The Art of Mentoring: A Project to Strengthen the Pedagogical Reasoning of Nurses Supervising Internationally Educated Nurses
Main Article Content
Abstract
Objective: To describe the process of an intervention project focused on training and supporting nurses dedicated to supervision (NDS). This project carried out in partnership with a university-affiliated health and social services centre, sought to enhance the pedagogical competencies of NDS to support IENs’ clinical reasoning and promote their long-term integration into care teams.
Procedure: Guided by Meleis’ transition theory, the project emphasizes the importance of community and organizational support for IENs, drawing on a narrative literature review, local needs analyses and consultations in clinical settings. Using a logic model and the Knowledge to Action Framework, the intervention offers interactive workshops on reflective practices and pedagogical tools rooted in Leininger’s theory of cultural diversity and universality of care. This is enriched by the concepts of contextual intelligence and relational approach.
Discussion and Conclusion: This project provides a framework for adapting practices to the specific needs of IENs and care settings, thereby addressing organizational imperatives related to equity, diversity, and inclusion.
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