The Effect of a Mentoring Program for New Graduate Nurses

NCT07253779 | Completed

• 1 other identifier: IUCFNHF
• Study Type: interventional
• Target: 56
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Nurse Education

Keywords

Mentoring Programme; Reality Shock; Clinical Adaptation; Professional Competence

Outcome Measures

Primary Outcomes (4)

• Evaluation of reality shock in newly graduated nurses

  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.

  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

• Evaluation of professional competencies of newly graduated nurses

  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.

  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

• Evaluation of clinical adaptation of newly graduated nurses

  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.

  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

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

  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.

  Assessed before the mentoring program and immediately after its completion

Study Arms (2)

Mentoring programme group

EXPERIMENTAL

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.

Behavioral: Mentoring Programme

No Intervention

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.

Interventions

Mentoring Programme 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.

Mentoring programme group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• New graduate
• First time working as a nurse

You may not qualify if:

• Leaving the institution during the research process
• Not having completed the orientation process

Sponsors & Collaborators

• Istanbul University - Cerrahpasa: lead

Study Sites (1)

Dr. Lütfi Kırdar City Hospital

Istanbul, Istanbul, 34880, Turkey (Türkiye)

Location

Related Links

• Nursing professional competence scale

Study Officials

• Selma Karakaplan

  Istanbul University - Cerrahpasa

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Registered Nurse (RN), Principal Investigator

Model Details: 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.

Study Record Dates

• First Submitted: November 13, 2025
• First Posted: November 28, 2025
• Study Start: August 1, 2021
• Primary Completion: November 1, 2021
• Study Completion: November 1, 2021
• Last Updated: November 28, 2025

Record last verified: 2025-11

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)