- Email: [email protected]
Mentoring matters: Developing rural nurses knowledge and skills
Mentoring matters: Developing rural nurses knowledge and skills Jane Mills, RN, BN, MN, Grad Cert Ed, MRCNA, School of Nursing, Monash University, Victoria Donna Lennon, RN, BHSc, MHSc, MRCNA, MCN, Association for Australian Rural Nurses Karen Francis, RN, PhD, School of Nursing, Monash University, Victoria
Introduction Mentoring, the alliance of two people with varying degrees of experience in order to create opportunities for support and learning, is being encouraged as a response to current workforce issues in Australian rural nursing. The nursing profession is beginning to recognise the benefits of mentorship in providing psychosocial support and role acquisition skills to novice practitioners. These outcomes are valuable for enhancing the recruitment and retention of staff. The Mentor Development and Support Project of The Association for Australian Rural Nurses (AARN), established in 2003, was a strategy for increasing mentoring in the rural nursing workforce. This project aimed to develop the capacity of rural nurses to mentor effectively, as well as provide support for them for the duration of the mentoring partnership. This article reports on aspects of the AARN project. It includes a discussion of the need for planned mentor development opportunities and provides the rationale for the curriculum content of project workshops. It also includes evaluated outcomes for participants in the project. Key Words: mentor, rural, remote, education, training
Correspondence to: Ms Jane Mills, School of Nursing, Monash University, Victoria Email: [email protected]
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The Association for Australian Rural Nurses (AARN) is promoting mentoring amongst rural nurses as a broad recruitment and retention strategy. In March 2003, AARN commenced a two-year Mentor Development and Support Project, in collaboration with the Royal College of Nursing, Australia (RCNA), funded through the Australian Government Rural and Remote Nurse Scholarship Program: Undergraduate Scheme. In establishing this project, AARN was responding to the need to develop a culture of mentoring within rural nursing. This need was identified at the National Rural Health Alliance (NRHA) convened stakeholder forum, Action on Nursing in Rural and Remote Areas in October 2002. Mentoring had been discussed as strategy to improve the recruitment and retention of rural nurses. AARN’s role in this joint undertaking was to provide development workshops in order to produce skilled rural nurse mentors who would be prepared to assist undergraduate nursing students. Integral to the success of the mentor program was the provision of on-going support by the AARN project officer for rural nurse mentors who completed a workshop. The Australian Government Rural and Remote Nurse Scholarship Program: Undergraduate Scheme was established in 2000 to provide funds for undergraduate rural and remote nursing scholarships. Undergraduate nursing students, who have been awarded a scholarship, are also offered optional support measures, one of which is the participation in a formal mentoring program administered by the RCNA. Students who elect to participate in the Undergraduate Mentor Program are then able to select their own mentor, or be matched with a volunteer rural or remote nurse mentor from an existing pool. It was anticipated that undergraduates exposed to rural and remote nurses through mentoring partnerships may be more inclined to embark on a career in rural and remote nursing practice, and would also be better prepared for the rural or remote environment that they will be entering as beginning practitioners. In order to prepare these rural or remote nurses to take on a mentoring role, all mentors were invited to participate in a twoday mentor development workshop. These workshops were offered and facilitated by AARN for rural and remote nurses from all states and territories. At the completion of the project,
Mentoring matters: Developing rural nurses knowledge and skills
over 100 experienced rural and remote nurses had participated in a workshop.
their workplace. As well, mentors are able to refine their knowledge about the role and accrue strategies that will build their capacity to perform to the best of their ability.
Mentoring: A skill to be developed As a part of their role rural nurses often act in the capacity of preceptor to undergraduate nursing students undertaking clinical placements (Duffy et al 1998). In Australia a preceptor is commonly understood as ‘…a senior clinical nurse, hold[ing] a dual role which includes carrying out ward duties whilst providing orientation, supervision and guidance of a new graduate or student on a one-to-one basis’ (Usher et al 1999 p507). Mentoring is a more complex relationship than preceptoring, although commonly the terms are used interchangeably (Madison et al 1994, Pelletier & Duffield 1994). Mentoring relationships are usually characterised by a sense of openness, reciprocity and intensity. Mentors provide sponsorship, promote life transitions, and are committed over a longer period of time than preceptors. Successful mentoring relationships require a ‘chemistry’ that is difficult to define and yet they are impossible to manage without this (Madison et al 1994). Rural and remote nurses attending a Mentor Development Workshop discussed the nature of relationship chemistry, acknowledging that mentoring is sometimes unsuccessful for no specific reason. This is described as a no fault scenario and mentors are advised and that should this occur they are welcome to try again with a different mentee. Mentors can wear a multitude of ‘hats’ in relationship to their mentees, depending on both partners’ goals and aspirations. A mentor can be called upon to be a role model, advisor, coach, counsellor, guide/networker, teacher and/or a source of information (Mills 2003). For the purposes of both the RCNA Undergraduate Mentor Program and the AARN Mentor Development and Support Project, mentoring was defined as ‘a one-to-one relationship between an experienced rural or remote health care professional (mentor) and a less experienced undergraduate student. It is based on encouragement, constructive comments, openness, mutual trust, respect and a willingness to learn and share’ (Johnson 2003 cited in Mills 2003 p17). While