Mentoring—the essential connection - President's Message

AORN Journal, March, 2002 by Sheila L. Allen

People come in and go out of our lives all the time. Some of these relationships help us grow, and through them, we learn the personal and professional lessons of life. Special relationships provide a catalyst for our transformation as individuals and help us grow, open windows to new capabilities, and create new ways of interacting with the world around us. These relationships constitute the reciprocal, interactive process of learning (ie, mentoring) that connects us so we can reach our goals and grow together.

Mentoring is the process that awakens our confidence in our abilities. It goes beyond teaching knowledge or skills or the mere passing on of information. It is a complex developing, nurturing, and empowering relationship that requires mutual sharing, growing, and learning. (1) The mentoring process must occur in an atmosphere of mutual respect and affirmation that makes us want to understand who we are, what special gifts we possess, and, to paraphrase the US Army, be all that we can be. Mentoring also can be the linchpin for retaining employees. With the looming nursing shortage, it will be critical for health care institutions to realize the value of the mentoring process.

WHAT IS MENTORING?

The American Heritage Talking Dictionary defines a mentor as a person who advises another, especially officially or professionally (ie, counselor, adviser, consultant, expert, guide, guru, leader, master, minister, someone who shows the way). (2) Actually, the word mentor is an example of the way great works of literature live on. In Homer's Odyssey, Mentor was the trusted friend of Odysseus who was left in charge of the household while Odysseus was away. The goddess Athena, disguised as Mentor, served as a guide for Odysseus' son Telemachus in the search for his father. The Greek name Mentor has become the common word to describe a wise counselor or advisor.

Perioperative nursing leader Amy Armor Smith, RN, valued the process of mentoring. She encouraged nurturing of students, saying, "Act as a friendly mentor. Feed your own enthusiasm. Couple work with hopeful imagination." (3)

The first systematic investigation of nursing mentorship in the United States was conducted by Connie Vance, RN, EdD, FAAN, who concluded that mentor connections play a key role in the succession of leadership in the profession. (4) In the study, 71 nursing leaders agreed on the importance of mentoring to their success and satisfaction during their careers, and they identified a new mentoring paradigm. They acknowledged that they had multiple mentors at different points in their careers and identified the importance of the peer-to-peer model, as well as the expert-to-novice model. In the traditional mentoring relationship,

... a senior person with experience and position provides information, advice, and emotional support for a junior person (ie, protege) in a relationship lasting for an extended time and marked by a substantial emotional commitment by both parties. (5)

In the new paradigm, the reciprocal role has become a partnership (ie, a gift exchange). The mentor aids with upward mobility, provides support, and helps his or her protege navigate the informal systems of unwritten policies, procedures, and politics. (6)

CHARACTERISTICS OF A MENTORING RELATIONSHIP

Successful mentoring relationships have three key aspects: mutual respect and trust between the mentor and the protege; an environment of understanding, empathy, and cooperation; and mutual sharing of information through good communication skills. (7) A good mentor possesses certain essential characteristics, including

* generosity of spirit and a sincere willingness to share;

* self-confidence and self-respect;

* competence in special skills and expertise;

* openness to mutual learning and growth; (8)

* positive support in the form of encouragement;

* behaviors to imitate; and

* commitment, passion, and energy to inspire.

Of course, the protege must possess an interest and a willingness to learn and take risks. He or she must be open and have good listening, observation, and communication skills. Using feedback wisely and taking advantage of opportunities presented for learning are important assets. The mentor and protege connect and work together to develop critical thinking skills and reflective skepticism, which lead individuals to question and validate continuously.

THE IMPORTANCE OF MENTORS

When traveling around the United States, I ask about the influence mentors have had in the lives of colleagues. Debora S. Tanner, RN, BSN, MSM, CNOR, says that her mentor

   not only walks a mile in my shoes but does a great job assessing my needs
   and talents, gives guidance, and reminds me to keep the goal in mind. She
   reminds me when I'm off track ... and gives constructive criticism. ... I
   can trust her, rely on her judgments, and respect her for her knowledge.
   (9)

Dallas chapter president Deborah Wedding, RN, CNOR, selected mentoring as the theme for her presidency. In the Dallas chapter newsletter, Janette Brown, RN, CNOR, this year's recipient of NurseWeek magazine's Nursing Excellence Award for Mentoring, offers colleagues thoughts to keep in mind when taking on a protege, including