Evaluation of the Inaugural Pennsylvania School Nurse Mentorship Program
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| Title: | Evaluation of the Inaugural Pennsylvania School Nurse Mentorship Program |
|---|---|
| Language: | English |
| Authors: | Alicia M. Hoke (ORCID |
| Source: | Journal of School Nursing. 2026 42(3):221-231. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Center for Advancing Translational Sciences (NCATS) (DHHS/NIH) |
| Contract Number: | UL1TR002014 UL1TR00045 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | School Nurses, Mentors, Program Effectiveness, Seminars, Self Efficacy, Professional Development, Satisfaction |
| Geographic Terms: | Pennsylvania |
| DOI: | 10.1177/10598405241301995 |
| ISSN: | 1059-8405 1546-8364 |
| Abstract: | The role of a school nurse has evolved due, in part, to complex health conditions and the COVID-19 pandemic. In turn, nurse burnout and early retirement are contributing to school nurse shortages across the United States. Interprofessional support, training, and mentorship are needed to support school nurses new to the field. Thirty early-career Pennsylvania school nurses (15 mentors, 15 mentees) participated in a one-year mentorship and professional development program that included one-to-one mentorship and a five-part professional learning seminar series. Mentored pairs created mentorship action plans guided by the 21st Century School Nursing Practice[TM] Framework. Participants completed mentored meetings with high fidelity (93% completion). Mentees and mentors reported high levels of satisfaction with their experience. Mentees' confidence in performing action plan items improved after participating in the program. This study suggests mentorship among school nurses is a valuable strategy to increase confidence in practice and develop professional relationships. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505788 |
| Database: | ERIC |
| Abstract: | The role of a school nurse has evolved due, in part, to complex health conditions and the COVID-19 pandemic. In turn, nurse burnout and early retirement are contributing to school nurse shortages across the United States. Interprofessional support, training, and mentorship are needed to support school nurses new to the field. Thirty early-career Pennsylvania school nurses (15 mentors, 15 mentees) participated in a one-year mentorship and professional development program that included one-to-one mentorship and a five-part professional learning seminar series. Mentored pairs created mentorship action plans guided by the 21st Century School Nursing Practice[TM] Framework. Participants completed mentored meetings with high fidelity (93% completion). Mentees and mentors reported high levels of satisfaction with their experience. Mentees' confidence in performing action plan items improved after participating in the program. This study suggests mentorship among school nurses is a valuable strategy to increase confidence in practice and develop professional relationships. |
|---|---|
| ISSN: | 1059-8405 1546-8364 |
| DOI: | 10.1177/10598405241301995 |