a wide range of terms can be used to describe the person being mentored in a partnership (MortonCooper & Palmer 2000) ‘mentee’ was used to refer to the mentored undergraduate student in this project. The importance of adequate preparation of mentors has been identified as being a crucial prerequisite for success in such a supportive relationship (Woodrow 1994, Dilbert & Goldenberg 1995, Rolfe-Flett 2002, Rosser & King 2003). When discussing the establishment of mentoring programs Snell (1999) identified that the failure to prepare people for mentoring can impede outcomes due to a lack of clarity about the role. There is a need for information on and training in the role and expectations of both parties to ensure a positive start for the relationship (RolfeFlett 2002, Macgregor 2004). Additionally, the mentor needs to be equipped with a ‘toolbox’ of ideas and strategies to use as the relationship develops and eventually comes to a close (Mills 2003, Macgregor 2004). Mentor development opportunities provide a chance for employers to formally recognise the value of mentoring within
What do mentors need to know, why and how? A working group, representing key stakeholders in rural and remote nursing, was established to guide AARN’s Mentor Development and Support Project Officer. When planning the curriculum there was much discussion in this group about what mentors needed to know, and how such information could be delivered. After drawing upon the literature, the group decided there was a need to design a two-part curriculum, facilitated on two consecutive days. In the first part, knowledge and skills that were identified as being important for mentors to understand and learn were: what is mentoring; mentors and their roles; communication styles; building a mentoring relationship; and the mentoring process. The second part focused on avoiding the pitfalls of mentoring by using a group problem solving approach to explore potential scenarios a mentor may encounter. Evaluating the mentoring relationship concluded the workshop.
Mentor development workshop content During the workshop participants were divided into small groups of 6 to 8. Initially time was invested in participants familiarising themselves with each other and sharing their underlying assumptions about the qualities of mentors. Several fun group activities were used in this first session to encourage participant interaction and to create a relaxed atmosphere. The use of group activities utilising a wide range of facilitative techniques continued throughout the remainder of the first day. Topics that were then discussed included a definition of mentoring; the benefits of mentoring for mentors and protégés; the differences between mentors and preceptors; toxic mentors; and the possible roles a mentor could assume (Mills 2003). Once the participants discussed the role of a mentor, they moved to consider the relationship they would establish with their mentee. Rolfe-Flett’s (2002) model of the five phases of the mentoring relationship was used to introduce the notion of the cyclic nature of mentoring and the need for a structured approach to planning for each phase. In this model mentoring relationships are initiated, and then develop a maturity that allows mentors and mentees to discuss a broad range of issue having established a level of trust. The mature phase of the mentoring cycle may continue for some time and is driven by the mentee’s goals and aspirations. As time passes, the relationship may go into a phase of disengagement, usually because the mentee has met their goals and is ready to move on. Some mentors and mentees redefine the conditions of their relationship at this point, to see each other in a new light or else the relationship dissolves altogether. The importance of reflection based on its potential for making sense of experiences and phenomena and making changes in the future (Taylor 2000) was then discussed, drawing upon Reid’s (2000) model of the reflective cycle. This focus on reflective practice was mirrored in the undergraduate’s utilisation of a journal to record meetings with their mentors. Journal entries are used by Collegian Vol 13 No 3 2006
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Outcomes for workshop participants Feedback from mentors who attended the workshops attested to the value of undertaking training in mentoring. Data were gathered from three sources: immediate workshop evaluations; written surveys; and telephone interviews. Each of these sought information in relation to the impact of workshop attendance on their ability to mentor others. Evaluations have been collated following each of the seven workshops (aggregated response rate 100%, n=101). Numbers of participants in each of the workshops are provided in figure 1. Written surveys (aggregated response rate 70%, n=71) were conducted twice at 12 monthly intervals in collaboration with the RCNA Undergraduate Mentor Program. Telephone interviews were also undertaken with a cohort of workshop participants, who had also been actively engaged in mentoring partnerships. This group (n=15) represented 29% of workshop participants. Participants volunteered for these interviews in response to an email flyer. The dialogue was not recorded or transcribed, rather, notes were taken by the project officer during the interview and a descriptive memo written immediately following dialogue. Triangulating the collection of data allowed for the evaluation of the impact of the mentor development workshops from two perspectives. Firstly, participants have evaluated the immediate impact of the workshop at its conclusion. Secondly, participants have been able to evaluate the outcomes from participating in the workshop after a period of time, using written surveys with a quantitative component, as well as telephone interviews, which have provided the opportunity for some mentors to talk about their relationships in-depth. Mentors who participated in the evaluations discussed a transfer of learning through the application of aspects of the workshop to their mentoring partnerships, which verified the effectiveness of the workshop content and delivery. Outcomes from this evaluation process can be understood using the themes of mentoring role and skills, the workbook and its tools, networking aspects, and self development and personal insights. Figure 1: numbers of workshop participants. 20
