- Email: [email protected]
The road to success with a mentor
PAGE 30
JOURNAL OF VASCULAR NURSING
MARCH 2000
COMMENTARY
T h e r o a d to s u c c e s s w i t h a m e n t o r Phyllis A. Gordon, MSN, RN, CS
Mentoring is a valuable career development tool used to build nursing leadership skills. Our present nursing leaders must consider it their responsibility to mentor the novice leader of the future, just as they may have been mentored. During the mentoring process, the mentor will use the roles of teacher, counselor, intervenor, and sponsor to develop the prot(gg. The mentor will facilitate the development of independence, self-confidence, job satisfaction, upward mobility, decision-making skills', and problem-solving skills in the prot@(. During this process the mentor and protdgg will move through three developmental phases. These phases include the first phase of recognition and development, the second phase of emerging protgg( independence, and the final phase of letting go. If the "fit" is right, the protgg( will experience the many positive outcomes. If the "fit" is not quite right, then the movement through the phases will be incomplete and the protYg( may not develop independence. The prot(g( and the mentor may also experience a number of other negative outcomes, such as feelings of being over pressured or let down. (J Vasc Nurs 2000;18:30-3.) Mentoring has been described as an art, a responsibility, 1 and even a gift. 2 At a time in health care when money for educational support and orientation has been drastically downsized along with hospital staff, a mentoring program can have an important career impact. 3,4 Although mentoring has been a common practice in the business world, it is a career strategy not frequently used by women. 5
HISTORICAL ROOTS Mentoring is not a new concept. It has been around for cenmiles. The word mentor is thought to have originated in Greek mythology. Mentor was the name of the guide, tutor, protector, and advisor to Telemachus, who was the son of Odysseus and Penelope in Homer's The Odyssey.6 Odysseus entrusted his house and son to Mentor when he left to participate in the Trojan War. Through the centuries there have been many well-known mentoring relationships, such as Socrates and Plato, Michelangelo and Lorenzo de Medici, Leonardo de Vinci and Verrocchio,
Carl Jung and Sigmund Freud, and Margaret Mead and Ruth Benedict. 7 The mentoring relationship may include more than one mentor. Florence Nightingale was known to have multiple mentors as well as being a mentor to others. For many years mentoring has been an important business career development tool; however, mentoring has not been encouraged in nursing until more recent times. Stewart and Krueger s report that mentoting first appeared in the nursing literature in the late 1970s. Currently it is a more frequently used career development tool. In 1995 Walsh and Clements 9 reported that 83% of influential nurses in the United States have been mentored.
PROFILE OF A MENTOR The profile of a mentor encompasses a variety of descriptions and roles. A simple definition of a mentor is someone who takes a special interest in helping another person develop into a successful professional. Descriptive terms used in describing a mentor include experienced advisor, guide, teacher, tutor, and coach. Many more terms have been applied to a mentor and the process of mentoilng. Yoder3 defined mentoring as occurring when: ...A senior person with experience and position provides information, advice, and emotional support for a junior person (prot6g6), in a relationship lasting for an extended time and marked by a substantial emotional commitment by both parties. The mentor, who has many years of experience, is usually older than the prot6g6 by 8 to 15 years. 3,7 The mentoilng relationship may last from 2 to 10 years,3,7,s,10 with a mean length of 8 years. 8 Yoder3 notes that mentoilng usually does not occur in a relationship of fewer than 3 years duration, although others report mentoring relationships of 2 years duration.S, 11 The age of the mentor is generally between 36 and 45 years, and the prot6g6 is generally between 20 and 25 years of age.3, t~ The mentor usually has obtained an advanced academic level 3 and has had approximately 10 to 19 years of professional experience. 12 In nursing, the mentor role is often assumed by an advanced practice nurse,3,9, tt a nursing executive,7, 9 or a nursing faculty member. 7,8 The mentoring relationship may encompass all aspects of a person's professional career or it may only relate to a specific activity, such as the development of a research project. The prot6g6 may have more than one mentor, as did Florence Nightingale, with expertise in different aspects of a career. Holloran4 noted that persons who have not experienced the benefits of a mentor will not be a mentor. The mentoring relationship may evolve casually or it may begin through a formally designed mentoring program with defined guidelines. Informal mentoring may occur as the prot6g6 exhibits an open and teachable attitude. 3 Formal mentoilng programs have been around for many
Vol. XVIII No. 1
JOURNAL OF VASCULAR NURSING
TABLE I.
