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The Value of a Mentor
THE BACK PAGE
The Value of a Mentor Kim Litwack, PhD, RN, FAAN IT MAY HAVE been some time ago when you were in nursing school, but I would bet that each and every one of you could name at least one instructor who made an impact on you. Ideally the memory was a positive one, which solidified your decision to become a nurse, and for some, the practice setting you ultimately selected for employment. For some, this person may have had a negative impact, and you remember a moment of fear, embarrassment, or shame. But despite this negative interaction you persisted. Whether or not you realize it, that instructor was more than just an instructor. He or she was one of your first professional mentors. A mentor, by definition, is someone with more education and experience, who helps guide a less educated or less experienced individual in skill development. You had many mentors in nursing school, and then after graduation you were likely assigned a mentor or preceptor in your first nursing position. This individual, usually assigned, was there to help orient you to the unit, to teach you policy and protocol, and to help determine your readiness to come off of orientation. Then likely, a couple of years later, you found yourself in the role of mentor/preceptor, ready to share your expertise and experience with someone new. Clinical mentorship is a system of practical training and consultation that fosters ongoing professional development to yield sustainable, highquality clinical care outcomes.1,2 It is well known that effective mentoring has positive outcomes The ideas or opinions expressed in this editorial are those solely of the author and do not necessarily reflect the opinions of ASPAN, the Journal, or the Publisher. Kim Litwack, PhD, RN, FAAN, College of Nursing, University of Wisconsin, Milwaukee, WI. Conflict of interest: None to report. Address correspondence to Kim Litwack, 1921 East Hartford Avenue, Milwaukee, WI 53201; e-mail address: [email protected]. Ó 2017 by American Society of PeriAnesthesia Nurses 1089-9472/$36.00 http://dx.doi.org/10.1016/j.jopan.2017.07.007
Journal of PeriAnesthesia Nursing, Vol 32, No 5 (October), 2017: pp 511-512
for the individual, the mentor, and the clinical agency. A review of the literature on successful clinical mentoring includes the following:
More effective role transition Fewer clinical errors Higher rates of retention Greater sense of ownership Greater sense of commitment to the organization Stronger peer relationships within a work setting Reduced stress Higher job satisfaction1,2 Although we commit many resources to the professional mentorship of new graduates, it is important that experienced registered nurses recognize the benefits of mentorship as a means to continue their own professional growth and development. Seeking out a mentor who will help with skill development, goal setting, and/ or role transition, can help the most experienced nurse expand their practice, possibly their position, and provide for future opportunities. Hospitals with a clinical ladder or a differentiated role structure may encourage this with opportunities within the clinical facility or hospital, but without the support of a mentor, attainment of the next clinical ladder step may prove difficult. Tuition reimbursement for bachelor of science in nursing (BSN) completion or higher education like a Masters’ degree (MS or MN), Doctor of Nursing Practice (DNP), or Doctor of Philosophy (PhD) may be an employee benefit, but without someone tapping you on the shoulder recognizing your abilities and suggesting that you pursue higher education, many nurses are unable to see themselves in the role of a student again. Likewise, each of us has practiced under a number of different charge or head nurses or unit leaders or managers. Some were excellent, others not so much. Leadership is another learned skill, one that can be enhanced with mentoring.
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KIM LITWACK
The clinical environment changes rapidly, with new technologies, surgeries, and practice regulations, requiring someone to take the lead in developing new policies, protocols, and skills. In some settings, it is the registered nurse who became the ‘‘super-user’’ of the new electronic medical record who mentors others to become successful. Becoming a mentor ideally should not be a matter of ‘‘it’s your turn to take,’’ for example, the next new graduate. Some individuals are not comfortable in the role of mentor or preceptor and therefore should not be forced into that role. However, if this is a position expectation, mentorship of the new preceptor can help to develop mentorship skills, just as a mentor/preceptor helps a new graduate develop clinical skills. The same can be said for nurses new to the charge role. Selecting a mentor should not be a challenging experience, but may require that you step out of your comfort zone to ask. Begin by identifying someone who exemplifies the skill you wish to develop. By identifying the desired skill, you will be able to share your acknowledgment of that skill or expertise, while asking for mentorship to achieve your new goal. As an example, the conversation might go something like: ‘‘I know that you managed to complete your Masters’ degree while working full time and being a Mom. I am thinking of going back to school and would appreciate talking with you more about this, and hope that you could help me in my decision making about which school or program to apply to, and provide any suggestions possible about your ability to be successful while juggling so many things.’’
