Mentorship from experienced nurses is a cornerstone of successful transition into practice for early-career nurses, improving retention and job satisfaction.
As noted in Health Canada’s Nursing Retention Toolkit (2024), “formal transition programs are an essential tool for supporting new graduates... [and] are vital to ensuring formal support remains available as they bridge the gap between theory and practice.”
Recognizing the challenges that new graduates—Registered Nurses (RNs), Licensed Practical Nurses (LPNs), and Internationally Educated Nurses (IENs) — face when entering the workforce, Nova Scotia Health launched the New Nurse Mentorship Program in 2022, as part of a provincial commitment to Action for Health: A Strategic Plan. This program directly aligns with Solution 3: Cultivate Excellence on the Frontlines, specifically the strategy to increase professional development and practice supports through structured mentorship.
Now, three years into implementation, the program continues to grow in reach and impact. This updated guide serves to:
With a continued focus on excellence and collaboration, this program aims to ensure every new nurse in Nova Scotia Health begins their career with confidence, connection, and strong support.
Reference
Health Canada. (2024).Nursing retention toolkit: Improving the working lives of nurses in Canada. https://www.canada.ca/en/health-canada/services/health-care-system/health-human-resources/nursing-retention-toolkit-improving-working-lives-nurses.html
All nurses in Nova Scotia must follow professional standards to be able to work in the profession. These standards define the legal and professional responsibilities of nurses and outline what the public can expect from any nurse in any workplace in this province (NSCN, 2025).
Professional standards represent the minimum expectations for nursing practice, regardless of the nurse's role or work environment. Standards are approved by the Nova Scotia College of Nursing (NSCN) or are otherwise inherent in the nursing profession (Nursing Act, 2019).
The Nursing Act, grants the NSCN the authority to set standards for the practice and education of its members. These standards are regularly reviewed and revised to ensure that they reflect trends in both nursing and health care in Nova Scotia as well as across Canada (NSCN, 2025).
Standards of practice (SOP) are broad and flexible. This enables nurses to meet them consistently, though how they do this may vary depending on the context of their practice setting (NSCN, 2025).
The purpose of SOPs is to:
Self-regulation of nurses in Nova Scotia means that the nursing profession governs itself through a regulatory body (NSCN) that sets standards, issues licences, and ensures nurses practice safely and ethically to protect the public.
The goal of this module is to guide new nurses in understanding their standards of practice, scope of practice, and what it means to be a self-regulated professional in Nova Scotia. Nurses must provide care within their scope of practice, their individual scope, and their scope of employment. They are expected to participate in lifelong learning to ensure they continue to meet the criteria for licensure through NSCN.
This section covers the following topics:
The Nursing Act requires nurses to ensure that an appropriate nursing care plan (NCP) is in place for every client. The NCP may be a discipline-specific, stand-alone document, or part of a broader interdisciplinary plan of care incorporating knowledge from nursing, health science and other disciplines (NSCN, 2025).
As autonomous practitioners, RNs are responsible for initiating the care plan with collaboration and input from LPNs. The NSCN guideline for the completion of an NCP is located at:
Most hospital units have standardized care plans for common conditions and diseases. Nurses must evaluate and update them for their patients.
Professional Scope
This refers to the legal scope of nursing practice as defined by the Nursing Act.
Individual Scope
The individual nurse’s scope of practice is typically narrower than the full professional scope, but individuals may have specialized, in-depth knowledge and competence in a specific area of practice. In other words, it includes the unique 'tools in your toolkit' that a nurse brings to their role.
Scope of Employment
The scope of employment describes the nurse’s role within the employment setting. It is defined by the employer through job descriptions, policies, guidelines, and context specific education.
As a professional, you must always practice within your professional scope first and foremost.
In clinical practice, it is essential to ensure that the appropriate healthcare professional is performing the appropriate task at the appropriate time. To guide this decision-making, refer to the Three-Factor Framework, which supports safe, effective, and client-centered care by evaluating:
Nurses are responsible for providing ongoing guidance and supervision to Unregulated Care Providers (UCPs). This responsibility is based on three factors:
The NSCN outlines the difference between assignment and delegation of tasks to UCPs.
Assignment
Delegation
The healthcare system is constantly evolving to improve the quality of patient care. Nurses must commit to continuous learning and stay informed about emerging trends and best practices.
Nurses should complete self-assessment to ensure they are meeting the requirements of their regulatory body.
