ArticleJournal of research in nursing : JRN2026
Nursing students' experiences of mentorship by NGRNs on placement: a qualitative descriptive study.
Article in Journal of research in nursing : JRN, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Commentary: Mentorship by new graduate registered nurses - lessons for supportive learning environments.Journal of research in nursing : JRN · 2026Article
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3 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Background: The shortage of experienced nurses within the global workforce has resulted in healthcare systems increasingly relying on inexperienced nurses to meet workforce demands. These demands include the mentorship of undergraduate nursing students by newly graduated registered nurses. However, there is little understanding of how new graduate nurses filling mentorship roles impacts on students' clinical placement experience. Aim: The study explored pre-registration nursing students' experiences of mentorship by new graduate registered nurses (NGRNs). Method: The study used a qualitative descriptive design underpinned by naturalistic inquiry. Data were collected using semi-structured interviews with pre-registration nursing students who were mentored by NGRNs. Twelve participants were recruited via social media using purposive and snowball sampling until data sufficiency was achieved. Braun and Clarke's Thematic Analysis framework guided data analysis. Results: Interviews generated three themes and five sub-themes: Theme one - More than placement: A sense of belonging and included two sub-themes (i) Breaking the ice: Being welcoming and approachable and (ii) Cultivating empathy and emotional connection: Conclusion: NGRNs formed a positive relationship in the clinical setting by being welcoming, approachable and inclusive with students. This study prompts a reconsideration of established assumptions that experienced mentors provide the most effective mentorship. Relational attributes enhance students' learning and confidence, highlighting the need to re-evaluate current mentorship models and recognise the positive impact these mentors may have on the future nursing workforce.
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