Or, ‘‘You are a terrific charge nurse and I have been tapped to orient to the charge nurse role. I would like you ask you to be my mentor in this, as you seem to have the skill set that I hope one day to have.’’ The golden rule of ‘‘Do unto others as you would have others do unto you’’ could be the mantra of mentorship. Note that it is written ‘‘as you wish’’ others, not ‘‘as others’’ did unto you. Mentorship benefits the mentee and the mentor. Both have the potential to grow from the relationship. The mentee needs to recognize that the mentor’s time is valuable and to treat it that way. Feedback should be viewed as a gift. The more you ask for and accept feedback, the faster you will learn and grow. Build trust with your mentor.3 Mentors need to recognize that volunteering to be a mentor, when appropriate, is a great way to recognize those who have been your mentor. ‘‘Paying it forward’’ by mentoring someone is the ultimate compliment, as you pass on your clinical expertise and experience. Working with the next group of students or new graduates, precepting the newest member to your unit, helping to mentor the next new change nurse, allows you to demonstrate not only your clinical skills and knowledge but also your willingness to help those next in line. Provide feedback that is specific and honest, not judgmental. Invest in your mentee’s success.3 Nursing has been called a ‘‘helping profession.’’ Mentorship is one way to help others to grow and develop as professionals. And as we give the gift of our knowledge and expertise to help others, we help ourselves.
References 1. College of Applied Health Sciences. AHS Faculty Mentoring Guide. Available at: http://ahs.illinois.edu/ mentoring. Accessed August 2, 2017. 2. World Health Organization. WHO recommendations for clinical mentoring to support scale-up of HIV care, antiretroviral therapy and prevention in resource-
constrained settings. Available at: http://www.who.int/hiv/ pub/guidelines/clinicalmentoring.pdf. Accessed August 2, 2017. 3. Lean In. 4 Things all mentors and mentees should know. Available at: https://leanin.org/tips/mentorship. Accessed August 2, 2017.
The Value of a Mentor Kim Litwack, PhD, RN, FAAN IT MAY HAVE been some time ago when you were in nursing school, but I would bet that each and every one of you could name at least one instructor who made an impact on you. Ideally the memory was a positive one, which solidified your decision to become a nurse, and for some, the practice setting you ultimately selected for employment. For some, this person may have had a negative impact, and you remember a moment of fear, embarrassment, or shame. But despite this negative interaction you persisted. Whether or not you realize it, that instructor was more than just an instructor. He or she was one of your first professional mentors. A mentor, by definition, is someone with more education and experience, who helps guide a less educated or less experienced individual in skill development. You had many mentors in nursing school, and then after graduation you were likely assigned a mentor or preceptor in your first nursing position. This individual, usually assigned, was there to help orient you to the unit, to teach you policy and protocol, and to help determine your readiness to come off of orientation. Then likely, a couple of years later, you found yourself in the role of mentor/preceptor, ready to share your expertise and experience with someone new. Clinical mentorship is a system of practical training and consultation that fosters ongoing professional development to yield sustainable, highquality clinical care outcomes.1,2 It is well known that effective mentoring has positive outcomes The ideas or opinions expressed in this editorial are those solely of the author and do not necessarily reflect the opinions of ASPAN, the Journal, or the Publisher. Kim Litwack, PhD, RN, FAAN, College of Nursing, University of Wisconsin, Milwaukee, WI. Conflict of interest: None to report. Address correspondence to Kim Litwack, 1921 East Hartford Avenue, Milwaukee, WI 53201; e-mail address: [email protected]. Ó 2017 by American Society of PeriAnesthesia Nurses 1089-9472/$36.00 http://dx.doi.org/10.1016/j.jopan.2017.07.007
Journal of PeriAnesthesia Nursing, Vol 32, No 5 (October), 2017: pp 511-512
for the individual, the mentor, and the clinical agency. A review of the literature on successful clinical mentoring includes the following:
More effective role transition Fewer clinical errors Higher rates of retention Greater sense of ownership Greater sense of commitment to the organization Stronger peer relationships within a work setting Reduced stress Higher job satisfaction1,2 Although we commit many resources to the professional mentorship of new graduates, it is important that experienced registered nurses recognize the benefits of mentorship as a means to continue their own professional growth and development. Seeking out a mentor who will help with skill development, goal setting, and/ or role transition, can help the most experienced nurse expand their practice, possibly their position, and provide for future opportunities. Hospitals with a clinical ladder or a differentiated role structure may encourage this with opportunities within the clinical facility or hospital, but without the support of a mentor, attainment of the next clinical ladder step may prove difficult. Tuition reimbursement for bachelor of science in nursing (BSN) completion or higher education like a Masters’ degree (MS or MN), Doctor of Nursing Practice (DNP), or Doctor of Philosophy (PhD) may be an employee benefit, but without someone tapping you on the shoulder recognizing your abilities and suggesting that you pursue higher education, many nurses are unable to see themselves in the role of a student again. Likewise, each of us has practiced under a number of different charge or head nurses or unit leaders or managers. Some were excellent, others not so much. Leadership is another learned skill, one that can be enhanced with mentoring.