Nurses must complete a professional growth plan (linked below). A nurse may be audited by the NSCN at any time during their practice to ensure continuing competence.
Entry-level Competencies. Nova Scotia College of Nursing
The NSCN portal for nurses includes the following self-assessment tools for RNs and LPNs:
The Canadian Nurses Association provides a list of nursing specialties that nurses may apply for to become an expert in their specialty of care. Obtaining certification:
Patient Profile:
Name: Mrs. J.S.
Age: 58
Diagnosis: Type 2 Diabetes Mellitus, Hypertension
Admission Reason: Elevated blood glucose levels and hypertensive urgency
Situation:
Mrs. J.S. was admitted to the medical-surgical unit with complaints of frequent urination, excessive thirst, and blurred vision. Her blood glucose was 17 mmol/L, and her blood pressure was 180/110 mmHg on admission. She has a history of non-compliance with medication and diet.
RN Scope of Practice in This Case
Assessment:
Planning:
Implementation:
Evaluation:
Outcome:
With RN-led monitoring and education, Mrs. J.S.'s blood glucose stabilized to 7.4 mmol/L and her blood pressure reduced to 140/85 mmHg by discharge. She verbalized understanding of medication adherence, diet, and follow-up appointments, demonstrating readiness for discharge.
Key Points on RN Scope of Practice:
Nova Scotia College of Nursing. (2025). Standards of practice. https://www.nscn.ca/professional-practice/professional-standards/standards-practice
Nursing Act, c.8, s.1, (2019).https://nslegislature.ca/sites/default/files/legc/statutes/nursing.pdf
You cannot keep giving to others if you do not give to yourself first. This is like pouring water from a pitcher without ever filling it, eventually it will run dry.
“Self-care is any deliberate activity that we engage in to improve our physical, mental, or spiritual well-being. It is important for workers in every field, but especially for nurses, who spend their working hours caring for others. Self-care reduces stress, replenishes a nurse’s capacity to provide compassion and empathy, and helps improve the quality of care"(Purdue Global, 2025).
Some helpful resources:
RM - The link to the Sharepoint site (TEND tools) that you wanted me to add does not work for me. Will it work for all mentors?
Case Study #1
This case study highlights the challenges nurses may face when experiencing emotional exhaustion and decreased fitness to practice.
Robin, once outgoing and engaged, begins to isolate. They show signs of burnout such as irritability, sleep disturbances, and unhealthy coping mechanisms. Their colleagues' concern prompts a moment of self-reflection, helping Robin acknowledge that they are not doing well. By seeking help and implementing self-care strategies, Robin begins to recover and reconnect with both their work and colleagues. This case study emphasizes the professional responsibility nurses have to maintain their physical, psychological, and emotional well-being as part of meeting professional standards. It encourages all nurses to reflect regularly on their well-being and take proactive steps to sustain their fitness to practice.
Discussion points:
Strategies for Resolution:
Case Study #2
Anupa, a new-to-Nova Scotia registered nurse, is overwhelmed by her workload and constantly doubts her abilities. She avoids asking for help due to fear of seeming incompetent. Recently, she has been having trouble sleeping and feels anxious before each shift.
Discussion Points:
Strategies for Resolution:
Lobell, L.(2007). Taking care of you: Self-care for health professionals. In Making the Most of Your Career in Nursing (pp. 203-212).
Purdue Global. (2025). The importance of self-care for nurses and how to put a plan in place. Student Resources Blog: Nursing. https://www.purdueglobal.edu/blog/nursing/self-care-for-nurses/
Effective communication, collaboration, and caring are foundational to professional nursing practice. These skills require openness, curiosity, and genuine interest. Communication involves three critical components: the sender, the message, and the receiver (Ernstmeyer & Christman, 2021).
While all are important, the message itself is often the least significant. More crucial is how the nurse—both the sender and the recipient—employs emotional intelligence, including emotional regulation, validation and distress tolerance. Mastery of these skills enhances patient care and collaboration.
This module explores the essential nursing competencies of communicating clearly, collaborating efficiently with multidisciplinary teams, and demonstrating caring behaviours to promote positive patient outcomes.
By the end of this module, learners will be able to:
Articles and Book Chapters
Videos
Guidelines
Websites
Scenario 1:
A nurse is caring for a post-operative patient who expresses anxiety about their recovery plan. The nurse must use communication skills to reassure the patient, collaborate with the surgical team to clarify care instructions, and demonstrate caring through active listening and empathy.
