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PubMed2006

Mentoring the mentors: Aligning mentor and mentee expectations.

The Radiology Alliance for Health Services Research sponsored a symposium at the 2005 Annual Meeting of the Association of University Radiologists, which focused on the issue of aligning mentor and mentee expectations to foster successful mentoring relationships. This article presents a summary of the informal discussion of the panelists' individual experiences, common themes, and insights gained from the panel participants.

Academic Medical Centers↗
PubMed2006

Mentoring matters. Mentoring and career preparation in internal medicine residency training.

PURPOSE: Mentoring during the early stages of a career has been associated with high career satisfaction and may guide development of professional expertise. Little is known about mentoring experiences during residency training. Our purpose was to describe mentoring relationships among internal medicine residents, and to examine the relationship between mentoring and perceived career preparation. SUBJECTS AND METHODS: We designed and administered a mailed survey to all interns and residents enrolled in the five independent Internal Medicine Residency Training Programs affiliated with Harvard Medical School. We examined the development of mentoring relationships during residency training, and measured satisfaction with mentoring and with perceived career preparation. RESULTS: Of the 329 respondents (65% response rate), 93% reported that it is important to have a mentor during residency, but only half identified a current or past mentor. Interns [adjusted odds ratio (AOR) 0.3 (95% confidence interval (CI) 0.2, 0.5)] and underrepresented minority residents [0.3 (0.1, 0.7)] were significantly less likely to establish a mentoring relationship than their peers. Mentored residents were nearly twice as likely to describe excellent career preparation [1.8 (1.1, 3.1)]. CONCLUSION: Our findings demonstrate the importance of mentoring to medical residents, and identify a relationship between mentoring and perceived career preparation. We also identify a relative lack of mentoring among interns and underrepresented minority residents.

Boston↗
PubMed2006

The experiences of mentors on a career development and mentoring programme for female mental health nurses in the UK National Health Service.

This paper presents the experiences of executive and non-executive UK National Health Service (NHS) Trust directors and senior managers as mentors in a career development and mentoring programme for a cohort of 27 female mental health nurses from six NHS mental health trusts. Baseline interview data was collated from 27 mentors prior to the programme. Twenty-four mentors participated in semi-structured telephone interviews investigating their experiences of being a mentor at the end of the programme. The interview transcripts were analysed using thematic content analysis. Experience as a mentor impacted on mentors in a variety of ways and the common themes which emerged from the data included: increased understanding of the mentoring role, increased awareness of career barriers for female mental health nurses, improved ground-level insight in relation to nursing staff and the patients they care for, improved professional reputation, increased networks, new insights into organizational issues, personal enjoyment and fulfilment and desire to implement organizational change. All mentors interviewed stated that they would consider becoming a mentor again. The mentoring relationship was an invaluable learning experience for mentors and results from this study suggested that trained mentors have an important role to play as change agents in the NHS.

Career Mobility↗
PubMed2000

Developing senior doctors as mentors: a form of continuing professional development. Report Of an initiative to develop a network of senior doctors as mentors: 1994-99.

BACKGROUND: Senior doctors report that mentoring skills are transferable to everyday medical practice and managing juniors. An analysis of views from consultants and general practitioners, who had trained together on a regional mentoring scheme, reveals significant potential for personal and professional development in such networks. CONTEXT: The Northern and Yorkshire Region Doctors' Development and Mentoring Network was set up in 1994. Since then there have been six programmes with 116 senior doctors participating. In 1997 there was an evaluation of the first four programmes. METHOD: Focus groups and postal questionnaire. RESULTS: There were responses from 71 senior doctors, giving a response rate of 86%, and responses from 78 professional stakeholders in 49 NHS organizations, a response rate of 54%. Results indicate that the programmes were highly valued by the participants, particularly with regard to: being part of a network of senior doctors; developing mentoring skills, and engaging in personal and professional development. The most difficult part of the programme was setting up mentoring networks for junior doctors, and reasons included: personal factors, such as levels of confidence in providing mentoring; cultural factors, such as juniors not wishing to be seen to need help, and organizational factors, such as lack of time allocated for mentoring. RECOMMENDATIONS AND ISSUES FOR FURTHER DEBATE: The positive benefits from the scheme raise questions about how to develop mentoring training for senior doctors. Issues include: developing mentors; who needs mentoring; mentoring and the organization; transferability of mentoring skills, and widening the network.

Clinical Competence↗
PubMed2005

Developmental mentoring match characteristics: correspondence between mentors' and mentees' assessments of relationship quality.

