale is a 5-point Likert-type scale with scores of Never (1), Rarely (2), Sometimes (3), Often (4), and Always (5). There are no reverse-coded items. The minimum score obtained from the scale is 47, and the maximum is 235. Increasing mean scores on the scale subdimensions indicate an increasing level of reality shock.

2. Evaluation of professional competencies of newly graduated nurses

   Time frame: Measured at three time points: baseline (before starting the mentoring program), immediately after the one-month mentoring program, and at three months after program initiation

   The Nursing Professional Competency Scale was used for this measurement. This scale is an assessment tool developed by Figen Çalışkan and Emine Şenyuva in 2020 to measure the professional competencies of nurses. The scale consists of 67 items and 7 subdimensions. These subdimensions are Diagnosis, Implementation of the Nursing Process, Health/Patient Education, Professional Development, Ethical Practices, Critical Thinking and Teamwork, and Research and Development. The scale is a 4-point Likert-type scale with scores of Always (4), Usually (3), Sometimes (2), and Never (1). All items on the scale are positive, and there are no reverse-coded items. The minimum score on the scale is 67 and the maximum score is 268. An increase in the scale score indicates an increase in the professional competence of nurses.

3. Evaluation of clinical adaptation of newly graduated nurses

   Time frame: Measured at three time points: baseline (before starting the mentoring program), immediately after the one-month mentoring program, and at three months after program initiation

   Clinical orientation of new graduate nurses was assessed using the Clinical Orientation Portfolio. This measurement tool was developed by the researcher to assess the clinical orientation of new graduate nurses and the competencies they should possess. The Clinical Orientation Portfolio consists of seven competency areas and 30 competency statements.

4. Evaluation of new graduate nurses' experiences and perceptions regarding the mentoring program

   Time frame: Assessed before the mentoring program and immediately after its completion

   A focus group interview form was used for this measurement. To assess new graduate nurses' views on the mentoring program, the first interview consisted of four items, and the final interview consisted of a semi-structured questionnaire consisting of five main items and sub-items. Care was taken to ensure that the questions were structured to allow for sub-questions to be asked during the interview if necessary, were clear and simple enough to be easily understood, and were not directive. Before the data collection phase, a preliminary interview was conducted with a group of eight individuals excluded from the sample, and the focus group interview questions were tested and finalized.