Mentoring Role In Nursing Education What Is Mentoring?
Mentoring in nursing is a supportive, non-evaluative experience that allows both the mentor and mentee to develop personally and professionally in a caring, collaborative, and respectful environment (Rosser, Rice, Campbell, & Jack, 2004). It serves as a vital source of support, particularly during the transition from a registered nurse (RN) role to an advanced practice nurse (APN) role. This transition can be challenging, and mentoring offers guidance, nurturing, and facilitation to help novice APNs balance and integrate into their new roles (Poronsky, 2013; Rauckhorst, 2005).
Mentoring has been recognized as an effective strategy for assisting newcomers to advance in the nursing profession (American Academy of Nurse Practitioners, 2006). There is no single, universal model of mentoring; relationships may vary widely, from one-on-one mentoring to group mentoring, and can occur in person, face-to-face, or virtually. The relationship can be informal, initiated voluntarily between the mentor and mentee, or formal, structured by an institution or academic setting under the guidance of an administrator or senior manager (Harrington, 2011; Vance, 2002).
Mentoring relationships unfold in different ways:
- Apprenticeship Model: The mentor offers guided supervision to the mentee.
- Competency Model: The mentor acts as a coach who monitors and evaluates the practice of specific behaviors or competencies.
- Reflective Model: The mentor guides the mentee in developing a professional identity (Oliver & Aggleton, 2002).
Transition and Nursing Education
The transition to an APN role is a gradual process that begins with rigorous graduate-level academic preparation. This preparation includes acquiring new knowledge and skills and leads to significant changes in the function and scope of practice. For experienced RNs, this transition involves moving from being a competent and expert RN to a novice APN, which can evoke a wide range of emotions, including disorientation, distress, anxiety, elation, and happiness.
Mentoring serves as a critical support mechanism during this transition, helping novice APNs navigate the complexities of their new roles. It can assist in reducing feelings of incompetence, conflict, or loss of confidence in clinical skills (Brykczynski, 2009). The mentoring process helps ease the transition by providing emotional support, role modeling, and practical advice to bridge the gap between the RN and APN roles.
Mentoring relationships can be formal or informal, depending on the needs and circumstances of the participants. Informal mentoring often arises voluntarily and is based on a commitment to mutual growth. In contrast, formal mentoring typically takes place within a structured program where mentors and protégés are paired for a specific duration to achieve designated goals.
Impact of Advanced Transition in Nursing Education
The transition from RN to APN is not only a period of professional growth but also a time marked by significant challenges. APN students and novice APNs often experience anxiety, conflict, and feelings of incompetence as they transition into practice (Brykczynski, 2009). The ability to balance this transition is influenced by several factors, including the nature of the transition, the surrounding environment, individual personality traits, and available resources and support systems (Goodman, Schlossberg, & Anderson, 2006).
Mentoring plays a crucial role in supporting novice APNs through these challenges. Harrington (2011) found that mentoring relationships positively impact new nursing practitioners in four key areas: quality of care, productivity, job satisfaction, and longevity in practice. To achieve these positive outcomes, mentoring programs require careful preparation for both the mentor and the mentee. This preparation includes understanding the nature of the relationship, setting realistic expectations and goals, and monitoring the progress of the relationship between compatible mentors and mentees. Such programs promote professional growth, enhance productivity, and increase competence (Barker, 2006).
Recommendations for Nursing Education and Healthcare Institutions
To facilitate the successful transition of APNs into practice, several recommendations for academic and healthcare institutions can be made:
- Create a Mentoring Culture: Institutions should cultivate an environment that values and supports mentoring. This includes promoting a culture where mentoring is seen as integral to professional development and career progression.
- Establish Formal Mentoring Programs: Structured mentoring programs should be established to provide clear guidelines, training for mentors, and defined goals and objectives for the mentoring relationship. These programs should be designed to support both mentors and mentees, providing a framework for growth and development.
- Training for Mentors: Mentor training programs should be implemented to ensure mentors are equipped with the necessary skills to guide, support, and nurture mentees effectively. This includes training in communication, conflict resolution, emotional intelligence, and leadership.
- Support for Mentees: Mentees should be given access to resources, tools, and support systems that help them navigate the challenges of transitioning into an advanced practice role. This includes access to educational resources, peer support groups, and professional development opportunities.
- Encourage Peer Mentorship: In addition to traditional mentoring models, peer mentorship can be a valuable tool. Novice APNs can benefit from mentoring relationships with peers who are undergoing similar transitions. This provides a sense of camaraderie and mutual support.
- Promote Collaboration Between Academia and Practice: Establish strong partnerships between academic institutions and clinical settings to create seamless transitions for APNs. Collaborative initiatives can include joint mentoring programs, shared educational resources, and clinical placements that facilitate learning and development.
- Monitor and Evaluate Mentoring Programs: Regular monitoring and evaluation of mentoring programs are essential to ensure they are meeting their goals. Feedback from both mentors and mentees should be used to refine and improve the programs continually.
Conclusion
Mentoring is a powerful tool in nursing education, particularly for supporting the transition from an RN to an APN role. It provides a structured yet flexible framework for guiding novice practitioners through the challenges of their new roles, helping them develop the confidence, competence, and professional identity required for advanced practice. By establishing a culture of mentoring, implementing formal programs, and providing training and support, academic and healthcare institutions can ensure a smoother transition for APNs and promote the development of future nursing leaders.