The healthcare environment faced by nurses is complex, with high workloads and situations of high comorbidity. The integration of nurses into the work environment is a cause for concern, and improvements are sought for their incorporation into the workforce. The benefits of mentoring programs are described not only for nurses but also for patients with safer practices and benefits for the institution due to the increased commitment of its professionals. A methodological article that illustrates the complete process to design and implement a tutoring program for new nurses in an emergency department is presented. The competency profile required for the figure of tutor was developed, including the steps followed for the development of the program and the structure and phases of which it is composed, as well as the validation of the evaluation instruments of the process. A strength was the participation of experts during the in-depth analysis of the competency profile, as well as in the adaptation of the evaluation items, which endorses the pertinence, relevance, usefulness, and clarity of the content of this program. The transparency in this methodology makes it possible to follow the steps for its reproduction and applicability in other hospitals.

Background/Objectives: Nursing competence encompasses the integration of knowledge, skills, and attitudes essential for comprehensive and safe patient care. This study aimed to compare self-assessment and tutor evaluation of nurses’ competencies in a hospital emergency department before and after a training intervention. Methods: A quasi-experimental design was employed, involving 63 newly hired nurses who participated in a mentorship program. The intervention included theoretical and practical sessions on critical care skills. Data were collected through self-assessment questionnaires and objective evaluations by tutors using validated rubrics. Results: The results indicated significant differences between self-assessment and tutor evaluations in pre- and post-intervention phases, particularly in competencies related to orotracheal intubation and fibrinolytic therapy for ischemic stroke. Post-intervention, discrepancies between self-assessment and tutor evaluations decreased, suggesting improved self-awareness and competence among participants. Conclusions: This study highlights the importance of combining self-assessment and external evaluation to ensure accurate competency assessment and effective educational interventions, ultimately enhancing the quality of patient care.

This study aimed to measure the effectiveness of a tutoring program designed for the development of competencies in novice nurses in a hospital emergency service. The development of nursing competencies is essential to ensure patient safety and quality care. Health care systems should implement programs that enhance competency and facilitate the professional transition of new nurses to ensure safe clinical environments. A quasi-experimental, longitudinal, and prospective study was conducted in the emergency department of a tertiary hospital in Spain between 2023 and 2024. Newly hired nurses (n = 63) were allocated to an experimental group, which received a structured tutoring program led by a single tutor, and to a control group. Competency levels were evaluated by the tutor using validated rubrics. Data were analyzed with descriptive and inferential statistics, with significance set at P<.05. The experimental group demonstrated significant improvements in all evaluated competencies compared with the control group (P<.05). Gains were maintained at 6 months, supporting the program's sustained effectiveness. The findings of this study have important implications for health care settings, showing that the development of a tutoring program within hospitals is an effective measure for the competency and professional development of nurses.