Methods. First, the literature search was conducted from five electronic databases and manually from grey literature, published in 2000–2011. Thirty-nine sources were chosen and primarily analysed by deductive content analysis. Then, the conceptual models and other practices found in the first phase of the study were analysed thematically, amplifying the concepts, core ideas and main perceptions.

Results. The models, as found in the review, were diverse by their interrelated concepts (their spectrum and abstraction level). For the development of Introduction to Mentorship Programme for Qualified Nurses, it was decided to work with a new approach and to adopt three concepts along with their underpinning philosophies (flexible learning, work-based learning and evidence-based practice) linking them with the nature of clinical training of student nurses and features of the student-mentor relationship.

Conclusions. In this study, an attempt to discover the existing conceptual models for mentorship in nursing focusing on the benefits of their use was made. The arguments and rationale for a distinctive conceptual framework of Introduction to Mentorship Programme are discussed in the paper.