The intervention group participated in a structured, four-week behavioral mentoring program. Mentors and mentees worked together in regular training and support sessions. Participants were assessed at three time points: before the program, immediately after the program, and three months post-intervention to evaluate changes in clinical adaptation, reality shock, and professional competence.

The control group did not receive the mentoring program. Participants continued with the standard orientation and support provided by the hospital. They were assessed at the same three time points as the intervention group to allow comparison of clinical adaptation, reality shock, and professional competence.

A structured, four-week behavioral mentoring program developed for newly graduated nurses. During the program, mentors and mentees worked together through regular training and support sessions designed to enhance clinical adaptation, reduce reality shock, and improve professional competence. Mentors provided individualized guidance, feedback, and educational support throughout the process. Participants were assessed before the intervention, immediately after, and three months post-intervention to evaluate changes in the outcomes.

Reality shock score :The Reality Shock scale was used for this measurement. It is an assessment tool developed by Cennet Çiriş Yıldız and Yasemin Ergün in 2019 to determine the reality shock of newly graduated nurses. The scale consists of 47 questions and 4 subdimensions. These subdimensions are Collaboration and Relationships (24 items), Professional Knowledge (12 items), Responsibility (7 items), and Performance (4 items). The scale is a 5-point Likert-type scale with scores of Never (1), Rarely (2), Sometimes (3), Often (4), and Always (5). There are no reverse-coded items. The minimum score obtained from the scale is 47, and the maximum is 235. Increasing mean scores on the scale subdimensions indicate an increasing level of reality shock.

The Nursing Professional Competency Scale was used for this measurement. This scale is an assessment tool developed by Figen Çalışkan and Emine Şenyuva in 2020 to measure the professional competencies of nurses. The scale consists of 67 items and 7 subdimensions. These subdimensions are Diagnosis, Implementation of the Nursing Process, Health/Patient Education, Professional Development, Ethical Practices, Critical Thinking and Teamwork, and Research and Development. The scale is a 4-point Likert-type scale with scores of Always (4), Usually (3), Sometimes (2), and Never (1). All items on the scale are positive, and there are no reverse-coded items. The minimum score on the scale is 67 and the maximum score is 268. An increase in the scale score indicates an increase in the professional competence of nurses.

Clinical orientation of new graduate nurses was assessed using the Clinical Orientation Portfolio. This measurement tool was developed by the researcher to assess the clinical orientation of new graduate nurses and the competencies they should possess. The Clinical Orientation Portfolio consists of seven competency areas and 30 competency statements.