PAGE 31
TABLE II.
the mentoring behaviors. However, remember that each of these roles may be part of a mentoring relationship.
years and have been very successful. The Big Brother program is one example of a successful formal mentoring program. Many business organizations have had formal mentoring programs. SIMILAR ROLES The role of the mentor is often confused with other similar roles. During the mentoring process, the mentor teaches, advises, role models, and coaches. Although the mentor may use these roles during the mentoring process, role modeling, precepting, and coaching can take place outside of a mentoring relationship, thus the confusion. For example, a preceptor is not necessarily a mentor. The preceptor role is a formalized role marked by a definite period, such as 6 months. Behaviors of the preceptor roles are specific to teaching and learning. It is a less intense role emotionally than the mentoring relationship.3,10 The role of preceptor and mentor are not interchangeable. A person can be a preceptor, yet not engage in a mentoring relationship. Table I identifies the characteristics of each role that differentiate it from
ROLES OF THE M E N T O R Many roles have been ascribed to the mentor; however, a common group of roles have emerged. Walsh and Clements 9 describe the roles as teacher, counselor, intervenor, and sponsor. These roles are used during the various dimensions of the mentoring relationship. In the role of teacher, the mentor shares knowledge and expertise as he or she instructs the prot6g6 regarding job requirements. As the teacher, the mentor gives feedback on the protdg6's performance. Career advice and longrange planning is provided through this role. In the role of counselor, the mentor provides psychologic support and positive reinforcement to increase the self-confidence of the protdg& The mentor provides moral and emotional encouragement. As an intervenor, the mentor provides access to resources and protection for the prot6g6 as the novice expands expertise and knowledge. In the role of sponsor, the mentor facilitates promotion of the prot6g6. The mentor may "open doors" for the prot6g6 either directly or indirectly by activities such as introducing the prot6g6 to influential people. Other roles of the mentor have been described in the literature. Many roles are similar to the aforementioned roles with different labels; others include additional roles. Madison 1I identified the roles of the mentor to include teacher, role model, developer of talent, opener of doors, protector, sponsor, and successful leader. In a study of 500 orthopedic nurses, Walsh and Clements 9 concluded the functions of a mentor to be advising, guiding, role modeling, supporting, precepting, teaching, counseling, challenging, inspiring, coaching, and tutoring.
PAGE 32
JOURNAL OF VASCULAR NURSING
MARCH 2000
the major task of assessment, a commitment is made and expectations are established. The overall goal of the mentoring process is to establish independence in the prot6g6. Mutual respect and trust develop, and an environment of empathy and understanding is established at this time. During the first phase, the cost to the mentor is greatest as the mentor expends more time and energy than the protdg6. The cost of time and energy to the prot6g6 is relatively low; however, the benefit to the prot6g6 during this phase is very high. Phase 1 allows the prot6g6 to practice new skills in a safe environment of emotional support. Benefit to the mentor is minimal during the early phase of the relationship.
TABLE IlL i
Phase 2: Emerging independence CHARACTERISTICS OF A MENTORING RELATIONSHIP
Characteristics noted to be present in a successful mentoring relationship include the following 3 aspects: (1) mutual respect and trust between the mentor and prot6g6, (2) an environment of understanding, empathy, and cooperation, and (3) mutual information sharing through good communication skills.1233 A mentoting relationship is commonly noted to be emotionally intense, requiring a profound amount of psychosocial commitment, especially on the part of the mentor. 331 Many characteristics have been attributed to the mentor and the prot6g6. Tables II and III provide a listing of behaviors and characteristics of the mentor and of the prot6g6. In a study of 274 women nurse executives, Holloran4 noted specific differences in the nurse executives who had a mentor versus those who did not. The researcher also identified the 4 most frequently occurring positive behaviors in the mentor. The identified behaviors are (1) a show of confidence in the prot6g6, (2) a possession of knowledge and energy to inspire, (3) a demonstration of behaviors to imitate, and (4) a provision of opportunities for the prot6g6 to demonstrate his or her ability. Graduate nursing students participating in a study by Beauchesne and Howard 12 identified key characteristics of a mentor to be experience, patience, knowledge, and good communication skills. Key factors in facilitating the mentoring relationship were identified by the nurses to be flexibility, mutual trust, genuine interest, and commitment to teaching. PHASES OF THE MENTORING PROCESS The relationship of the mentor and prot6g6 evolve through several phases of development. Fox et al 7 describe 3 phases of a mentoring relationship as phase 1, recognition and development; phase 2, emerging protdg6 independence; and phase 3, letting go. Each phase entails a set of tasks, costs, and benefits. Cost is described in terms of time and energy.
