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dc.contributor.advisorChairperson, Graduate Committee: M. Jean Shreffler-Grant.en
dc.contributor.authorLamb, Patricia Darlene.en
dc.date.accessioned2013-06-25T18:39:20Z
dc.date.available2013-06-25T18:39:20Z
dc.date.issued2005en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1693
dc.description.abstractMentoring has existed in some form since the days of Greek mythology. Today the debate is whether mentoring is really valuable at all, if the absence of a single definition interferes with its usefulness, and whether those in nursing perceive it useful within their profession. Purpose: The purpose was to explore the applicability of the MRM Theory to the relationship of nursing educators as mentors and students as mentees. This descriptive exploratory study aims were to 1) determine if the theoryαs concepts were considered realistic to nursing faculty and nursing students, in relation to the mentor and mentee roles in nursing education and 2) discover if there are concepts nursing faculty and nursing students consider important components of the roles of nursing faculty as mentors and nursing students as mentees not identified by the Modeling Role-Modeling, MRM, Theory. Method: A total of 16 participants (nine faculty, seven students) were interviewed using open-ended questions. The questions centered around their experiences as mentors and mentees, perceived benefits of, conflicts within those relationships, and their opinions about whether the concepts of the adapted MRM Theory model are representative, realistic, and important components of the mentoring relationships between nursing faculty and students. The MRM Theory served as the conceptual framework. Content analysis was used to identify prominent themes or issues and terms. Results: The variety of terms used to discuss mentoring and mentors were consistent with the terms and variety described in the review of literature. A variety of themes applicable to the positive and negative aspects of mentoring were identified based on the interview data. The participants reported that the concepts were realistic, important, and useful. The conflicts reported were issues that should be taken into consideration and avoided in a mentoring relationship or program. The faculty and students had similar responses. The conflicts lent to recommendations for minor changes in the wording of the descriptions of the nurturance, unconditional acceptance, and modeling concepts. The adapted MRM Theory model was well received and responses were supportive of its use as a framework for the development of mentoring relationships or programs for nursing schools.en
dc.language.isoengen
dc.publisherMontana State University - Bozeman, College of Nursingen
dc.subject.lcshMentoring in nursing.en
dc.subject.lcshRole models.en
dc.titleApplication of the modeling role-modeling theory to mentoring in nursing
dc.typeThesis
dc.rights.holderCopyright Patricia Darlene Lamb 2005en
thesis.catalog.ckey1169301en
thesis.degree.committeemembersMembers, Graduate Committee: Chad O'Lynn; Rita Cheeken
thesis.degree.departmentNursing.en
thesis.degree.genreThesisen
thesis.degree.nameM Nursingen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage60en
mus.identifier.categoryHealth & Medical Sciences
mus.relation.departmentNursing.en_US
mus.relation.universityMontana State University - Bozemanen_US


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