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Mentoring—what it is and how to make it work

AORN Journal,  May, 2002  by Debra L. Fawcett

As with any profession, nursing has long been subject to change--titles change, practices change, and even verbiage changes. Perioperative nursing used to be known as OR nursing, and OR supervisors were in charge. Now perioperative directors are in charge of the OR. Not long ago, hospitals offered student nurse apprentice programs; now they offer student nurse intern and extern programs. Instead of problem-solving skills, the focus is on critical-thinking skills. In the past, nurses needed to be empowered through proactive behaviors instead of reactive behaviors. Now nurses need to be politically active to demonstrate professionalism and propel nursing practice into the future. Although many of the terms used in nursing imply the same meanings and outcomes, nursing adapts terms to fit trends. Currently, one buzzword commonly used in nursing is the term mentor. In the past, new nurses were assigned to preceptors, out now, because of changes in terminology trends, new nurses are assigned to mentors. The true question is whether a mentor really can be assigned. To answer this question, nurses need to understand the definition of mentor.

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WHAT IS A MENTOR?

One author defines a nursing mentor as an experienced nurse who shares knowledge with less experienced nurses to help advance their careers and a preceptor as a nurse who assumes responsibility for teaching a novice. (1) Although the mentor may be a teacher, he or she has a much stronger impact on the mentee and affects all areas of the mentee's career. The definition of mentor implies a long-term relationship between people, whereas the definition of preceptor implies a teaching relationship. This teaching relationship ends when the novice is considered educated and able to perform independently. A mentoring relationship, however, extends over a longer period of time, and the length of the relationship is not predetermined. Growth of both parties should occur, as well as respect for the others' abilities and knowledge. The mentor possesses specific characteristics that allow him or her to facilitate the career development of others, and he or she must believe that the mentee is capable of growing and learning. Mentoring, by nature, is an extremely labor-intensive relationship that requires the constant attention of both parties. (2) It conveys a mutual respect, a common interest, and a desire to grow professionally. (3) A cornerstone of the mentor mentee relationship is the beliefs and values shared.

Mentors are role models. Showing a new nurse how to perform a specific task is not the same as explaining why the task is performed and modeling the behavior. A mentor understands that there are many right ways to perform a task and that the mentee will develop his or her own style based on knowledge provided by the mentor. Mentors are professional nurses who understand mentees, are cognizant of how they communicate, follow standards and policies, and are certain of the role of the professional nurse. Mentors have positive attitudes about the profession and are willing to work with others.

CAN A MENTOR BE ASSIGNED?

A new nurse may be assigned a mentor, but there is no guarantee that the assigned person will indeed be a mentor. A mentor is a professional who other nurses want to emulate. If the mentor is not a person the mentee wants to emulate, he or she may seek another experienced nurse for his or her knowledge, professionalism, and leadership. More often than not, mentors are selected by the mentee and not assigned. A mentor does not have to be someone the mentee works with but can be someone the mentee sees and connects with as a nurse or an individual. To have a successful relationship, there must be commitment by both parties to the professional growth of the mentee, and the relationship must be a nurturing one.

Does this mean that a person who is assigned to teach new nurses cannot become a mentor? Absolutely not! Many nurses assigned to teach exhibit the values and behaviors a mentor needs. The new nurse will form bonds based on what he or she values. If he or she values knowledge and professional growth, the new nurse will seek someone with the knowledge and ability to help him or her grow. If the new nurse is concerned only with having and keeping a job, he or she will seek someone with the same values. If the person assigned to the new nurse has the knowledge, behaviors, and values the new nurse desires, he or she will become a mentor, and a long-term relationship will develop that will benefit both parties.

MENTOR CHARACTERISTICS

Effective mentors should possess a wide variety of characteristics to facilitate a positive mentor-mentee relationship. These characteristics include

* patience,

* enthusiasm,

* knowledge,

* a sense of humor, and

* respect.

Patience. Ideally, a mentor should possess patience. If the mentor is not patient, it is difficult for the mentee to accomplish the task of learning. Mentees who are not given the opportunity to try new activities and make mistakes often feel intimidated. If the mentor is not patient, the mentee may become unwilling to demonstrate new skills. The mentor is encouraged to plan new experiences around the needs of the mentee and allow enough time so that the mentee feels successful in each new endeavor. The mentor should not take over an assigned task because it is easier for him or her to accomplish the given task. This does not help the mentee learn the task, adds to the mentor's frustration, and decreases the mentee's independence. (4)