Phase 1: Recognition and development In phase i mentoring. As they will "size to activities in
the mentor and prot6g6 recognize the need for the mentor and prot6g6 begin their relationship, each other up." Hagenow and McCrea 14 referred this phase as a "courtship dance." In addition to
In phase 2 the mentor and novice use different tasks to accomplish the goal of independence. The mentor's tasks involve the use of his or her power base, status, and expertise to facilitate the learning process for the novice. Good communication skills and information sharing are important during phase 2. The prot6g6's major task is to simply meet the objectives established in phase 1. The environment of cooperation established in phase 1 continues during the second phase. The cost of time and energy to the mentor during phase 2 begins a steady decline, and the cost to the prot6g6 begins to increase. However, the mentor continues to commit time and energy to the physical, mental, and emotional work of guiding the prot6g6. The prot6g6 begins to invest more time and energy into learning. The role of the prot6g6 begins to change and take on more independence. The benefit to the prot6g6 that started out high in phase 1 continues to stay high in phase 2. The prot6g6 benefits from self-discovery, newly learned competence, and continues to have emotional support and encouragement from the mentor. During this phase, the benefit to the mentor increases as self-satisfaction occurs with the development of the prot6gd's new skills and self-confidence.
Phase 3: Letting go As independence is achieved by the prot6g6, the mentoring relationship moves into its final phase. Major tasks during phase 3 involve realignment of the relationship or termination. The goal of prot6g6 independence is reached, and the mentor and prot6g6 begin the process of letting go. Closure is provided to the relationship. 14 The cost to the mentor is low; it involves the emotional work of letting go. The cost to the prot6g6 also decreases as the goal of independence is reached. The benefits to the mentor and prot6g6 continue to increase as they both gain a colleague and peer. The prot6g6 has developed new skills, a broader knowledge base, and new professional opportunities. OUTCOMES OF MENTORING A mentoring relationship can have both positive and negative outcomes for the mentor or prot6g6. Fortunately, many positive benefits have been reported, and the outcomes are generally more important to the prot6g6's career than to the mentor's. 8 Positive outcomes for both the prot6g6 and the mentor include increased self-esteem, increased job satisfaction, and
Vol. XVIII No. l
JOURNAL OF VASCULAR NURSING
increased work. 9,11 The behavior of mentoring is a highly valued
aspect of career advancement and thus is beneficial to the mentor's career.4 The mentor also gains energy and personal satisfaction. The prot6g6 gains knowledge, new skills, enhanced global thinking, risk taking, and increased upward mobility.4,11 After participating in a mentoring process, the prot6g6 has been documented to have an attitude of continuous improvement and participates in anincreased number of career development activities, s The mentoring relationship could have a negative impact if the relationship has not developed the right ingredients or moved through the phases appropriately. In a survey measuring mentor potential, graduate nursing students emphasized the need for a "good fit.''I~ The negative impact of a mentoring relationship has been referred as the "dark side of mentoring. ''4 In a study conducted by Holloran, 4 negative behaviors were reported by 57% of the nursing executives participating. Intimidation, overmanipulation, and demands for loyalty were negative behaviors that could have a less than desirable outcome in the mentoring relationship. Confrontation and feelings of being overpressured or "let down" can occur to the mentor or prot6g6. 9,15 Both the mentor and prot6g6 may have problems letting go. Holloran4 identified problematic behaviors that centered around power of control. Negative behaviors influenced by power and control that were attributed to the mentor were overpossessiveness, rejection of the prot6g6, or misuse of power through manipulation. The mentor may be overprotective, not fostering independence in the prot6g6, or the prot6g6 may become too dependent on the mentot.4,15 CONCLUSION Although negative outcomes have been noted by some researchers, many hold a general consensus that mentoring is worthwhile. 4 Yoder3 described mentoring as the ultimate career development relationship. She studied 390 nurses to examine the impact of career development activities, job satisfaction, and intent to stay. The researcher reported a statistically significant outcome related to mentoring and job satisfaction. Many more studies have demonstrated positive career outcomes related to