15 Participant Numbers
the mentee to reflect on their meeting with their mentor and to plan for next time. A similar journal was also introduced for mentors to use (Johnson 2003). Differing communication styles were then considered, from the perspectives of mentors and mentees. Glass and Walter (2000), when discussing mentoring undergraduates, advocate strongly that ‘mentoring must initially concern itself with understanding one’s self and others on a personal level’ (p159). Key to such understanding is being able to identify others’ behavioural styles. In order to identify their own behavioural styles, participants completed a DISC personality analysis questionnaire, which enabled discussion around differences in individual approaches to communication (http://www.discinsights.com/cyber/Scripts/ default.asp). Strategies for strengthening communication between different personality types were then explored. At this point, participants moved to learning about key elements in building a mentoring relationship: allocating time; active listening; promoting self-esteem; and creating trust through self disclosure and demonstrating honesty and respect (Mills 2003). To complete the first day of the workshop participants were given a raft of ‘tools’ as a resource for their mentoring relationship. These took the form of agreements, plans, meeting checklists, problem solving exercises, reflective frameworks, and an actionplanning outline (Mills 2003). From the beginning, the Mentor Development and Support Project working group believed there needed to be an emphasis in the curriculum on bridging the gap between the theory and practice of mentoring. It was agreed that an effective way of achieving this goal would be through the use of problem-based case studies. To facilitate this, each small group used a problem solving approach to identify the issues and resolutions for two different case studies, which were then presented to the larger group for further discussion. Learning strategies used in this exercise were problem solving, conflict resolution, identifying boundaries, ethical dilemmas, cultural safety, gender differences, and unprofessional behaviour. A ‘bank’ of case studies was created from which facilitators could choose depending on the issues and questions that were discussed the previous day. This approach has proven to be a popular component of the workshop curriculum supporting the choice of strategy. Participants stated that: ‘case studies made you think much more broadly and also defined [the] mentor role better than you could have any other way’; ‘...case studies…put the mentor role into perspective’; and ‘case presentations allowed open discussion of interesting topics.’ One mentor also indicated that she returned to a specific case study when her mentee was having a similar problem: ‘I used the case study from the workshop to prepare for our next meeting.’ This type of feedback validated the working group’s initial desire to make mentoring much more real for the participants through the use of experiential learning activities. Concluding the workshop, the topic of ‘how to review the mentoring relationship’ was discussed with an emphasis on mentors using a ‘positive spin’ when undertaking joint reviews with mentees. Skills in planning proactively to continue to develop the relationship were also discussed.
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Mentoring matters: Developing rural nurses knowledge and skills
Mentoring role and skills Responses from all of the mentors, across all of the surveys, indicated that following a workshop they felt well prepared for the role of mentor, with an increased capacity to act as a mentor. This was reflected in comments about a new understanding and application of the skills used within the mentoring partnership and clarification of the role boundaries of the mentor. Having a greater understanding of both of these areas has led to a more confident approach to the mentoring partnership, and a stronger sense of ‘knowing’ the degree and type of structure that will optimise the interactions within the partnership (Andrews & Wallis 1999, Rosser & King 2003, Lennon 2004, Macgregor 2004). The types of skills that mentors found to be useful in relation to the process of mentoring were: goal setting; how to positively review the partnership; the roles of the mentor; and communication skills. Mentors have also reported that these were skills they were able to consciously apply to their mentoring partnerships “The information about mentoring role, communication and the case studies were very interesting and will make the role much easier. I feel more confident in dealing with my mentee in the future.” Many mentors remarked that, after the workshop, they felt far more confident when interacting with their mentee. This resulted from the clarification of the expectations and responsibilities of the mentor role during the workshop. “I realised there was a little too much ‘me’ in there – the mentee needed to be the focus…I now feel more confident about doing the right thing.” Another workshop participant commented on her revised approach to the mentee stating that, “I’m now more of a guide than a teacher…I feel less personally responsible for my mentee, it means I can contribute to her development much better.” Mentors have also reported a new understanding of the boundaries of mentoring. In particular, mentors have articulated a more defined understanding of how to guide mentees through problem solving processes. This has included realising the support role of the mentor during this time, as opposed to knowing the answer and simply ‘fixing it’ for the mentee “Not to “Do” for the mentee. Listen and suggest ways they can fix problems. I was worried that I wasn’t doing anything for my mentee – I found out I was!” Following the workshops, many mentors have commented that they subsequently altered their mentoring relationships by putting more structure around the partnership. This included: formalising their meetings; implementing a mentor/mentee agreement; and questioning the mentees more closely about their experiences. “It has helped me lift our relationship through to a higher professional level.” In relation to the importance of a structure for the success of a mentoring relationship another participant said, “We’re sticking to our plan more closely, and we both know what we want from it.”
