Mentorship is a significant function in nursing. It seeks to encourage optimal performance through the assistance of a more experienced and knowledgeable individual (mentor) to a less experienced individual, the mentee (Nowell et al., 2017). The Canadian Nurses association states that it is relationship that can be beneficial to both the individuals involved (CNA, 2018). In a peer mentoring relationship, the mentor and mentee have similar status, with mentors being senior students who teach, assist, function as resources, and mentors to younger students (Smith et al., 2015).
This paper will describe a mentoring activity that used the peer mentorship model and two leadership theories utilized during the mentoring experience. It will demonstrate what a good mentorship looks like while also incorporating a practice from Zander & Zander’s. Finally, it will cover various benefits and disadvantages of mentoring and being a mentee, as well as critically reflect on how the experience has validated said viewpoint of mentorship.
The mentee is a first-year student with the similar school background as the mentor, with both being in nursing and the mentor being of higher-level education year than the mentee. The first and subsequent meet up occurred through Microsoft teams online. Given the constraints of courses, clinical hours and Covid-19, it was agreed upon that a timing of one hour and half to be spent, twice weekly to achieve mentee’s goal. Although said timing was put into place, the mentee was encouraged to reach out to mentor outside of agreed meeting time in case of emergent question or important guidance or feedback. To have a sense of direction and for priorities to be met, mentor and mentee needed to define the purpose of the relationship be met. Discussion of the goal of the relationships, and the steps needed to be taken towards achieving that goal occurred. Mentee stated that her goal was to be more proficient in her nursing skills, specifically her dosage calculations. She confided to mentor about her first unsuccessful attempt at dosage and her struggles with the time constraint during the test. Mentee further went on to state that her next dosage test was soon to be upcoming and therefore it is of importance that she receives some guidance before then. During the process of assisting the mentee with her dosage, the mentor recommended utilizing the SC nursing math site for practice dosage quizzes that she can print out and solve for more practice. Since the mentee was allotted fifty minutes to complete her actual dosage test, and that timing was the issue, the mentor suggested that mentee timed herself while completing the practice test. The mentee will start off with fifty minutes on her first attempt at a practice test and reduces her timing by ten minutes for each subsequent attempts she has at the same practice test. The mentor also suggested retaking two different practice test a minimum of two times a day. The mentee will then record her time and her grade for each test completed, with the goal being a maximum of two wrong answers, similar to her actual dosage test. This will allow for familiarity to the type of questions being asked and comfortability to the pressure being exerted by the set times as well as it will help the mentee take note of the questions, she’s having the most issues at. The mentee and mentor will then spend time working on those problems question during meet up. Other tips such as her studying the multiplication table was also given to. Each week, mentee and mentor will then evaluate how closer to the goal they were. In terms of boundaries, to help create a foundation of trust during this mentorship relationship, mentor and mentee engaged in an activity of writing down their expectation from each other, qualities they would want to bring forth in this mentorship. Some boundaries were to not call each other past a certain time, to stick to school topics and some qualities that arised were: honesty, trust, respect, commitment and confidentiality. After a week, the mentee reported feeling more confident and a more efficient use of her time during her practice test. She reported now completing her practice test within thirty-five minutes and four questions wrong, but with the spear timing attained, she felt she can review her test questions and redo the incorrect questions to attain a better mark. Mentee stated to be very satisfied with her current progress. Mentor encouraged the mentee to keep practicing and her goal of being successful in her dosage test is possible. Mentee was successful in her dosage test.
Synthesis of Experience
The mentorship model utilized during the mentorship activity is transformational leadership
Collaborative practice is a second model used this this activity.
For effective mentorship to be achieved in nursing,
Importance of mentorship in Nursing
A practice that resonated with me from The Arts of possibilities is “Being a contribution” (Zander & Zander, 2000, pp. 41-42). Before being a mentor, it never occurred to me how I could make a difference in someone’s life. Zander and Zander states that in this life we are contributors (Zander & Zander, 2000, pp. 41-42). As mentee we may not see that right away, it’s hard to imagine that the little knowledge and experience I have can be impactful to someone’s life. But this experience has shown me that mentorship relationship is needed because they are helpful. to but Absent are the familiar measurements of progress. Instead, life is
revealed as a place to contribute and we as contributors.
integration of younger students’ activities (Smith, Beattie, and Kyle 2015, 493)
(CNA, 2018). Canadian Nurses Association(2004). Achieving excellence in professional practice. A guide to preceptorship and mentoring, Ottawa, Ontario: Canadian Nurses Association
(Nowell et al., 2017) L. Nowell, J.M. Norris, K. Mrklas, D.E. White. A literature review of mentorship programs in academic nursing. J. Prof. Nurs., 33 (2017), pp. 334-344
Smith, A., M. Beattie, and R. G. Kyle. 2015. “Stepping Up, Stepping Back, Stepping Forward: Students as Peer Mentors in a Pre-Nursing Scholarship.” Nurse Education in Practice 15 (6): 492–97. https://doi.org/10.1016/j.nepr.2015.03.005.
Smith, T., C. Hober, and J. Harding. 2017. “Peer Mentoring for Nursing Programme Persistence and Leadership Development.” International Journal for Innovation Education and Research 5 (3): 11–15.
Smith, A., Beattie, M., & Kyle, R. (2015). Stepping up, stepping back, stepping forward: Student nurses’ experiences as peer mentors in a pre-nursing scholarship. Nurse Education in Practice, 15(6), 492–497. doi.org/10.1016/j.nepr.2015.03.005
Zander, R. S., & Zander, B. (2000). The art of possibility. Boston, MA: Harvard Business School Press.
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