Discussion prompts:
Scenario 2:
During a busy shift, a nurse notices a conflict between a physician and a respiratory therapist about a patient’s treatment plan. The nurse must mediate effectively, communicate concerns, and promote collaboration to resolve the issue while maintaining caring for the patient.
Discussion prompts:
Ernstmeyer, K., & Christman, E. (Eds.). (2021). Chapter 2: Communication. In Nursing Fundamentals. Open RN. https://www.ncbi.nlm.nih.gov/books/NBK591817/.
Time management for nurses is the effective planning, prioritization, and execution of tasks and responsibilities to ensure safe, efficient, and high-quality patient care. It involves organizing work shifts, managing multiple patients, handling documentation, coordinating with healthcare teams, and adapting to unexpected situations—all while maintaining professionalism and minimizing stress (ChatGPT 2025).
Time management is a skill that comes with practice, experience, and learning how to organize. It involves:
To learn strategies for organizing and completing workload in a timely fashion.
Get the Mentees to come up with ideas on what is important, urgent, critical. This may vary depending on where they work.
Discussion points:
| The Decision Matrix | What must be done right now? i.e. Urgent | What can be delayed? i.e. Less urgent but still important |
| Important |
|
|
| Less Important |
|
|
Scenario 1:
Jasmine is a new graduate nurse on an acute medical floor. She has six patients assigned to her today; she had to pick up a patient as the unit is short staffed due to a sick call. It is 9 am, the meds have been given, and it is break time but she doesn’t feel she can go. One patient is a newly diagnosed diabetic and will be going home as soon as the diabetic teaching is completed today. An 80-year-old woman was admitted last night with pneumonia and is on IV Abx. This patient is having diarrhea, and although usually continent, she can’t get to the toilet and is wearing adult briefs. Jasmine has just gotten another patient up in their chair so they can eat breakfast and given them their morning AC breakfast insulin. Now a physician is asking her to get that patient back to bed. Jasmine feels overwhelmed and not “a good nurse.”
Scenario 2:
Matt graduated six months ago and works on a surgical floor. He feels he still isn’t organized and able to get off work on time. Today he couldn’t find a parking spot and got on the unit just before the shift started. While he is admitting a patient back from the OR, a code blue is called on the unit. It doesn’t involve one of his patients, but he is asked to “cover” the floor while the code was happening. While he is covering for four extra patients, a family member of one of those patients begins asking when he could talk to the surgeon about his mother. Matt doesn’t have time to talk to the family member and doesn’t know the patient. The call bells are continuously ringing. Two patients who just had hip fracture repairs need the toilet now and also need PRN pain meds. Matt is now one hour late giving the noon meds and he needs to do a NPWT dressing, which he is slow at doing and has only done once before. Because of the code, he has skipped lunch. He feels his preceptorship was cut short and he doesn’t get help from the other nurses. Even when he is busy and they are sitting at the nurse station, they don’t offer to help.
Ausmed.(2024, January 25). A guide to time management in healthcare. https://www.ausmed.com/learn/articles/time-management-for-nurses.
Murray, M., Sundin, D., Cope, V. (2019). New graduate nurses' understanding and attitudes about patient safety upon transition to practice. Journal of Clinical Nursing, 28 (13–14), 2543–2552. https://doi.org/10.1111/jocn.14839.
Regis College. (2023, May 4). Nurse Time Management: Tips and Techniques for Nurses and Nursing Students. https://www.ausmed.com/learn/articles/time-management-for-nurses
Persistent feelings of incompetence despite evidence of success are defined as imposter syndrome (Cuncic, 2023).
When discussing imposter syndrome, mentors can:
Provide a structured, supportive membership framework that helps nurses transitioning into new roles (e.g. new graduate nurses) to:
Understanding Role Transition
Understanding Transition Models
Identifying and Addressing Imposter Syndrome
Practical Tools and Strategies
Includes:
Self-assessment checklist
Reflection
EAP Program
Phone: 1-800-461-5558
Overcoming Imposter Syndrome
Scenario
A newly graduated nurse begins work on a busy medical-surgical unit. Although they excelled academically and during clinical rotations, they feel overwhelmed, question their decisions, and hesitate to ask for help. The unit culture is fast-paced, and while most colleagues are supportive, the new nurse struggles with feeling like a burden. Their preceptor recognizes the signs of imposter syndrome and introduces a mentorship program. Over several months, through structured reflection, regular feedback, and supportive dialogue, the new nurse gains confidence, builds competence, and begins mentoring a peer by the end of their first year.