511
512
KIM LITWACK
The clinical environment changes rapidly, with new technologies, surgeries, and practice regulations, requiring someone to take the lead in developing new policies, protocols, and skills. In some settings, it is the registered nurse who became the ‘‘super-user’’ of the new electronic medical record who mentors others to become successful. Becoming a mentor ideally should not be a matter of ‘‘it’s your turn to take,’’ for example, the next new graduate. Some individuals are not comfortable in the role of mentor or preceptor and therefore should not be forced into that role. However, if this is a position expectation, mentorship of the new preceptor can help to develop mentorship skills, just as a mentor/preceptor helps a new graduate develop clinical skills. The same can be said for nurses new to the charge role. Selecting a mentor should not be a challenging experience, but may require that you step out of your comfort zone to ask. Begin by identifying someone who exemplifies the skill you wish to develop. By identifying the desired skill, you will be able to share your acknowledgment of that skill or expertise, while asking for mentorship to achieve your new goal. As an example, the conversation might go something like: ‘‘I know that you managed to complete your Masters’ degree while working full time and being a Mom. I am thinking of going back to school and would appreciate talking with you more about this, and hope that you could help me in my decision making about which school or program to apply to, and provide any suggestions possible about your ability to be successful while juggling so many things.’’
Or, ‘‘You are a terrific charge nurse and I have been tapped to orient to the charge nurse role. I would like you ask you to be my mentor in this, as you seem to have the skill set that I hope one day to have.’’ The golden rule of ‘‘Do unto others as you would have others do unto you’’ could be the mantra of mentorship. Note that it is written ‘‘as you wish’’ others, not ‘‘as others’’ did unto you. Mentorship benefits the mentee and the mentor. Both have the potential to grow from the relationship. The mentee needs to recognize that the mentor’s time is valuable and to treat it that way. Feedback should be viewed as a gift. The more you ask for and accept feedback, the faster you will learn and grow. Build trust with your mentor.3 Mentors need to recognize that volunteering to be a mentor, when appropriate, is a great way to recognize those who have been your mentor. ‘‘Paying it forward’’ by mentoring someone is the ultimate compliment, as you pass on your clinical expertise and experience. Working with the next group of students or new graduates, precepting the newest member to your unit, helping to mentor the next new change nurse, allows you to demonstrate not only your clinical skills and knowledge but also your willingness to help those next in line. Provide feedback that is specific and honest, not judgmental. Invest in your mentee’s success.3 Nursing has been called a ‘‘helping profession.’’ Mentorship is one way to help others to grow and develop as professionals. And as we give the gift of our knowledge and expertise to help others, we help ourselves.
References 1. College of Applied Health Sciences. AHS Faculty Mentoring Guide. Available at: http://ahs.illinois.edu/ mentoring. Accessed August 2, 2017. 2. World Health Organization. WHO recommendations for clinical mentoring to support scale-up of HIV care, antiretroviral therapy and prevention in resource-
constrained settings. Available at: http://www.who.int/hiv/ pub/guidelines/clinicalmentoring.pdf. Accessed August 2, 2017. 3. Lean In. 4 Things all mentors and mentees should know. Available at: https://leanin.org/tips/mentorship. Accessed August 2, 2017.