PAGE 33
having a mentor. 4,5,8,9,H It cannot be denied that the road to professional success is assisted by the mentoring process. As Andrica ~ noted, mentoring is a responsibility of all leaders. We must mentor our future leaders. REFERENCES 1. Andrica DC. Mentoring: executive responsibility? Nurs Econ 1996;14:128. 2. Groah LK. Mentoring is the greatest gift that perioperative nurses can give to each other. AORN J 1996;64:868-70. 3. Yoder LH. Staff nurses' career development relationship and self-reports of professionalism, job satisfaction, and intent to stay. Nurs Res 1995;44:290-7. 4. Holloran SD. Mentoring: the experience of nursing service executives. J Nurs Adm 1993;23;2:49-54. 5. Angelini DJ. Mentoring in the career development of hospital staff nurses: models and strategies. J Prof Nurs t995;11:89-97. 6. Homer. The odyssey. Baltimore: Penguin Press; 1964. 7. Fox VJ, Rothrock JC, Skelton M. The mentoring relationship. AORN J 1992;56:858-67. 8. Stewart BM, Krueger LE. An evolutionary concept analysis of mentoring in nursing. J Prof Nurs 1996; 12:311-21. 9. Walsh CR, Clements CA. Attributes of mentors as perceived by orthopaedic nurses. Orthop Nurs 1995;14(3):49-56. 10. Haynor PM. The coaching, precepting, and mentoring roles of the leader within an organizational setting. Holist Nurs Pract 1994;9:31-40. 11. Madison J. The value of mentoring in nursing leadership: a descriptive study. Nurs Forum 1994;29;4:16-23. 12. Beanchesne MA, Howard EP. An investigation of the preceptor as potential mentor. Nurs Pract 1996;21:155-9. 13. Gallagher NG. President's message: mentoring and mutual respect in a supportive climate are essential in today's health care environment. Am Nephrol Nurs Assoe J 1996;23:10. 14. Hagenow NR, McCrea MA. A mentoring relationship: two viewpoints. Nurs Manage 1994;25;12:42-3. 15. Ross K. Follow the leader: mentoring and health care. Aust Nurs J 1996;3;11:35-7.
JOURNAL OF VASCULAR NURSING
MARCH 2000
COMMENTARY
T h e r o a d to s u c c e s s w i t h a m e n t o r Phyllis A. Gordon, MSN, RN, CS
Mentoring is a valuable career development tool used to build nursing leadership skills. Our present nursing leaders must consider it their responsibility to mentor the novice leader of the future, just as they may have been mentored. During the mentoring process, the mentor will use the roles of teacher, counselor, intervenor, and sponsor to develop the prot(gg. The mentor will facilitate the development of independence, self-confidence, job satisfaction, upward mobility, decision-making skills', and problem-solving skills in the prot@(. During this process the mentor and protdgg will move through three developmental phases. These phases include the first phase of recognition and development, the second phase of emerging protgg( independence, and the final phase of letting go. If the "fit" is right, the protgg( will experience the many positive outcomes. If the "fit" is not quite right, then the movement through the phases will be incomplete and the protYg( may not develop independence. The prot(g( and the mentor may also experience a number of other negative outcomes, such as feelings of being over pressured or let down. (J Vasc Nurs 2000;18:30-3.) Mentoring has been described as an art, a responsibility, 1 and even a gift. 2 At a time in health care when money for educational support and orientation has been drastically downsized along with hospital staff, a mentoring program can have an important career impact. 3,4 Although mentoring has been a common practice in the business world, it is a career strategy not frequently used by women. 5
HISTORICAL ROOTS Mentoring is not a new concept. It has been around for cenmiles. The word mentor is thought to have originated in Greek mythology. Mentor was the name of the guide, tutor, protector, and advisor to Telemachus, who was the son of Odysseus and Penelope in Homer's The Odyssey.6 Odysseus entrusted his house and son to Mentor when he left to participate in the Trojan War. Through the centuries there have been many well-known mentoring relationships, such as Socrates and Plato, Michelangelo and Lorenzo de Medici, Leonardo de Vinci and Verrocchio,
Carl Jung and Sigmund Freud, and Margaret Mead and Ruth Benedict. 7 The mentoring relationship may include more than one mentor. Florence Nightingale was known to have multiple mentors as well as being a mentor to others. For many years mentoring has been an important business career development tool; however, mentoring has not been encouraged in nursing until more recent times. Stewart and Krueger s report that mentoting first appeared in the nursing literature in the late 1970s. Currently it is a more frequently used career development tool. In 1995 Walsh and Clements 9 reported that 83% of influential nurses in the United States have been mentored.
