Stages of the Mentor-Mentee Relationship Barker (2013) point out that mentor-mentee relationship goes through several stages a long period of time. Stage 1: Selecting a mentor and Determining Expectations. In healthcare organization mentor-mentee relationships are formed in two ways, formally and informally. Some organizations provide their new employees a structured mentorship programs to assist them in developing their role. Formal mentoring is structured and driven by organizational needs. Novice nurse practitioners may be paired with experienced nurse practitioners who have agreed to serve in the mentor role. Informal mentoring is voluntary and very flexible. Mutual acceptance of role is needed. An experienced nurse practitioners who offer assistance, provide encouragement, and stimulate growth to …show more content…
The mentee may hesitate to verbalize weaknesses for the fear it will turn up on an official evaluation. A third consideration is whether to ask someone within or outside the organization to serve as mentor. An internal mentor can observe behaviors and outcomes, can help make connections and can give feedback regarding the mentee’s performance within the organization while an external mentor can give new insights, different techniques that could help the performance of the mentee within the organization and can make connections outside the organization. A final consideration is to choose more experienced peer as a mentor. Having peer as a mentor is an advantage because they are experiencing same issues and needs of the role in a similar way; Stage 2: Development of Role Competencies. The mentor serves as teacher, advisor, facilitator, and coach. The mentee works on developmental goals by engaging in specific learning activities, with the guidance and support of the mentor. To develop the knowledge, skills and attitude of a mentee to be effective, the mentor connects the mentee to appropriate people both inside and outside the
We will be interweaving the experiences Maxine Clark used in business throughout her career and how those experiences measure within the Career Stage Model as discussed in Chapter 17. Each of the team members will be discussing one of the four stages of the model in depth with many examples not only from Ms. Clark but other corporations as well. Our overall focus for each stage will be in the discussion of mentoring programs. We will provide examples and professional studies that discuss the differences between a formal mentor program or an informal mentor program. Below are the four stages and the team members that will be presenting each.
Reading these three standards it looks simple what to expect from mentor and student during the process of teaching / learning. But in my experience, after twelve years of being a nurse, although sometimes it’s stressful, most of the time mentoring is a very rewarding aspect of nursing.
Spencer, R., Collins, M. E., Ward, R., & Smashnaya, S. (2010). Mentoring for young people
The three main competencies of the Mentor Role are "understanding yourself and others, interpersonal communication and developing others" (Hesketh et al. , pp. 4). Because high school students are less experienced, the author used this role continually in an effort to develop his students and guide them through their learning experiences. Per Hesketh et al, the author must determine his own strengths and weaknesses so he can maximize them. "Your weaknesses can be overcome through self-development" (Hesketh et al.
In addition, for some mentors, mentoring was a burden or workload issue that often went unnoticed by others. Mentees, too, were concerned by a lack of mentor interest and training and a host of problematic mentor attributes and behaviors (e.g. critical or defensive behaviors). Professional or personal incompatibility or incompatibility based on other factors such as race or gender was also seen by both mentors and mentees as impediments to the success of the relationship. Organizations, too, were confronted with difficulties arising from mentoring programs. Lack of commitment from the organization, lack of partnership and funding problems were reported in some studies, while in others, cultural or gender biases meant that some mentees’ experiences were not
The main two types of mentoring are natural mentoring and planned mentoring. Natural mentoring occurs through friendship, collegiality, teaching, coaching, and counseling that is formed from un-constructed planning (Newman, 1990, p. 41). In contrast, planned mentoring occurs through structured programs in which mentors and participants are selected and matched through formal processes (Newman, 1990, p. 43). There are many different ways to describe mentoring, but they all boil down to one thing: a positive, supportive relationship between a young person and a caring adult.
The best example of a mentor and mentee relationship is Friar Laurence and Romeo. Friar Laurence is one of the major parts of Romeo’s life giving him advice and comforting him in his time of need like in II.iii.81 “ For doting, not for loving, pupil mine.” and II.iii.94 “Wisely and slowly. They stumble that run fast.”.
Linda Schoon, Case Manager at Asprie, said, “The best mentor relationships are reciprocal.” A mentor and mentee may serve in creating a double-impact, where they both take part in helping one another achieve their full potentials or learning something new: either about themselves or from the other. Both mentor and mentee receive the beneficiary momentum of key essentials that impact a community, educationally and spiritually.
Sharples, K., Kelly, D. and Elcock, K. (2007) 'Supporting mentors in practice', Nursing Standard, 21 (39), pp 44-47
Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee in that the coachee feels safe and trusting towards the coach, without the capability to interact with the client there may be a lack of progress or motivation. Another important skill of a coach is not to judge.
Coaching and mentoring are vital tools in developing the workforce, most especially in enhancing quality practices at the point of care, and also innovating these practices. According to Abiddin (2006), mentoring and coaching are factors which are vital in developing people in their professions. As such, these two are related with career and self development and professional growth (Abiddin, 2006). In line with this assertion, this paper will discuss about the current relevance of mentoring and coaching in nursing in today's healthcare; how it influences both healthcare and nursing; how it is integrated into clinical practice; and how it is used in the clinical setting.
Students of the Youth Mentorship Program are encouraged to focus on their strengths, set high expectations and to take advantage of the alternatives available to them in order to succeed. As a part of YMP, The mentor/mentee relationship is specifically designed to help at‐ risk adolescents ages 11‐14 remain focused and have self‐determination as they continue on in their teenage
The learning environment and practice placement I currently work in is a substance misuse service. The clinical learning environment is where students work directly with patients whilst enabling them to and are able to conductively learn. Burns and Patterson (2005) state it is the responsibility of higher education institutes in partnership with the NHS to prepare nurses to cope with the complex nature of clinical practice. In my opinion I believe mentors play a significant role in relation to the clinical learning environment, as mentors are who support the student during their placement. Students learn most effectively in the environments that facilitate learning by encouraging and supporting whilst also making them feel part of the team
The term ‘mentor’ has many descriptions and definitions including teacher, guide, supporter and advisor (Thesaurus). Within nursing, the role of a mentor has changed over the years from an informal advisor to a mandatory requirement of the Nursing and Midwifery Council (NMC) for pre-registration nursing and midwifery students (NMC 2008). This change began when nurse education moved from hospitals to higher education institutions (HEIs) (Willis, 2012). The NMC definition of a mentor is “one who facilitates learning, and supervises and assesses students in a practice setting” (NMC, 2008, p.56) which does not really describe how complex the role is (Chandon and Watts, 2012). To formally mentor students, nurses today are required to complete mentorship training set out in eight competencies (domains) in the ‘Standards to Support Learning and Assessment in Practice’ (NMC, 2008).
Mentor orientation can be described as “Employees who have seniority… to oversee new hires for a certain time-period and are ultimately responsible for providing much of the training that will take place at work.” (Taylor, 2011) This enables newly hired employees to receive consistent support after the formal orientation and 3 days on the job training. The mentoring support should be planned based on the lessons in the formal orientation program identified above. Since supervisors must continue to do work-related tasks association with leadership at the job-site, mentors can direct, supervise and help new employees refine skills needed to become successful and productive.