Discussion Prompts:
The transition faltered primarily due to the overwhelming feelings of imposter syndrome that the newly graduated nurse experienced. Despite excelling academically and in clinical rotations, the nurse struggled with self-doubt, hesitancy to ask for help, and the fear of being a burden to colleagues in a fast-paced unit. These feelings can be common among new nurses and can severely impact their confidence and decision-making. The fast-paced environment and high expectations placed on them without sufficient emotional support or guidance initially contributed to stress and self-questioning, which led to feelings of incompetence, despite having the requisite knowledge and skills.
Several strategies played a key role in supporting the nurse’s transition and helping them overcome imposter syndrome:
Mentorship was a turning point in the nurse's transition and significantly changed the outcome. Initially, the nurse felt isolated and overwhelmed by the responsibility, but through mentorship, they were able to:
Mentorship shifted the trajectory of the nurse’s journey from self-doubt to self-empowerment. Initially, imposter syndrome was a barrier to success and well-being, but the structured, supportive environment created by the mentorship program allowed the nurse to:
In summary, mentorship directly impacted the nurse’s ability to overcome imposter syndrome by offering emotional support, guiding their reflection and professional development, and providing a framework for transition. It helped transform the nurse from someone struggling with self-doubt to a confident and capable professional who could support others in their journey.
Benner P. (1982). From novice to expert. The American Journal of Nursing, 82(3), 402–407.
Cuncic, A. (2025, September 29). Is imposter syndrome holding you back from living your best life? Verywell Mind. https://www.verywellmind.com/imposter-syndrome-and-social-anxiety-disorder-4156469
William Bridges Associates. (n.d.). Bridges Transition Model. https://wmbridges.com/about/what-is-transition/
Young, V. (n.d.). 10 Steps You Can Use to Overcome Impostor Syndrome. Impostor Syndrome Institute. https://impostorsyndrome.com/articles/10-steps-overcome-impostor/
Professional presence is the foundation of nursing care. It is defined by the Nova Scotia College of Nurses (NSCN) as “the demonstration of respect, confidence, integrity, optimism, passion and empathy in accordance with professional standards, guidelines and codes of ethics. It includes a nurse’s verbal and nonverbal communications and the ability to articulate a positive role and professional image, including the use of one’s name and title during patient interactions. The demonstration of professional presence leads to trusting relationships with clients, families, communities and other health care team members” (NSCN, 2018).
Professional presence is the embodiment of values, behaviours and actions that convey a nurse’s commitment to safe, competent, compassionate and ethical care (NSCN, 2018).
A nurse’s professional presence influences public perception of nursing and can inspire respect and trust in the profession (OpenAI, 2025). Professional presence is also often used interchangeably with “professionalism.”
For novice nurses, demonstrating professional presence is a learned skill, which can be gained throughout formal education. It can also be developed during clinical experiences, by observing professional behaviours of experienced nurses, through mentorship, and within interactions with patients and their families (OpenAI, 2025). Time, support and practice are required for new graduates to understand and develop the skills and traits that underlie a consistent professional presence in nursing.
Professional presence is essential for humanized care (Guillaumie, Boiral, Desgroseilliers Vonarx & Roy, 2022) and building therapeutic relationships. Being fully present helps nurses notice subtle health changes, builds trust and encourages patients to share sensitive information.
Professional presence should be demonstrated at all times - before, during, and after care - whether in person, on the phone, or virtually. Nurses should introduce themselves with their name and professional title and use respectful verbal and non-verbal communication in all settings.
The integration of smartphones and tablets into everyday provision of care has many benefits for patients but can cause distraction that may negatively impact the nurse's ability to provide both care and patient safety (CNPS, 2025).
Professional presence includes a clean uniform, a professional demeanor, and behaviours like active listening, empathy, respect, and cultural competence (NSCN, 2022). It reflects integrity and a commitment to protecting patient dignity and addressing their holistic needs.
