THE EFFECT OF A BENNER-BASED MENTORING PROGRAM ON KNOWLEDGE AND PROFESSIONAL ATTITUDES IN REDUCING TRANSITION SHOCK AMONG NOVICE NURSES

Abstract

Background: The transition from academic education to clinical practice represents a critical stage in the professional development of novice nurses and is often accompanied by transition shock. This phenomenon may hinder the development of professional competence and negatively affect nurses’ confidence and adaptation to clinical roles. During this period, structured support is essential not only to improve knowledge but also to strengthen professional identity and attitudes. Clinical Nurse I (CN I) represents the early stage of professional practice in which guidance from experienced nurses is crucial to achieve competency standards. Mentoring based on Benner’s From Novice to Expert Theory provides a theoretical framework to facilitate competency development and support professional transition. Objective: This study aimed to examine the effect of a mentoring program based on Benner’s From Novice to Expert Theory on knowledge and professional attitudes among novice nurses. Methods: A quasi-experimental study with a pretest–posttest control group design was conducted among 64 Clinical Nurse I nurses. Participants were divided into an intervention group and a control group. The intervention group received a structured mentoring program emphasizing reflective learning, professional guidance, and role modeling. Data were collected using validated questionnaires measuring knowledge and professional attitudes. Data were analyzed using the Wilcoxon signed-rank test and Mann–Whitney U test. Results: The intervention group demonstrated significant improvements in knowledge (Δ = 2.19; p = 0.005) and professional attitudes (Δ = 2.11; p = 0.005), whereas no significant changes were observed in the control group. Post-test comparisons revealed significantly higher scores in the intervention group (p < 0.05). Conclusion: Mentoring based on Benner’s theory effectively enhances cognitive and affective competencies among novice nurses. The program also contributes to reducing transition shock and strengthening professional identity during the early stages of professional practice.