Workbook and tools The workbook and the tools it contains provided a complementary resource for the mentors as it augmented the content and materials presented at the workshops. The workbook included a variety of
tools that focused on structures for meetings, as well as problem solving frameworks and strategies. The workshops included a session on when and how these tools may be used. Following each workshop, the evaluation asked the participants to rank the clarity and quality of the workbook on a scale from 1 to 5 (5 being the optimum score). The aggregated score from all workshop participants for the clarity of the workbook was a rating of 4 or 5 by 97% (n=101) of the participants. The quality of the workbook attracted a rating of 4 or 5 by 87% (n=94) (Lennon 2004). The telephone interviews confirmed that the workbook and tools were used when mentors needed to problem solve, and that those that did use them found them helpful: “Once, when my mentee was having some problems at Uni I used some of the tools to prepare for our next meeting.”
Networking A strong sense of camaraderie and desire for continued networking amongst the participants emerged from each of the workshops. Group sharing and story telling were utilised in the delivery of the workshop content, which contributed to the strengthening of bonds amongst the participants, as well as serving as a valuable means of enabling group learning. These aspects were captured by the following participant’s comment: “Great bunch of nurses and facilitators. The relationship and partnerships of this group will be strong and healthy in so many ways. Very positive and informative group.”
Self development and personal outcomes The evaluation process found that attendance at a mentoring workshop often had a positive impact on self development and led to many personal insights for the participants, particularly in relation to the value of their own rural or remote nursing experience and their contributions to the professional development of novice nurses. One rural nurse stated that she felt a, “reaffirmation of my direction and journey and how I can make a difference.” Participants wrote about how attendance at a mentor development workshop had increased their sense of self worth as a rural or remote nurse, through sharing their experiences with others – “Some understanding that despite personal strengths and weaknesses my knowledge and experience is…useable in the mentor role. An excellent opportunity to share perspectives on fostering professionalism in nursing students.” – and had made them feel that they had something valuable to contribute to the next generation of nurses, “[that]…my experience as a remote nurse was a valuable tool for undergraduates.” While not intended as a direct outcome of the workshop, it became evident that the skills of mentoring were also being applied to other situations, such as the participant’s work environment. “Setting goals … understanding processes that are needed and can be used in the workplace on a day to day basis are invaluable. “The value of such capacity building in rural and remote Australia cannot be underestimated and is discussed by the authors elsewhere (Mills et al 2005). Collegian Vol 13 No 3 2006
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Conclusion Mentoring has enormous capacity to provide support for rural and remote nurses at all levels. The AARN Mentor Development and Support Project focused on working with experienced rural and remote nurses who wanted to share some of themselves with undergraduate nursing students who have a common interest in rural and remote nursing. Training the mentors both enabled and strengthened their ability to mentor effectively, as is evident from the evaluation data. Mentors who have completed a Mentor Development Workshop have been able to confidently establish, maintain and monitor their mentoring relationships. As well, many have reflected on their own nursing workplace and found ways in which to incorporate skills learnt into their current practice. This strong network of rural and remote nurses, who are also mentors, is growing, while providing considerable support for all involved. References Andrews M, Wallis M 1999 Mentorship in nursing: a literature review. Journal of Advanced Nursing 29(1):201-207 Dilbert C, Goldenberg D 1995 Preceptors’ perceptions of benefits, rewards supports and commitment to the preceptor role. Journal of Advanced Nursing 21:1144-1151 Duffy E, Siegloff L, Kent C 1998 Undergraduate preparation of nurses for rural practice. Association for Australian Rural Nurses, Canberra Glass N, Walter R 2000 An experience of peer mentoring with student nurses: enhancement of personal and professional growth. Journal of Nursing Education 39(4):155-60
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Johnson G 2003 Undergraduate mentor program: mentor journal. Royal College of Nursing, Australia, Canberra Lennon D 2004 Mentor development and support project: achievements and outcomes March 2003-2004. Association for Australian Rural Nurses, Canberra Macgregor L 2004 Mentoring the giving of wisdom in the workforce. B+FS April/May:46-48 Madison J, Watson K, Knight B A 1994 Mentors and preceptors in the nursing profession. Contemporary Nurse 3(3):121-6 Mills J 2003 Mentor development training workbook. The Association for Australian Rural Nurses, Canberra Mills J, Lennon D, Francis K 2005 The Association for Australian Rural Nurses’ Mentor Development and Support Project: Developing a culture of learning. Submitted for Publication Morton-Cooper A, Palmer A 2000 Mentoring, preceptorship and clinical supervision. Blackwell Science, Oxford Pelletier D, Duffield C 1994 Is there enough mentoring in nursing? Australian Journal of Advanced Nursing 11(4):6-11 Reid B 2000. The role of the mentor to aid reflective practice. In S Burns, C Bulman C (Eds) Reflective practice in nursing. Blackwell Science, Oxford Rolfe-Flett A 2002 Mentoring in Australia. Prentice Hall, Sydney Rosser M, King L 2003 Transition experiences of qualified nurses moving into hospice nursing. Journal of Advanced Nursing 43(2):206-215 Snell J 1999 Head to head. Health Service Journal (11 November):22-25 Taylor B 2000 Reflective practice: a guide for nurses and midwives. Allen & Unwin, Sydney Usher K, Nolan C, Reser P, Owens J, Tollefson J 1999 An exploration of the preceptor role: preceptors’ perceptions of benefits, rewards, supports and commitment to the preceptor role. Journal of Advanced Nursing 29(2):506-514 Woodrow P 1994 Mentorship: perceptions and pitfalls for nursing practice. Journal of Advanced Nursing 19:812-818