Consider the following patient scenarios:
Scenario 1:
Mabel is visiting her mother Joan in the hospital for the first time since her admission. She comes into the room and finds her mother slumped in bed looking anxious, with a medicine cup of pills and a cup of water sitting in front of her, along with her barely touched meal. Mabel attempts to give her mother her pills but her mother does not want to swallow them without knowing what they are. Mabel asks her mother who her nurse is so she can get some assistance, but her mother doesn’t know her nurse’s name and says she does not know when the pills were left there. She is worried about when she will be discharged home and starts to cry. A woman comes into the room and puts some clean linen on another bed and hurries away before either Mabel or Joan can speak with her. When Mabel tries to find someone on the unit to ask who her mother’s nurse is, she sees a group of individuals at the front desk in scrubs laughing, and another in the hallway looking down at a cell phone. She doesn’t know who the nurses are or who to ask for help.
Scenario 2:
George is the nurse looking after Joan. He announces his presence, using his full name and professional title. George smiles, makes eye contact with Joan, and bends down to speak with her. He lets her know what medications he is bringing her and asks Joan if she has any questions. He verifies her identity before administering the medication. George listens to Joan’s concerns, makes notes to ask the doctor and assures Joan he will speak with her and her daughter again to review any other questions. Before leaving Joan’s care area, George updates her bedside patient care board with the date, his name and relevant communication details for the care team.
Canadian Nurses Protective Society. (n.d.) InfoLAW: Mobile devices in the workplace. https://cnps.ca/article/mobile-devices-in-the-workplace/
Cao, H., Song, Y., Wu, Y., Du, Y., He, X., Chen, Y., Wang, Q., & Yang, H. (2023). What is nursing professionalism? A concept analysis. BMC Nursing, 22(1), 34. https://doi.org/10.1186/s12912-022-01161-0
College of Registered Nurses of Saskatchewan. (n.d.). Electronic distraction in health care. https://www.crns.ca/nursing-practice/nursing-practice-resources/rn-manager-tool/electronic-distractions/
Guillaumie, L., Boiral, O., Desgroseilliers, V., Vonarx, N., & Roy, B. (2022). Empowering nurses to provide humanized care in Canadian hospital care units: A qualitative study. Holistic Nursing Practice, 36(5), 311–326. https://doi.org/10.1097/HNP.0000000000000418
Nova Scotia College of Nursing. (2018). A guideline for Nurses: Professional Presence. https://www.nscn.ca/sites/default/files/documents/resources/ProfessionalPresence.pdf
Nova Scotia College of Nursing. (2022). Position Statement: Cultural Safety and Humility. https://www.nscn.ca/sites/default/files/documents/resources/Cultural-Safety-and-Humility.pdf
"A significant percentage of nurses leave their first job due to the negative behaviors of their coworkers, and bullying is likely to exacerbate the growing nurse shortage. A bullying culture contributes to a poor nurse work environment, increased risk to patients, patient satisfaction scores, and greater nurse turnover, which costs the average hospital $4 million to $7 million a year. Addressing nurse bullying begins with acknowledging the problem, raising awareness, mitigating contributing factors, and creating and enforcing a strong antibullying policy. Nurses and stakeholders also must actively work to change the culture and understand that bullying has no place in the nursing profession or anywhere else in health care"(Edmonson & Zelonka, 2019, p. 274).
The phrase “nurses eat their young” has long been used by nurses in the profession to describe a culture of hostility toward newer staff. Incivility refers to disrespectful behaviour and it can be a form of bullying. Kathleen Bartholomew describes it as “the overt and covert behaviours that we use to put people in their place as humans" (TedxTalks, 2016).
Incivility is often underreported - only about 25% to 60% report experiencing it (RNAO, 2019; Atashzadeh Shoorideh, Moosavi, & Balouchi, 2021). A report from Alberta found that, due to poor treatment by co-workers, “'60 percent of new graduates will leave their first positions within six months’ and 50 percent of that number will actually quit the nursing profession" (Hubbard, 2014).
Incivility can occur within nursing units and can happen to any nurse. It can come from colleagues, and other members of the healthcare team, as well as from patients or family members. It can occur during working hours or extend to interactions on social media. Incivility can be subtle or overt, but in all forms, it negatively impacts the nurse who experiences it.
Nova Scotia Health is committed to ensuring a respectful workplace for everyone. The Respectful Workplace Policy is designed to support and maintain a safe and inclusive environment where everyone is treated with dignity. It describes incivility as disrespectful behaviour.