PROFILE OF A MENTOR The profile of a mentor encompasses a variety of descriptions and roles. A simple definition of a mentor is someone who takes a special interest in helping another person develop into a successful professional. Descriptive terms used in describing a mentor include experienced advisor, guide, teacher, tutor, and coach. Many more terms have been applied to a mentor and the process of mentoilng. Yoder3 defined mentoring as occurring when: ...A senior person with experience and position provides information, advice, and emotional support for a junior person (prot6g6), in a relationship lasting for an extended time and marked by a substantial emotional commitment by both parties. The mentor, who has many years of experience, is usually older than the prot6g6 by 8 to 15 years. 3,7 The mentoilng relationship may last from 2 to 10 years,3,7,s,10 with a mean length of 8 years. 8 Yoder3 notes that mentoilng usually does not occur in a relationship of fewer than 3 years duration, although others report mentoring relationships of 2 years duration.S, 11 The age of the mentor is generally between 36 and 45 years, and the prot6g6 is generally between 20 and 25 years of age.3, t~ The mentor usually has obtained an advanced academic level 3 and has had approximately 10 to 19 years of professional experience. 12 In nursing, the mentor role is often assumed by an advanced practice nurse,3,9, tt a nursing executive,7, 9 or a nursing faculty member. 7,8 The mentoring relationship may encompass all aspects of a person's professional career or it may only relate to a specific activity, such as the development of a research project. The prot6g6 may have more than one mentor, as did Florence Nightingale, with expertise in different aspects of a career. Holloran4 noted that persons who have not experienced the benefits of a mentor will not be a mentor. The mentoring relationship may evolve casually or it may begin through a formally designed mentoring program with defined guidelines. Informal mentoring may occur as the prot6g6 exhibits an open and teachable attitude. 3 Formal mentoilng programs have been around for many
Vol. XVIII No. 1
JOURNAL OF VASCULAR NURSING
TABLE I.
PAGE 31
TABLE II.
the mentoring behaviors. However, remember that each of these roles may be part of a mentoring relationship.
years and have been very successful. The Big Brother program is one example of a successful formal mentoring program. Many business organizations have had formal mentoring programs. SIMILAR ROLES The role of the mentor is often confused with other similar roles. During the mentoring process, the mentor teaches, advises, role models, and coaches. Although the mentor may use these roles during the mentoring process, role modeling, precepting, and coaching can take place outside of a mentoring relationship, thus the confusion. For example, a preceptor is not necessarily a mentor. The preceptor role is a formalized role marked by a definite period, such as 6 months. Behaviors of the preceptor roles are specific to teaching and learning. It is a less intense role emotionally than the mentoring relationship.3,10 The role of preceptor and mentor are not interchangeable. A person can be a preceptor, yet not engage in a mentoring relationship. Table I identifies the characteristics of each role that differentiate it from
ROLES OF THE M E N T O R Many roles have been ascribed to the mentor; however, a common group of roles have emerged. Walsh and Clements 9 describe the roles as teacher, counselor, intervenor, and sponsor. These roles are used during the various dimensions of the mentoring relationship. In the role of teacher, the mentor shares knowledge and expertise as he or she instructs the prot6g6 regarding job requirements. As the teacher, the mentor gives feedback on the protdg6's performance. Career advice and longrange planning is provided through this role. In the role of counselor, the mentor provides psychologic support and positive reinforcement to increase the self-confidence of the protdg& The mentor provides moral and emotional encouragement. As an intervenor, the mentor provides access to resources and protection for the prot6g6 as the novice expands expertise and knowledge. In the role of sponsor, the mentor facilitates promotion of the prot6g6. The mentor may "open doors" for the prot6g6 either directly or indirectly by activities such as introducing the prot6g6 to influential people. Other roles of the mentor have been described in the literature. Many roles are similar to the aforementioned roles with different labels; others include additional roles. Madison 1I identified the roles of the mentor to include teacher, role model, developer of talent, opener of doors, protector, sponsor, and successful leader. In a study of 500 orthopedic nurses, Walsh and Clements 9 concluded the functions of a mentor to be advising, guiding, role modeling, supporting, precepting, teaching, counseling, challenging, inspiring, coaching, and tutoring.
