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Fundamentals of Mentoring APNA eLearning Center

Lee, Messina, Roberson 1

FUNDAMENTALS OF MENTORING

Kathy Lee, MS, APN, PMHCNS-BCDirector of Clinical Operations, Adult PsychiatryMemorial Medical CenterSpringfield, ILL

Michele Messina MS, RN, BCNurse Manager, Post Traumatic Stress Disorder ProgramVA Western NY Healthcare System Batavia, NY

Charlene Roberson, MEd, RN-BCDirector of Leadership ServicesAlabama State Nurses Association

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It takes a positive person to give of himself person to give of himself or herself to help another learn, grow, and succeedsucceed.

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DISCLOSURE

These speakers have no conflict of interest to These speakers have no conflict of interest to disclose.

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PURPOSE STATEMENT

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The mentoring grelationship will provide an opportunity for learning & growth

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GOALS FOR MENTOR RELATIONSHIP

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Receive guidance, support, direct and constructive feedback

Increased self-confidence and develop a goal to work towards

Develop a vision of the future Develop a vision of the future

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Explore opportunities for increased responsibility and p yidentify systems that work

Broaden the mentee’s hil ti g resources while promoting

collaboration8



OBJECTIVES

At the conclusion of At the conclusion of this educational activity, the learner will be able to:will be able to:

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1. Describe the process of developing, p g,maintaining, and terminating the relationship.

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2. Summarize adult learning principles and generational differences.

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3. Identify a minimum of 3 minimum of 3 characteristics of an effective mentor.

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4. Identify 2-3 il bl t resources available to

the mentor and mentee.

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WHAT IS MENTORING?

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A reciprocal, nurturing, supportive, professional, sharing relationship that g phelps an individual improve problem solving ability and increase self-efficacy to develop their potentialdevelop their potential

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Either a formal or informal relationship between two i di id l t id f di t individuals outside of direct supervision with a goal of influencing professional development

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CHARACTERISTICS OF A DISTINCT MENTOR

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Caring, calm, adaptable trustingadaptable, trustingPossess self-awarenessRole model

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Effective listenerObservant of non-

b l b h iverbal behaviorsIdentifies strengthsSummarizes agreements

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Embraces change, a risk-taker

Positive attitude

Passion for Nursing

Creative20



Open, non-judgmental, provides a equal power base

Seeks & shares knowledge

Mutual sharing, growth & learning

Provides a respectful atmosphere 21

Guides & advises- with permission

Committed to the future of Nursing Committed to the future of Nursing, career & leadership

Committed to collaboration

Fully engaged in the session and makes it a priority

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Provides direct, constructive feedback

Motivated for self-growth

Well-respected

Seeks out & values the opinion of others

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PRINCIPLES OF ADULT LEARNING

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Adults are autonomous and self-directed.The mentor will explore participants'

perspectives on topics and encourage them to work on projects that reflect their them to work on projects that reflect their interests. Mentees will be responsible for assignments and project leadership.

Mentors will act as facilitators, guiding participants to their own knowledge rather than supplying them with facts.

Finally, through feedback, the mentee will understand how the process has facilitated goal attainment

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Adults have accumulated a foundation of life experience & knowledge that may include work-related activities family related activities, family responsibilities, and previous education. They benefit from connecting learning to experience.

To assist, mentors will draw out the mentees’ experience and relevant knowledge.

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Adults are relevancy-oriented. They must see a reason for learning. Learning has to be

li bl k h applicable to work, or other responsibilities to be of value. This need can be fulfilled by encouraging participants to h j t th t fl t th i choose projects that reflect their

own interests.

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Adults are practical, focusing on the aspects of a relationship that is most useful in their

f i Th b profession. They may not be interested in knowledge for its own sake. Mentees need to understand how the relationship

ill b f l will be useful.

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Participants need specific knowledge of learning results (feedback ). Feedback must be specific, not general.

The reward can be simply a demonstration of benefits to demonstration of benefits to be realized from learning the material. 29

Finally, the participant must be interested in the subject. Interest is directly related to yreward.

Adults must see the benefit f l i g i d t of learning in order to

motivate themselves to learn.30



MOTIVATION FOR LEARNING

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Social relationships: meet a need for associations and friendships.

External expectations: fulfill the External expectations: fulfill the expectations or recommendations of formal authority.

Social welfare: improve the ability to serve mankind and improve participation serve mankind, and improve participation in community.

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Personal advancement: achieve higher status in a job, secure professional advancement, and stay current in practice. practice.

Escape/Stimulation: relieve boredom, provide a break in the routine, and provide a contrast to details of life.

Cognitive interest: learn for the sake of learning, seek knowledge for its own sake, and satisfy an inquiring mind. 33

Typical motivations include a requirement for competence, an expected or desired promotion expected or desired promotion, job enrichment, a need to learn or maintain skills, a need to adapt to job changes, or the need to learn organizational gdirectives.

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Mentees & mentors can benefit from the wealth of experiences that adult pparticipants bring to the table. Adults want to be treated as equals in experience & knowledge and experience & knowledge and allowed to voice their opinions freely.

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Creating the scenescene

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Set a tone for the session

Mentors will establish a f i dl friendly, open atmosphere that demonstrates intent to f ilit t t ’ facilitate mentees’ perceived learning

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Set an appropriate level of concern.

