View clinical trials related to Mentoring.
Filter by:The goal of this pilot interventional study is to assess the feasibility and acceptability of a supportive intervention for patients affected by heart failure. The main questions it aims to answer are: - Are implementation strategies effective in facilitating participant fidelity? - What factors contribute to patients' satisfaction with the designed intervention, and how can these be optimized for improved patient experience and adherence? - Are the methods and tools established the most appropriate to ensure the completeness of the data collection? Participants will follow a combined intervention consisting of: 1. pre-discharge educational meeting; 2. telephone nurse-led coaching sessions; 3. home telemonitoring of vital signs. In the main trial, researchers will compare data from the intervention group with a control group to assess whether it reduces hospitalization rates and improves self-care capabilities
This is a Hybrid II de-implementation study to reduce use of fall prevention alarms in hospitals. The intervention consists of tailored, site-specific approaches for three core implementation strategies: education, audit/feedback and opinion leaders. Hospital units will be randomized to low-intensity or high-intensity coaching for the implementation of the tailored strategies.
University life is a challenging period for many students. University students mostly leave their families and live in crowded environments such as home and home. Research shows that students have difficulty in adapting to university life and often experience emotional, academic, professional and economic problems. Peer mentoring is one of the methods of learning and developing life skills in meeting the needs of university students.The peer mentoring intervention, which is used effectively in nursing education, provides benefits to both mentor and menene; It provides the opportunity to grow and improve by improving positive interaction between peers.It can be said that peer mentoring has a significant effect on students in line with the literature information. In this study, it was planned to examine the impact of the peer mentoring program applied on the perceived stress and self -confidence in order to ensure that the first year students of the nursing students adapt to the university life and the profession and to gain the necessary skills to survive in this process.
Children are a particularly vulnerable population to medication mistakes, and it is critical to improve the self-efficacy, clinical comfort, and worry levels of student nurses who will care with them. As a result, the purpose of this study was to investigate the effects of postgraduate nursing students' and clinical nurses' mentoring practice on pediatric nursing students' self-efficacy in pediatric medication administration, clinical comfort, and worry levels. The nurse mentoring group finished the study with 70 students, while the peer mentoring group (postgraduate nursing students) completed the study with 73 students, for a total of 143 students. For data collection, the "Participant Information Form," the "Medication Administration Self-Efficacy Scale in Children for Nursing Students," and the "Pediatric Nursing Students Clinical Comfort and Worry Tool" were utilized. The data is still being analyzed.
The goal of this research study is to compare two enhancements to well-child visits at Geisinger designed to promote family-centered counseling for the prevention of obesity in a high-risk population of rural, lower income, preschool-aged children. Compared to the standard well-child visit, enhancements will offer advantages to obesity prevention, parent involvement in counseling, lifestyle behaviors, and food resource management.
Clinical placements are an integral part of nursing education and have significant impact on nursing students' professional development. According to standards set by the European Union, the duration of clinical placements should account for at least one half of the minimum duration of nursing programs. Also, students must complete training under the supervision of qualified nursing staff (Directive 2013/55/EU of the European Parliament and of the Council). Nursing staff are responsible for the mentoring of students during completion of their clinical placements. The role of the mentor can be challenging and several studies prove that providing continuing education to mentors can be effective in developing mentors' competence in mentoring. There is an urgent need to add issues related to the development of mentors' cultural competence into mentoring education. This is due to the rapid increase of cultural and linguistic diversity within the nursing workforce and the increase in the numbers of students from international backgrounds. This study is designed to assess the effectiveness of an educational intervention to develop mentors' cultural competence and their competence in mentoring nursing students from diverse cultural and linguistic backgrounds.
As an antidote to juvenile aggression and violence, which has increased in recent years, group mentoring offers a viable alternative to intensive one-on-one mentoring. However, no group-mentoring programs have been evaluated. The purpose of this study is to assess the efficacy of a school-based, group-mentoring intervention designed to prevent aggressive and deviant behavior among early adolescents. Study participants will be incoming 6th grade students from two inner-city Baltimore middle schools and their parents. Approximately 1,400 students and their parents are expected to participate. All 6th grade students in these schools are eligible for the study. Weekly student group-mentoring sessions are the principal component of this study. These groups will be held during the school day and will be designed to increase social skills and encourage academic engagement, restraint, and problem-solving. A master's level professional will direct and conduct these intervention activities, which will employ the use of field trips, cooperative games, discussion of real-life situations, and role playing. Students will also complete a 1-hour written survey each fall and spring from grades 6-8 about the program and about attitudes and behaviors related to school involvement and staying healthy and safe. Study staff will contact participants' teachers and review their past and current school records, including attendance, grades, and disciplinary information. Parents may be asked to participate in group meetings and will complete in-person or telephone interviews (about 20 minutes each) about similar information over a 3-year period (6th grade to 8th grade).