Introduction Mentoring, the alliance of two people with varying degrees of experience in order to create opportunities for support and learning, is being encouraged as a response to current workforce issues in Australian rural nursing. The nursing profession is beginning to recognise the benefits of mentorship in providing psychosocial support and role acquisition skills to novice practitioners. These outcomes are valuable for enhancing the recruitment and retention of staff. The Mentor Development and Support Project of The Association for Australian Rural Nurses (AARN), established in 2003, was a strategy for increasing mentoring in the rural nursing workforce. This project aimed to develop the capacity of rural nurses to mentor effectively, as well as provide support for them for the duration of the mentoring partnership. This article reports on aspects of the AARN project. It includes a discussion of the need for planned mentor development opportunities and provides the rationale for the curriculum content of project workshops. It also includes evaluated outcomes for participants in the project. Key Words: mentor, rural, remote, education, training
Correspondence to: Ms Jane Mills, School of Nursing, Monash University, Victoria Email: [email protected]
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Collegian Vol 13 No 3 2006
The Association for Australian Rural Nurses (AARN) is promoting mentoring amongst rural nurses as a broad recruitment and retention strategy. In March 2003, AARN commenced a two-year Mentor Development and Support Project, in collaboration with the Royal College of Nursing, Australia (RCNA), funded through the Australian Government Rural and Remote Nurse Scholarship Program: Undergraduate Scheme. In establishing this project, AARN was responding to the need to develop a culture of mentoring within rural nursing. This need was identified at the National Rural Health Alliance (NRHA) convened stakeholder forum, Action on Nursing in Rural and Remote Areas in October 2002. Mentoring had been discussed as strategy to improve the recruitment and retention of rural nurses. AARN’s role in this joint undertaking was to provide development workshops in order to produce skilled rural nurse mentors who would be prepared to assist undergraduate nursing students. Integral to the success of the mentor program was the provision of on-going support by the AARN project officer for rural nurse mentors who completed a workshop. The Australian Government Rural and Remote Nurse Scholarship Program: Undergraduate Scheme was established in 2000 to provide funds for undergraduate rural and remote nursing scholarships. Undergraduate nursing students, who have been awarded a scholarship, are also offered optional support measures, one of which is the participation in a formal mentoring program administered by the RCNA. Students who elect to participate in the Undergraduate Mentor Program are then able to select their own mentor, or be matched with a volunteer rural or remote nurse mentor from an existing pool. It was anticipated that undergraduates exposed to rural and remote nurses through mentoring partnerships may be more inclined to embark on a career in rural and remote nursing practice, and would also be better prepared for the rural or remote environment that they will be entering as beginning practitioners. In order to prepare these rural or remote nurses to take on a mentoring role, all mentors were invited to participate in a twoday mentor development workshop. These workshops were offered and facilitated by AARN for rural and remote nurses from all states and territories. At the completion of the project,
Mentoring matters: Developing rural nurses knowledge and skills
over 100 experienced rural and remote nurses had participated in a workshop.
their workplace. As well, mentors are able to refine their knowledge about the role and accrue strategies that will build their capacity to perform to the best of their ability.
Mentoring: A skill to be developed As a part of their role rural nurses often act in the capacity of preceptor to undergraduate nursing students undertaking clinical placements (Duffy et al 1998). In Australia a preceptor is commonly understood as ‘…a senior clinical nurse, hold[ing] a dual role which includes carrying out ward duties whilst providing orientation, supervision and guidance of a new graduate or student on a one-to-one basis’ (Usher et al 1999 p507). Mentoring is a more complex relationship than preceptoring, although commonly the terms are used interchangeably (Madison et al 1994, Pelletier & Duffield 1994). Mentoring relationships are usually characterised by a sense of openness, reciprocity and intensity. Mentors provide sponsorship, promote life transitions, and are committed over a longer period of time than preceptors. Successful mentoring relationships require a ‘chemistry’ that is difficult to define and yet they are impossible to manage without this (Madison et al 1994). Rural and remote nurses attending a Mentor Development Workshop discussed the nature of relationship chemistry, acknowledging that mentoring is sometimes unsuccessful for no specific reason. This is described as a no fault scenario and mentors are advised and that should this occur they are welcome to try again with a different mentee. Mentors can wear a multitude of ‘hats’ in relationship to their mentees, depending on both partners’ goals and aspirations. A mentor can be called upon to be a role model, advisor, coach, counsellor, guide/networker, teacher and/or a source of information (Mills 2003). For the purposes of both the RCNA Undergraduate Mentor Program and the AARN Mentor Development and Support Project, mentoring was defined as ‘a one-to-one relationship between an experienced rural or remote health care professional (mentor) and a less experienced undergraduate student. It is based on encouragement, constructive comments, openness, mutual trust, respect and a willingness to learn and share’ (Johnson 2003 cited in Mills 2003 p17). While a wide range of terms can be used to describe the person being mentored in a partnership (MortonCooper & Palmer 2000) ‘mentee’ was used to refer to the mentored undergraduate student in this project. The importance of adequate preparation of mentors has been identified as being a crucial prerequisite for success in such a supportive relationship (Woodrow 1994, Dilbert & Goldenberg 1995, Rolfe-Flett 2002, Rosser & King 2003). When discussing the establishment of mentoring programs Snell (1999) identified that the failure to prepare people for mentoring can impede outcomes due to a lack of clarity about the role. There is a need for information on and training in the role and expectations of both parties to ensure a positive start for the relationship (RolfeFlett 2002, Macgregor 2004). Additionally, the mentor needs to be equipped with a ‘toolbox’ of ideas and strategies to use as the relationship develops and eventually comes to a close (Mills 2003, Macgregor 2004). Mentor development opportunities provide a chance for employers to formally recognise the value of mentoring within