The le el of te io t be adj ted The level of tension must be adjusted to meet the level of importance of the objective. If the material has a high level of importance, a higher level of tension/stress should be established in the session (Individuals learn best the session (Individuals learn best under low to moderate stress; if the stress is too high, it becomes a barrier to learning). 38



Set an appropriate level of difficultyThe degree of difficulty should The degree of difficulty should

be set high enough to challenge participants, but not so high that they become frustrated by information overload information overload.

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BARRIERS TO LEARNING:

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Adults have many responsibilities to balance against the demands of learning.

Some of these barriers include: Some of these barriers include:Lack of timeConfidenceInterestLack of informationScheduling problemsChild care & transportation problems

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The best way to motivate adult learners is simply to enhance their reasons for learning and decrease the barriers.

The mentor must learn what motivates the mentee –why they have enrolled in this relationship.

A successful strategy includes h i d lt l th showing adult learners the

relationship between learning & growing.

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GENERATIONAL CONSIDERATIONS

The Veteran (born before 1944) Values Values

Strong work ethic Discipline Hierarchy Loyalty Public Image important

CommunicationR tf l Respectful

Cognizant of gender roles Proper grammar

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THE BOOMERS

1945-1964 Values Values

Woodstock Distrusts authority Idealistic Competitive Work=personal fulfillment & identity

C i ti Communication Personal Consensus Offer anecdotes

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GENERATION X

The Latch-key kids 1965-1980 Values Values

Distrust relationships Independent Skeptics Seeking balance

CommunicationDi Direct

Results oriented Avoids buzzwords

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GENERATION Y, MILLENNIAL GENERATION,GENERATION NEXT

1981-2000 Values Values

The internet Heavy schedule Parents involved Increase fear for personal safety Over-protected self-esteem

C i ti Communication Positive Electronically Goal-oriented

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OUTCOMES OF A MENTORING RELATIONSHIP

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Strengthens bondsStimulates ideas, embraces

challengegPaying it forwardImprove time managementPromotes career developmentDevelop a growing relationship Develop a growing relationship

with respect & affirmation

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Mutual sharingDevelop an effective personal

leadership stylep yImprove work-life balanceHave a thinking partnerAbility to influence important

stake-holdersstake holdersStruggle less & enjoy moreImprove knowledge & skill

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Promote advocacyEstablish a mentoring cultureDevelop practical strategies for p p g

dealing with concernsPersonal discovery and planningPrepare for the futureImprove patient outcomesImprove patient outcomesChange the face of NursingPromote retention of the

Profession50



MODES OF COMMUNICATION

TelephonepE-mail/electronicSkypeFace to faceFace to faceOther

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AGREEMENT OF UNDERSTANDING

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The Mentor establishes contact with the Mentee

Throughout the relationship, the Mentor & mentee agree to:

Maintain professional boundaries at all times

Establish a means to terminate the relationship

Additional resources if warranted, and if mutually agreed upon

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Each mentee will develop a specific, measurable, achievable, realistic and tangible (SMART) realistic and tangible (SMART) goal

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Communication expectations

Determine process & actions. Identify what additional resources are needed.

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Create a meeting environment

C i E bli h i Commitment: Establish time frame, frequency & mode of communication

hl l f f 1 h e.g. monthly teleconferences for a 1 hour time period (may occur at the office or home), duration of relationship (6 months-2 year)

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Complete and discuss final evaluation of learning outcomes achieved through outcomes achieved through the mentoring relationship

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QUOTE

Somewhere somehow at some time in the past Somewhere, somehow, at some time in the past, courageous nurses determined these skills, learned them, fought for the right to use them, refined them, and taught them to other nurses. All nurses have an obligation to remember that part of nursing’s past, and to keep their own skills in pace with new opportunities for nursing into the pace with new opportunities for nursing into the next century (Peplau, 1989)

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RESOURCES

Ambrose, L. (2003). Long-Distance Mentoring. Healthcare Executive, Mar/Apr.

Bowen, D., Brennan, D., Crawford, L., Gomez, L., , , , , C , , G , ,Mahara, M., Parsons, L. (2005). Reflection; Sharing with the Land of the Dancing lights. Canadian Nurse, 101 (4). 22-25.

Cahill, M., Payne, G. (2006). Mentoring in Nursing; Online Mentoring: ANNA Connections Nursing; Online Mentoring: ANNA Connections. Nephrology Nursing Journal, 33 (4).

VA Western NY Healthcare System. (2011). RECOVERY DOMAINS: Post Traumatic Stress Disorder. Batavia, NY: Julian, Terri.

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Lieb, Stephen (1991). Principles of Adult learning. Department of Health Services, South Mountain Community College from VISION, Fall.

O’Keefe, T., Forrester, D. (2009). A Successful Online Mentoring Program for Nurses. Nurs Admin Q. 33 (3). 245-250.

Weiss, L. Williams, C., Drake, A., Cumberlander, L., Gordon, C. (2008). Veteran’s Health , , ( )Administration Mentoring Model for New Executives. Nurs Admin Q, 32 (3). 226-229.

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Presentation Slides (Color - 2 per page)eo2.commpartners.com/users/apna_kc/downloads/Fundamentals_of... · learning & growth 5 ... learning. Some of these barriers include: Lack of