Understanding the factors that contribute to high-quality mentoring relationships is critical to developing and sustaining effective mentoring programs. In study 1, sixty-three adolescent mentors, from two high schools, were surveyed four to six weeks after being matched with elementary-age mentees. Hierarchical regression models revealed that mentees' academic and behavioral risk status, parental involvement, and program quality all explained variance in mentor-perceived relationship quality, but none remained significant predictors after mentors' self-efficacy, motivations for self-enhancement, and assessments of their mentees' support seeking behaviors were accounted for. Study 2 cross-validates the regression model in study 1 and examines the concurrent validity and predictive validity of a measure of mentoring match characteristics using mid-year and end-of-year assessments from mentees and mentors. Editors' Strategic Implications: The focus on mentors' initial impressions of their mentees and the relationship represents a novel contribution to the study of relationship formation and persistence. The authors provide a promising strategy - and descriptions of specific measures - to help programs study relationships that endure or terminate. Coordinators will benefit from the knowledge that if mentors feel efficacious and if the mentoring relationship is strong, mentors are more likely to persist.

Adult↗
PubMed2000

A clinical teaching project. Evaluation of the mentor-arranged clinical practice by RN mentors.

This paper explores the relationship between nursing students and mentors and its influence on nursing students' development of professional knowledge during their clinical practice. The paper is based on an evaluation of a new initiative supplementing other clinical experiences for students of nursing, Mentor-Arranged Clinical Practice (MACP), by registered nurse mentors. Sixty-five (95.6%) mentors returned their questionnaires in a self-addressed envelope. Results of the study indicated that there were benefits and rewards for both students and mentors. The mentors felt that students gained more practicum time, confidence and independence in their practice, time management skills, rapport between staff and student, and better integration into the hospital environment. Mentors indicated that the most compelling reasons for becoming mentors were the opportunity to assist mentees to integrate into the nursing unit, to teach, share knowledge, promoting and improving the professional image of nurses, and gain job satisfaction from mentoring. The findings in this study suggest that there is a need for development of mentor relationships in the clinical setting of undergraduate nursing courses.

Attitude of Health Personnel↗
PubMed1999

Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships.

The authors examined the effects of the type of mentoring relationship and the gender composition of the relationship on mentoring functions and career outcomes reported by 352 female and 257 male protégés. Protégés of informal mentors viewed their mentors as more effective and received greater compensation than protégés of formal mentors. Protégés with informal mentors also received more career outcomes than nonmentored individuals, but no significant differences were found between nonmentored and formally mentored individuals. The gender composition of the relationship affected mentoring functions and outcomes, and protégé gender interacted with the type of relationship to affect mentoring functions.

Adolescent↗
PubMed2000

Student and mentor perceptions of mentoring effectiveness.

The following is an account of a small pilot study conducted over a 3-month period which ascertained the views of staff nurses and students about the mentoring process. In particular, whether the possession of a teaching qualification influences the effectiveness of mentors. The research was conducted in a district general hospital in North Wales. The findings demonstrate that staff nurses with a teaching and assessing qualification consistently rate themselves as more effective and supportive than those without. Other findings show that students consistently rate their mentors positively irrespective of whether they held a teaching and assessing qualification and that students rate their mentors more positively than the mentors themselves. Although these findings are not generalizable in the accepted sense they may be applicable to other practice settings. The findings and discussion indicate several implications for future practice including the need for: More consistency in practice regarding the nature and purpose of mentorship Clear criteria and selection processes for potential mentors, including more extensive use of the Measuring Mentor Potential (MMP) scale as a predictive tool A review of current mentor preparation programmes to align them with the needs of diploma and degree students and to ensure comparability of standards throughout the UK More discussion regarding the nature and purpose of mentorship including further examination of a range of mentorship models.

Adult↗
PubMed2005

Mentoring within the veterinary medical profession: veterinarians' experiences as proteges in mentoring relationships.

Veterinary medicine professionals have recognized the importance of enhancing mentoring of students, as recruitment and retention of students have become prominent concerns. The purpose of the present study was to examine the form and degree of mentoring experienced by practicing veterinarians, as well as to seek to understand the factors that influence effective mentoring relationships. Data concerning their own experiences with mentoring relationships were gathered from practicing veterinarians. Results suggest that most practicing veterinarians had mentors and that the most frequent and effective mentors were initial employers, followed by teachers and advisors. Behaviors aimed at career development and socio-emotional support correlated highly with the perceived effectiveness of the relationship. Perceived similarity between the protege and the mentor also predicted effectiveness. These results are discussed as they relate to veterinary education.

Adult↗
PubMed2002

Are mentors ready to make a difference? a survey of mentors' attitudes towards nurse education.

This paper reports on a survey of practitioners who act as mentors to student nurses from a Higher Education Institution in Northern England. The aims of the survey were to gain a profile of mentors, and to seek their views regarding their degree of support in undertaking the mentoring role, and their experience of mentors' update sessions. Respondents were experienced as mentors. As a group, they felt supported by their work colleagues, but fewer felt that they had adequate support from the HEI or their managers. Respondents wanted more time for mentoring activities, closer links with the HEI before, during and after practice placements, and more user friendly assessment documentation. Respondents did not report difficulty in spending enough time working with students, although this is a frequent complaint of students. Mentors update sessions were often not attended, either through staff shortages, or through lack of information.

Attitude↗
PubMed1991

Mentoring needs of dietitians: the mentoring self-management program model.