What do mentors need to know, why and how? A working group, representing key stakeholders in rural and remote nursing, was established to guide AARN’s Mentor Development and Support Project Officer. When planning the curriculum there was much discussion in this group about what mentors needed to know, and how such information could be delivered. After drawing upon the literature, the group decided there was a need to design a two-part curriculum, facilitated on two consecutive days. In the first part, knowledge and skills that were identified as being important for mentors to understand and learn were: what is mentoring; mentors and their roles; communication styles; building a mentoring relationship; and the mentoring process. The second part focused on avoiding the pitfalls of mentoring by using a group problem solving approach to explore potential scenarios a mentor may encounter. Evaluating the mentoring relationship concluded the workshop.
Mentor development workshop content During the workshop participants were divided into small groups of 6 to 8. Initially time was invested in participants familiarising themselves with each other and sharing their underlying assumptions about the qualities of mentors. Several fun group activities were used in this first session to encourage participant interaction and to create a relaxed atmosphere. The use of group activities utilising a wide range of facilitative techniques continued throughout the remainder of the first day. Topics that were then discussed included a definition of mentoring; the benefits of mentoring for mentors and protégés; the differences between mentors and preceptors; toxic mentors; and the possible roles a mentor could assume (Mills 2003). Once the participants discussed the role of a mentor, they moved to consider the relationship they would establish with their mentee. Rolfe-Flett’s (2002) model of the five phases of the mentoring relationship was used to introduce the notion of the cyclic nature of mentoring and the need for a structured approach to planning for each phase. In this model mentoring relationships are initiated, and then develop a maturity that allows mentors and mentees to discuss a broad range of issue having established a level of trust. The mature phase of the mentoring cycle may continue for some time and is driven by the mentee’s goals and aspirations. As time passes, the relationship may go into a phase of disengagement, usually because the mentee has met their goals and is ready to move on. Some mentors and mentees redefine the conditions of their relationship at this point, to see each other in a new light or else the relationship dissolves altogether. The importance of reflection based on its potential for making sense of experiences and phenomena and making changes in the future (Taylor 2000) was then discussed, drawing upon Reid’s (2000) model of the reflective cycle. This focus on reflective practice was mirrored in the undergraduate’s utilisation of a journal to record meetings with their mentors. Journal entries are used by Collegian Vol 13 No 3 2006
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Outcomes for workshop participants Feedback from mentors who attended the workshops attested to the value of undertaking training in mentoring. Data were gathered from three sources: immediate workshop evaluations; written surveys; and telephone interviews. Each of these sought information in relation to the impact of workshop attendance on their ability to mentor others. Evaluations have been collated following each of the seven workshops (aggregated response rate 100%, n=101). Numbers of participants in each of the workshops are provided in figure 1. Written surveys (aggregated response rate 70%, n=71) were conducted twice at 12 monthly intervals in collaboration with the RCNA Undergraduate Mentor Program. Telephone interviews were also undertaken with a cohort of workshop participants, who had also been actively engaged in mentoring partnerships. This group (n=15) represented 29% of workshop participants. Participants volunteered for these interviews in response to an email flyer. The dialogue was not recorded or transcribed, rather, notes were taken by the project officer during the interview and a descriptive memo written immediately following dialogue. Triangulating the collection of data allowed for the evaluation of the impact of the mentor development workshops from two perspectives. Firstly, participants have evaluated the immediate impact of the workshop at its conclusion. Secondly, participants have been able to evaluate the outcomes from participating in the workshop after a period of time, using written surveys with a quantitative component, as well as telephone interviews, which have provided the opportunity for some mentors to talk about their relationships in-depth. Mentors who participated in the evaluations discussed a transfer of learning through the application of aspects of the workshop to their mentoring partnerships, which verified the effectiveness of the workshop content and delivery. Outcomes from this evaluation process can be understood using the themes of mentoring role and skills, the workbook and its tools, networking aspects, and self development and personal insights. Figure 1: numbers of workshop participants. 20
15 Participant Numbers
