Concept of Mentoring In Nursing What is Mentoring?
Mentoring is a process in which a more experienced individual provides guidance to a less-experienced person to help them develop specific competencies. According to Vance and Olson (1998), mentoring is a “developmental, empowering, and nurturing relationship extending over time in which mutual sharing, learning, and growth occur in an atmosphere of respect, collegiality, and affirmation” (p. 5). Mentoring can be both formal and informal and may occur between individuals or groups.
Mentoring in Nursing Education
Mentoring in nursing education involves various levels and types of relationships, including interactions among faculty members and support for faculty on the path to tenure. Mentoring is a critical factor in retaining new faculty members as it provides support, guidance, and encouragement. It also increases job satisfaction and reduces the stress associated with teaching and a career in academia.
Mentoring helps mentees develop new skills related to teaching, research, leadership, and scholarship. It can be conducted formally or informally, but always with the intention of fostering success. New faculty members can benefit significantly from the experiences of their more seasoned peers through formal programs established by nursing schools.
For example, two studies described the results of focus groups with novice and expert nursing educators in a formal mentoring program developed for new faculty members (White, Brannan, & Wilson, 2010; Wilson, Brannan, & White, 2010). The program included two off-campus retreats and four full-day workshops, representing a substantial investment of time. Each mentee was paired with a formal mentor, and biweekly contact was encouraged. Mentees provided positive feedback, highlighting the benefits of guidance, support, journaling, and open communication (White et al., 2010). Mentors also viewed the relationship positively but expressed concerns about the lack of time to engage in meaningful activities with mentees and the potential for power imbalances (Wilson et al., 2010).
Mentoring has been identified as a critical component for faculty success and leadership development. Professional organizations have developed resources to support mentorship initiatives. For example:
- The National League for Nursing (NLN) created the Mentoring of Nursing Faculty Tool Kit to promote mentoring among nursing faculty (NLN, 2008).
- The American Association of Colleges of Nursing (AACN) launched the New Dean Mentoring Program, linking experienced AACN-member deans with new members (AACN, n.d.).
- Sigma Theta Tau International (STTI), the honor society of nursing, established a Center of Excellence in Nursing Education with dedicated programs for leadership and mentoring (STTI, n.d.).
Impact of Mentoring in Nursing Education
Mentoring became more prominent in nursing education literature in the 1980s, particularly in clinical education. Over the past few decades, the focus on mentoring has increased worldwide due to a shortage of skilled healthcare professionals and nursing educators (Seekoe, 2013). A qualitative study by Eller, Lev, and Feurer (2014) identified key components of effective mentoring relationships at 12 U.S. universities, with 117 mentor-mentee dyads participating in 12 workshops. These components included open communication, goal-setting, passion and inspiration, role modeling, and mutual respect and trust.
Zachary (2009) further outlined essential components of the mentoring process, including reciprocity, collaboration, partnership, mutually defined goals, learning, and development for both mentor and mentee. New mentoring models have emerged, such as multiple mentors, junior partners mentoring senior individuals reciprocally, and peer-mentoring networks. These models build upon the classic mentor-mentee relationship, emphasizing that those who benefit from a good mentoring relationship are often “well-balanced with personal and work issues as well as successful in their professional careers” (Grossman, 2013, p. 23).
As nursing academia faces shortages of faculty, the importance of mentoring programs has become increasingly apparent. The development of best practice programs can help new faculty members succeed in their roles (Nick et al., 2012). For student mentoring, adequate resources, education, and preparation of mentors are necessary for the successful transition from student to professional nurse. Interdisciplinary and interprofessional teams are essential, as patient-centered care needs to be collaborative and collegial (Finkelman & Kenner, 2012). Mentoring is crucial to ensuring that students and nurses gain the knowledge and experience necessary to work effectively in teams.
Recommendations for Effective Mentoring
Research suggests several recommendations for enhancing mentoring in nursing education:
- Expand Peer Mentoring: Investigate peer mentoring as a strategy to support diverse learning needs among faculty and students. Peer mentoring fosters a collaborative environment where both mentors and mentees learn from each other.
- Diverse Mentoring Models: Identify and implement different mentoring models to meet specific learning needs and cater to diverse faculty and student populations. New models such as peer mentoring networks and reciprocal mentoring can provide fresh approaches.
- Create a Mentoring Culture: Develop a culture of mentoring within nursing education that nurtures partnerships and collaborations among professionals. This involves promoting mentoring as a professional responsibility and a pathway for personal and professional growth.
- Mentor Development Programs: Develop and offer programs that prepare mentors with the necessary skills to provide effective guidance. This includes training in communication, leadership, and conflict resolution.
- Support for Mentees: Provide mentees with resources and opportunities for growth, including regular feedback, access to professional development opportunities, and support networks.
- Encourage Interdisciplinary Collaboration: Promote interdisciplinary mentoring that includes members from various healthcare professions. This approach enhances the development of interprofessional collaboration skills necessary for patient-centered care.
- Evaluate Mentoring Programs: Implement ongoing evaluation and feedback mechanisms to assess the effectiveness of mentoring programs. Regular assessments help refine and improve mentoring practices.
Conclusion
Mentoring plays a critical role in nursing education by fostering the personal and professional growth of faculty and students. It enhances job satisfaction, reduces stress, and supports career progression for faculty members. For students, mentoring provides a bridge from academia to professional practice, ensuring they are well-prepared for the challenges of nursing roles.
As the nursing profession continues to face challenges such as faculty shortages and a rapidly evolving healthcare landscape, mentoring will remain vital in nurturing the next generation of nursing leaders. Through a combination of traditional and innovative mentoring models, nursing education can create a supportive environment that fosters learning, growth, and excellence in practice. By embracing mentoring as a core component of nursing education, institutions can ensure the continued development of skilled, confident, and competent nurses ready to meet the demands of modern healthcare.