A process-environment model for mentoring undergraduate research students

Undergraduate nursing student engagement in research remains much contested. The debate centers on whether undergraduate education is preparation for application of research findings to practice versus early exposure and engagement to discovery of new knowledge focused research as is done in graduate education. We take the position that involvement in research is beneficial but mentorship is required if the endeavor is to be meaningful. In the absence of a model to guide effective mentorship for undergraduate co-researchers we synthesized the available undergraduate mentorship literature and relevant pedagogy to develop a mentorship model for use by nurse educators who undertake research with nursing students. This was applied and refined through active engagement in, and reflection on, the execution of a research project exploring peoples' experiences of mental illness. Synthesis of the evidence and reflections led to the development of a process-environment mentorship model. This model provides an evidence- and experientially-based framework for mentoring undergraduate student co-researchers. •Undergraduate research mentorship can reap benefits for both faculty and students.•Effective, evidence-based mentorship has the potential to maximize these benefits.•The mentorship context should include process and environmental elements.•Process elements include dual-focus, fade-control, reflection, and communication.•Environmental elements include ingredients, community, and participation.