The following points will be discussed:
Lateral Violence Theory
Social Learning Theory
(Sutton, 2021)
Transactional Model of Stress and Coping
(Faubian, 2025)
(ChatGPT, July 2025)
Overt (obvious, direct, and visible behaviours)
Covert (subtle, hidden, or indirect behaviours)
(Ayen, 2023; Edmonson & Zelonka, 2019)
*Note* Incivility/bullying does not include:
(Nova Scotia Health Authority, 2017)
(Nova Scotia Health Authority, 2017)
All staff are encouraged to bring forward any complaints informally or formally within a reasonable time frame with dates, times and situation. The nurse mentor can play a key role in supporting the nurse by sharing information and strategies to address incivility within their work environment. Using role playing can be a useful strategy for the nurse to gain knowledge and confidence. Discussing de-escalation techniques may be useful for the new nurse during role-playing. The mentor may encourage and support the nurse if they decide to submit a formal complaint about the incivility.
Case Study: Nurse Experiencing Incivility on a Hospital Unit
Background: Jessica is a registered nurse (RN) working on a busy medical-surgical unit in a large urban hospital. She has been in the role for two years and is well-regarded by patients but relatively new compared to many senior staff on the unit.
Situation: Recently, Jessica started noticing subtle but consistent uncivil behaviors from some of her colleagues, particularly from a group of senior nurses. Examples include:
Impact: Jessica began feeling isolated and anxious at work. Her job satisfaction declined, and she hesitated to contribute during team discussions. This also affected her performance and increased the risk of patient safety concerns. She considered transferring to another unit or leaving nursing altogether.
Response: Jessica decided to document the incidents and approached her nurse manager for support. The manager acknowledged the problem and arranged a facilitated team meeting focused on professional communication and respect. They also introduced:
Outcome: Over time, with management intervention and increased awareness, the team culture began to shift. Jessica felt more included and supported. The unit also reported fewer communication breakdowns and improved teamwork.
(Chat GPT, July 2025)
Alsadaan, N., Ramadan, O. M. E., & Alqahtani, M. (2024). From incivility to outcomes: tracing the effects of nursing incivility on nurse well-being, patient engagement, and health outcomes. BMC Nursing, 23(1), 325. https://doi.org/10.1186/s12912-024-01996-9
Atashzadeh Shoorideh, F., Moosavi, S., & Balouchi, A. (2021). Incivility toward nurses: a systematic review and meta-analysis. Journal of Medical Ethics and History of Medicine, 14, 15. https://doi.org/10.18502/jmehm.v14i15.7670
Ayen, M. (2023, February 4). Overt and covert bullying. LinkedIn. https://www.linkedin.com/pulse/overt-covert-bullying-marjorie-ayen.
Edmonson, C., & Zelonka, C. (2019). Our own worst enemies: The nurse bullying epidemic. Nursing Administration Quarterly, 43(3), 274–279. https://doi.org/10.1097/NAQ.0000000000000353
Faubian, D. (2025). What is Transactional Leadership in Nursing? (PLUS, Pros VS. Cons, Characteristics, & How to Become). NursingProcess.org. https://www.nursingprocess.org/transactional-leadership-in-nursing.html
Hubbard, P. (2014). What can be done about horizontal violence? Alberta RN, 69(4), 16-18.
Nova Scotia Health Authority. (2017). Respectful Workplace. Policy #AD-HR-020. https://policy.nshealth.ca/Site_Published/nsha/document_render.aspx?documentRender.IdType=6&documentRender.GenericField=&documentRender.Id=109470
Registered Nurses’ Association of Ontario (RNAO). (2019) Preventing violence, harassment and bullying against health workers. 2nd ed. Toronto (ON). https://rnao.ca/bpg/guidelines/preventing-violence-harassment-and-bullying-against-health-workers.
Snively, E., & Vaughn, N. (2023). What Is Lateral Violence in Nursing? [Blog]. Relias. https://www.relias.com/blog/what-is-lateral-violence-in-nursing
Sutton, J. (2021). What Is Bandura’s Social Learning Theory? 3 Examples. PositivePsychology.com. https://positivepsychology.com/social-learning-theory-bandura/
TEDx Talks. (2016, Jan. 25). TEDxSanJuanIsland - Kathleen Bartholomew- Lessons from Nursing to the World [Video]. YouTube. https://www.youtube.com/watch?v=Qh4HW3yx00w