PAGE 32
JOURNAL OF VASCULAR NURSING
MARCH 2000
the major task of assessment, a commitment is made and expectations are established. The overall goal of the mentoring process is to establish independence in the prot6g6. Mutual respect and trust develop, and an environment of empathy and understanding is established at this time. During the first phase, the cost to the mentor is greatest as the mentor expends more time and energy than the protdg6. The cost of time and energy to the prot6g6 is relatively low; however, the benefit to the prot6g6 during this phase is very high. Phase 1 allows the prot6g6 to practice new skills in a safe environment of emotional support. Benefit to the mentor is minimal during the early phase of the relationship.
TABLE IlL i
Phase 2: Emerging independence CHARACTERISTICS OF A MENTORING RELATIONSHIP
Characteristics noted to be present in a successful mentoring relationship include the following 3 aspects: (1) mutual respect and trust between the mentor and prot6g6, (2) an environment of understanding, empathy, and cooperation, and (3) mutual information sharing through good communication skills.1233 A mentoting relationship is commonly noted to be emotionally intense, requiring a profound amount of psychosocial commitment, especially on the part of the mentor. 331 Many characteristics have been attributed to the mentor and the prot6g6. Tables II and III provide a listing of behaviors and characteristics of the mentor and of the prot6g6. In a study of 274 women nurse executives, Holloran4 noted specific differences in the nurse executives who had a mentor versus those who did not. The researcher also identified the 4 most frequently occurring positive behaviors in the mentor. The identified behaviors are (1) a show of confidence in the prot6g6, (2) a possession of knowledge and energy to inspire, (3) a demonstration of behaviors to imitate, and (4) a provision of opportunities for the prot6g6 to demonstrate his or her ability. Graduate nursing students participating in a study by Beauchesne and Howard 12 identified key characteristics of a mentor to be experience, patience, knowledge, and good communication skills. Key factors in facilitating the mentoring relationship were identified by the nurses to be flexibility, mutual trust, genuine interest, and commitment to teaching. PHASES OF THE MENTORING PROCESS The relationship of the mentor and prot6g6 evolve through several phases of development. Fox et al 7 describe 3 phases of a mentoring relationship as phase 1, recognition and development; phase 2, emerging protdg6 independence; and phase 3, letting go. Each phase entails a set of tasks, costs, and benefits. Cost is described in terms of time and energy.
Phase 1: Recognition and development In phase i mentoring. As they will "size to activities in
the mentor and prot6g6 recognize the need for the mentor and prot6g6 begin their relationship, each other up." Hagenow and McCrea 14 referred this phase as a "courtship dance." In addition to
In phase 2 the mentor and novice use different tasks to accomplish the goal of independence. The mentor's tasks involve the use of his or her power base, status, and expertise to facilitate the learning process for the novice. Good communication skills and information sharing are important during phase 2. The prot6g6's major task is to simply meet the objectives established in phase 1. The environment of cooperation established in phase 1 continues during the second phase. The cost of time and energy to the mentor during phase 2 begins a steady decline, and the cost to the prot6g6 begins to increase. However, the mentor continues to commit time and energy to the physical, mental, and emotional work of guiding the prot6g6. The prot6g6 begins to invest more time and energy into learning. The role of the prot6g6 begins to change and take on more independence. The benefit to the prot6g6 that started out high in phase 1 continues to stay high in phase 2. The prot6g6 benefits from self-discovery, newly learned competence, and continues to have emotional support and encouragement from the mentor. During this phase, the benefit to the mentor increases as self-satisfaction occurs with the development of the prot6gd's new skills and self-confidence.