the mentee to reflect on their meeting with their mentor and to plan for next time. A similar journal was also introduced for mentors to use (Johnson 2003). Differing communication styles were then considered, from the perspectives of mentors and mentees. Glass and Walter (2000), when discussing mentoring undergraduates, advocate strongly that ‘mentoring must initially concern itself with understanding one’s self and others on a personal level’ (p159). Key to such understanding is being able to identify others’ behavioural styles. In order to identify their own behavioural styles, participants completed a DISC personality analysis questionnaire, which enabled discussion around differences in individual approaches to communication (http://www.discinsights.com/cyber/Scripts/ default.asp). Strategies for strengthening communication between different personality types were then explored. At this point, participants moved to learning about key elements in building a mentoring relationship: allocating time; active listening; promoting self-esteem; and creating trust through self disclosure and demonstrating honesty and respect (Mills 2003). To complete the first day of the workshop participants were given a raft of ‘tools’ as a resource for their mentoring relationship. These took the form of agreements, plans, meeting checklists, problem solving exercises, reflective frameworks, and an actionplanning outline (Mills 2003). From the beginning, the Mentor Development and Support Project working group believed there needed to be an emphasis in the curriculum on bridging the gap between the theory and practice of mentoring. It was agreed that an effective way of achieving this goal would be through the use of problem-based case studies. To facilitate this, each small group used a problem solving approach to identify the issues and resolutions for two different case studies, which were then presented to the larger group for further discussion. Learning strategies used in this exercise were problem solving, conflict resolution, identifying boundaries, ethical dilemmas, cultural safety, gender differences, and unprofessional behaviour. A ‘bank’ of case studies was created from which facilitators could choose depending on the issues and questions that were discussed the previous day. This approach has proven to be a popular component of the workshop curriculum supporting the choice of strategy. Participants stated that: ‘case studies made you think much more broadly and also defined [the] mentor role better than you could have any other way’; ‘...case studies…put the mentor role into perspective’; and ‘case presentations allowed open discussion of interesting topics.’ One mentor also indicated that she returned to a specific case study when her mentee was having a similar problem: ‘I used the case study from the workshop to prepare for our next meeting.’ This type of feedback validated the working group’s initial desire to make mentoring much more real for the participants through the use of experiential learning activities. Concluding the workshop, the topic of ‘how to review the mentoring relationship’ was discussed with an emphasis on mentors using a ‘positive spin’ when undertaking joint reviews with mentees. Skills in planning proactively to continue to develop the relationship were also discussed.
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Mentoring matters: Developing rural nurses knowledge and skills
Mentoring role and skills Responses from all of the mentors, across all of the surveys, indicated that following a workshop they felt well prepared for the role of mentor, with an increased capacity to act as a mentor. This was reflected in comments about a new understanding and application of the skills used within the mentoring partnership and clarification of the role boundaries of the mentor. Having a greater understanding of both of these areas has led to a more confident approach to the mentoring partnership, and a stronger sense of ‘knowing’ the degree and type of structure that will optimise the interactions within the partnership (Andrews & Wallis 1999, Rosser & King 2003, Lennon 2004, Macgregor 2004). The types of skills that mentors found to be useful in relation to the process of mentoring were: goal setting; how to positively review the partnership; the roles of the mentor; and communication skills. Mentors have also reported that these were skills they were able to consciously apply to their mentoring partnerships “The information about mentoring role, communication and the case studies were very interesting and will make the role much easier. I feel more confident in dealing with my mentee in the future.” Many mentors remarked that, after the workshop, they felt far more confident when interacting with their mentee. This resulted from the clarification of the expectations and responsibilities of the mentor role during the workshop. “I realised there was a little too much ‘me’ in there – the mentee needed to be the focus…I now feel more confident about doing the right thing.” Another workshop participant commented on her revised approach to the mentee stating that, “I’m now more of a guide than a teacher…I feel less personally responsible for my mentee, it means I can contribute to her development much better.” Mentors have also reported a new understanding of the boundaries of mentoring. In particular, mentors have articulated a more defined understanding of how to guide mentees through problem solving processes. This has included realising the support role of the mentor during this time, as opposed to knowing the answer and simply ‘fixing it’ for the mentee “Not to “Do” for the mentee. Listen and suggest ways they can fix problems. I was worried that I wasn’t doing anything for my mentee – I found out I was!” Following the workshops, many mentors have commented that they subsequently altered their mentoring relationships by putting more structure around the partnership. This included: formalising their meetings; implementing a mentor/mentee agreement; and questioning the mentees more closely about their experiences. “It has helped me lift our relationship through to a higher professional level.” In relation to the importance of a structure for the success of a mentoring relationship another participant said, “We’re sticking to our plan more closely, and we both know what we want from it.”
Workbook and tools The workbook and the tools it contains provided a complementary resource for the mentors as it augmented the content and materials presented at the workshops. The workbook included a variety of
tools that focused on structures for meetings, as well as problem solving frameworks and strategies. The workshops included a session on when and how these tools may be used. Following each workshop, the evaluation asked the participants to rank the clarity and quality of the workbook on a scale from 1 to 5 (5 being the optimum score). The aggregated score from all workshop participants for the clarity of the workbook was a rating of 4 or 5 by 97% (n=101) of the participants. The quality of the workbook attracted a rating of 4 or 5 by 87% (n=94) (Lennon 2004). The telephone interviews confirmed that the workbook and tools were used when mentors needed to problem solve, and that those that did use them found them helpful: “Once, when my mentee was having some problems at Uni I used some of the tools to prepare for our next meeting.”