Twenty-one mentors and 24 mentees participated in a mentoring project in California. The results indicated that the mentoring needs among mentees were related to their career stage. Mentoring relationships were primarily serial rather than ongoing. Because of the present mercurial environment, individuals must plan much of their career development on their own. Recognition of the need for lifelong mentoring and knowledge of current findings can help dietitians move toward managing their own mentoring. We believe that the mentoring self-management program model provides the flexibility and close personal contact dietitians need to develop their fullest professional potential.

Career Choice↗
PubMed2003

Characteristics [correction of charactersistics] of intercultural mentoring--a mentor perspective.

This article reports a study of Finnish preceptors' and British undergraduate nursing students' mentor-student relationship during international placement in Finland from the mentors' perspective. The study aimed to explore the characteristics of intercultural mentorship and the strategies used by the mentors to improve the students' intercultural competence. Altogether 23 mentors and five students participated in this study. The data consisted of mentoring session observations, group interviews and research diary notes. Intercultural mentorship was characterised by concern about the students' adjustment, pervasiveness of the relationship, sense of mutual learning, inadequate school-placement co-operation and concern about learning outcomes. The mentors used a variety of strategies to improve the students' intercultural competence. Mentorship was both a rewarding and a frustrating experience.

Acculturation↗
PubMed1999

Mentoring today--the students' views. An investigative case study of pre-registration nursing students' experiences and perceptions of mentoring in one theory/practice module of the Common Foundation Programme on a Project 2000 course.

The study reported in this paper investigated the mentoring experiences and perceptions of pre-registration nursing students in one organization, on a theory/practice nursing module. It considered the extent to which students' understanding and expectations matched their actual experiences. Interviews were conducted with 35 students on a Common Foundation Programme, and 15 allocated mentors, using a semi-structured interview guide. These were done within the clinical setting of the wards on which the students were placed as part of their requirements for completion of the module. A distortion of the actual meaning of mentoring appears to be present because of the lack of clarity provided, both internally by organizations and by the English National Board (ENB) who have provided loose guidelines. The implications of this distortion are discussed. The application of a mentoring role in practice needs to be re-examined, with the provision of a clear structured guide internally and externally, with regard to the needs of students and staff who are expected to act as mentors. The study was small scale and cannot be generalized. Mentoring, however, is now widely used within pre-registration nursing education, even though it is generally considered that its use may not be appropriate. Follow-up studies need to be undertaken on an ongoing basis, to examine what actually happens in practice, and to consider ways of ensuring that the benefits for staff and students are enhanced.

Education, Nursing↗
PubMed2003

California's Professional Mentoring Program: how to develop a statewide mentoring program.

Trends in downsizing, restructuring, increased diversity, and individual responsibility for career development have sparked a renewed interest in mentoring. Technology is changing the way professionals practice, including dieticians. This is reflected in the strategic goals for the American Dietetic Association (ADA). In 1999, with the aid of an ADA Affiliate/Dietetic Practice Group (DPG) Collaborative Strategic Initiatives Grant, a Mid-Career Mentoring Program (MCMP) was developed in California. This program provided an opportunity for dietitians with advanced skills (mentors) to be matched with those desiring to develop new skills (mentees). A six-step process was used to develop the program. The six steps include: appoint a coordinator; identify prospective mentors; locate resources; define tasks and establish procedures; identify mentees; and begin the program. A final product of the grant was the development of the handbook The Helping Hand. This handbook can be used by other affiliates or practice groups that may wish to develop a mentoring program. Mentoring programs can assist registered dietitians and DTRs (dietetic technicians, registered) in developing their educational plans for the new Professional Development 2001 certification process.

California↗
PubMed1991

Mentor, mentee, mentoring: building career development relationships.

An understanding of the process of mentoring can be useful for career development in the clinical, research and educational arenas of the nursing profession. The roles of mentor and mentee/protege as guide and learner are described. Several purposes for mentoring are discussed and five stages of the mentoring relationship are delineated. Potential problems, obstacles and factors which facilitate successful mentoring are explored. Through mentoring, individual, organizational and professional development can be fostered in cost-effective and fulfilling ways.

Career Mobility↗
PubMed2001

Clinical staff as mentors in pre-registration undergraduate nursing education: students' perceptions of the mentors' roles and responsibilities.

This paper reports part of a multiple-phase action research initiated by a university nursing department in Hong Kong. Local hospitals were invited to collaborate in a joint mentoring programme which recruited clinical staff to mentor pre-registration nursing students during clinical placement. Interviews based on the five roles -assisting, befriending, guiding, advising and counselling, as outlined by the English National Board, were conducted to explore students' views of the mentor's roles. Findings showed that students in general agreed that the five roles depicted were necessary roles of the mentors. They saw the roles of assisting and guiding as most crucial, while the befriending role was useful to facilitate their settling into the ward. The advising and counselling roles were seen as less important. It was concluded that students tended to be more instrumental in viewing their mentor's behaviours; activities that have a direct effect on their learning are considered as more important, while other factors which have a less immediate or less direct effect on their learning, are seen as of lower priority.

Counseling↗