Phase 3: Letting go As independence is achieved by the prot6g6, the mentoring relationship moves into its final phase. Major tasks during phase 3 involve realignment of the relationship or termination. The goal of prot6g6 independence is reached, and the mentor and prot6g6 begin the process of letting go. Closure is provided to the relationship. 14 The cost to the mentor is low; it involves the emotional work of letting go. The cost to the prot6g6 also decreases as the goal of independence is reached. The benefits to the mentor and prot6g6 continue to increase as they both gain a colleague and peer. The prot6g6 has developed new skills, a broader knowledge base, and new professional opportunities. OUTCOMES OF MENTORING A mentoring relationship can have both positive and negative outcomes for the mentor or prot6g6. Fortunately, many positive benefits have been reported, and the outcomes are generally more important to the prot6g6's career than to the mentor's. 8 Positive outcomes for both the prot6g6 and the mentor include increased self-esteem, increased job satisfaction, and
Vol. XVIII No. l
JOURNAL OF VASCULAR NURSING
increased work. 9,11 The behavior of mentoring is a highly valued
aspect of career advancement and thus is beneficial to the mentor's career.4 The mentor also gains energy and personal satisfaction. The prot6g6 gains knowledge, new skills, enhanced global thinking, risk taking, and increased upward mobility.4,11 After participating in a mentoring process, the prot6g6 has been documented to have an attitude of continuous improvement and participates in anincreased number of career development activities, s The mentoring relationship could have a negative impact if the relationship has not developed the right ingredients or moved through the phases appropriately. In a survey measuring mentor potential, graduate nursing students emphasized the need for a "good fit.''I~ The negative impact of a mentoring relationship has been referred as the "dark side of mentoring. ''4 In a study conducted by Holloran, 4 negative behaviors were reported by 57% of the nursing executives participating. Intimidation, overmanipulation, and demands for loyalty were negative behaviors that could have a less than desirable outcome in the mentoring relationship. Confrontation and feelings of being overpressured or "let down" can occur to the mentor or prot6g6. 9,15 Both the mentor and prot6g6 may have problems letting go. Holloran4 identified problematic behaviors that centered around power of control. Negative behaviors influenced by power and control that were attributed to the mentor were overpossessiveness, rejection of the prot6g6, or misuse of power through manipulation. The mentor may be overprotective, not fostering independence in the prot6g6, or the prot6g6 may become too dependent on the mentot.4,15 CONCLUSION Although negative outcomes have been noted by some researchers, many hold a general consensus that mentoring is worthwhile. 4 Yoder3 described mentoring as the ultimate career development relationship. She studied 390 nurses to examine the impact of career development activities, job satisfaction, and intent to stay. The researcher reported a statistically significant outcome related to mentoring and job satisfaction. Many more studies have demonstrated positive career outcomes related to
PAGE 33
having a mentor. 4,5,8,9,H It cannot be denied that the road to professional success is assisted by the mentoring process. As Andrica ~ noted, mentoring is a responsibility of all leaders. We must mentor our future leaders. REFERENCES 1. Andrica DC. Mentoring: executive responsibility? Nurs Econ 1996;14:128. 2. Groah LK. Mentoring is the greatest gift that perioperative nurses can give to each other. AORN J 1996;64:868-70. 3. Yoder LH. Staff nurses' career development relationship and self-reports of professionalism, job satisfaction, and intent to stay. Nurs Res 1995;44:290-7. 4. Holloran SD. Mentoring: the experience of nursing service executives. J Nurs Adm 1993;23;2:49-54. 5. Angelini DJ. Mentoring in the career development of hospital staff nurses: models and strategies. J Prof Nurs t995;11:89-97. 6. Homer. The odyssey. Baltimore: Penguin Press; 1964. 7. Fox VJ, Rothrock JC, Skelton M. The mentoring relationship. AORN J 1992;56:858-67. 8. Stewart BM, Krueger LE. An evolutionary concept analysis of mentoring in nursing. J Prof Nurs 1996; 12:311-21. 9. Walsh CR, Clements CA. Attributes of mentors as perceived by orthopaedic nurses. Orthop Nurs 1995;14(3):49-56. 10. Haynor PM. The coaching, precepting, and mentoring roles of the leader within an organizational setting. Holist Nurs Pract 1994;9:31-40. 11. Madison J. The value of mentoring in nursing leadership: a descriptive study. Nurs Forum 1994;29;4:16-23. 12. Beanchesne MA, Howard EP. An investigation of the preceptor as potential mentor. Nurs Pract 1996;21:155-9. 13. Gallagher NG. President's message: mentoring and mutual respect in a supportive climate are essential in today's health care environment. Am Nephrol Nurs Assoe J 1996;23:10. 14. Hagenow NR, McCrea MA. A mentoring relationship: two viewpoints. Nurs Manage 1994;25;12:42-3. 15. Ross K. Follow the leader: mentoring and health care. Aust Nurs J 1996;3;11:35-7.