Networking A strong sense of camaraderie and desire for continued networking amongst the participants emerged from each of the workshops. Group sharing and story telling were utilised in the delivery of the workshop content, which contributed to the strengthening of bonds amongst the participants, as well as serving as a valuable means of enabling group learning. These aspects were captured by the following participant’s comment: “Great bunch of nurses and facilitators. The relationship and partnerships of this group will be strong and healthy in so many ways. Very positive and informative group.”
Self development and personal outcomes The evaluation process found that attendance at a mentoring workshop often had a positive impact on self development and led to many personal insights for the participants, particularly in relation to the value of their own rural or remote nursing experience and their contributions to the professional development of novice nurses. One rural nurse stated that she felt a, “reaffirmation of my direction and journey and how I can make a difference.” Participants wrote about how attendance at a mentor development workshop had increased their sense of self worth as a rural or remote nurse, through sharing their experiences with others – “Some understanding that despite personal strengths and weaknesses my knowledge and experience is…useable in the mentor role. An excellent opportunity to share perspectives on fostering professionalism in nursing students.” – and had made them feel that they had something valuable to contribute to the next generation of nurses, “[that]…my experience as a remote nurse was a valuable tool for undergraduates.” While not intended as a direct outcome of the workshop, it became evident that the skills of mentoring were also being applied to other situations, such as the participant’s work environment. “Setting goals … understanding processes that are needed and can be used in the workplace on a day to day basis are invaluable. “The value of such capacity building in rural and remote Australia cannot be underestimated and is discussed by the authors elsewhere (Mills et al 2005). Collegian Vol 13 No 3 2006
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Conclusion Mentoring has enormous capacity to provide support for rural and remote nurses at all levels. The AARN Mentor Development and Support Project focused on working with experienced rural and remote nurses who wanted to share some of themselves with undergraduate nursing students who have a common interest in rural and remote nursing. Training the mentors both enabled and strengthened their ability to mentor effectively, as is evident from the evaluation data. Mentors who have completed a Mentor Development Workshop have been able to confidently establish, maintain and monitor their mentoring relationships. As well, many have reflected on their own nursing workplace and found ways in which to incorporate skills learnt into their current practice. This strong network of rural and remote nurses, who are also mentors, is growing, while providing considerable support for all involved. References Andrews M, Wallis M 1999 Mentorship in nursing: a literature review. Journal of Advanced Nursing 29(1):201-207 Dilbert C, Goldenberg D 1995 Preceptors’ perceptions of benefits, rewards supports and commitment to the preceptor role. Journal of Advanced Nursing 21:1144-1151 Duffy E, Siegloff L, Kent C 1998 Undergraduate preparation of nurses for rural practice. Association for Australian Rural Nurses, Canberra Glass N, Walter R 2000 An experience of peer mentoring with student nurses: enhancement of personal and professional growth. Journal of Nursing Education 39(4):155-60
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Johnson G 2003 Undergraduate mentor program: mentor journal. Royal College of Nursing, Australia, Canberra Lennon D 2004 Mentor development and support project: achievements and outcomes March 2003-2004. Association for Australian Rural Nurses, Canberra Macgregor L 2004 Mentoring the giving of wisdom in the workforce. B+FS April/May:46-48 Madison J, Watson K, Knight B A 1994 Mentors and preceptors in the nursing profession. Contemporary Nurse 3(3):121-6 Mills J 2003 Mentor development training workbook. The Association for Australian Rural Nurses, Canberra Mills J, Lennon D, Francis K 2005 The Association for Australian Rural Nurses’ Mentor Development and Support Project: Developing a culture of learning. Submitted for Publication Morton-Cooper A, Palmer A 2000 Mentoring, preceptorship and clinical supervision. Blackwell Science, Oxford Pelletier D, Duffield C 1994 Is there enough mentoring in nursing? Australian Journal of Advanced Nursing 11(4):6-11 Reid B 2000. The role of the mentor to aid reflective practice. In S Burns, C Bulman C (Eds) Reflective practice in nursing. Blackwell Science, Oxford Rolfe-Flett A 2002 Mentoring in Australia. Prentice Hall, Sydney Rosser M, King L 2003 Transition experiences of qualified nurses moving into hospice nursing. Journal of Advanced Nursing 43(2):206-215 Snell J 1999 Head to head. Health Service Journal (11 November):22-25 Taylor B 2000 Reflective practice: a guide for nurses and midwives. Allen & Unwin, Sydney Usher K, Nolan C, Reser P, Owens J, Tollefson J 1999 An exploration of the preceptor role: preceptors’ perceptions of benefits, rewards, supports and commitment to the preceptor role. Journal of Advanced Nursing 29(2):506-514 Woodrow P 1994 Mentorship: perceptions and pitfalls for nursing practice. Journal of Advanced Nursing 19:812-818