Academic and Online Education for Nursing Professionals

The process of professional development includes interconnected steps such as evaluating and re-evaluating educational experiences, developing professional self-efficacy and clinical competence with the guidance of mentors or senior nurses in the unit. Clinical nurse mentors need to provide quality training for newly hired professional nurses to increase their self-confidence and promote the improvement of clinical competency of the newly hired staff, most creators portray learning as a get to learning encounters with innovation, which gives the availability, network, flexibility, and capacity to advance intelligent among learners. Lasater et al, (2014) described a form of distance mentoring. Tools such as phones, emails, and video call could be used for communication and recruitment.

For this reason, nurse educator could use distance mentoring by guiding nurses on their daily routine and decision making. And clinical Instructors could teach their students with their assignments and academic activities by means of distance programs. Mentoring does not appear to limit even if the concern is remoteness. Distance mentoring is useful as an interactive process of communication between mentor and apprentice without compromising the learning outcomes and meaningful relationship. E-learning is thought as open utilizing mechanical devices that are web-based, web-distributed, or web-capable. As of now, there's no clear definition or as it were dubious references to terms such as online learning, web-based learning, web-based preparing, or e-learning accepting that the terms can be utilized synonymously (Moore et al., 2011 cited in Chan et al 2017). To preserve consistency, online learning is utilized as a common term in this survey, as online learning envelops e-learning and web-based learning. This professional and personal development academic writing task presents a comprehensive literature search about the effectiveness of mentorship program in improving the clinical competence of registered nurses. Theories that explained the concept of mentoring is explored and discussed in details.

Related studies conducted that provided evidences on mentoring are also included. To elucidate the clinical competence of the registered nurses, a discussion on nursing process is incorporated. Lastly, to better visualize mentorship program in the research environment, an overview of nursing in the Saudi Arabia is explained by cited authors incorporated in this review. Montavlo, and Veenema, (2015) stated that the primary objectives of mentoring in nurses are to transform the novice nurses into advanced level of expertise in clinical set up, helping expert nurses to attain professional excellence, and guiding new faculty members to enhance the evidence-based practice in colleges of nursing. All of these objectives have been already reached at all organizational level of nursing, however culture of mentorship has little known within nursing profession. Knowing the fact that nurses are considered the biggest population in the health care system, it is precise that leadership involvement for nurses is highly significant to counterbalance the development of advance health policy and system of care. Notwithstanding, leadership development and mentoring programs should readily be available for nurses at all levels in order to adopt these leadership roles.