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There Is a Kindred Spirit Waiting for a Mentor!
PRESIDENT’S MESSAGE
There Is a Kindred Spirit Waiting for a Mentor! Michelle A. Beauchesne, President and Fellow, DNSc, RN, CPNP, FNAP, FAANP It has been a great honor to serve you as President of the National Association of Pediatric Nurse Practitioners (NAPNAP). I have enjoyed sharing my thoughts and vision with you through this scholarly venue. In each of my previous messages I have focused on one aspect of NAPNAP’s mission statement: leadership, practice, advocacy, education, and research. Now I would like to focus on mentoring, a subject that has been integral to my own mission throughout my career. Benner (2001), in the seminal work From Novice to Expert, discusses the importance of mentoring, which has led to the development of many changes in the workplace. Professional nursing organizations such as Sigma Theta Tau International and the American Academy of Nursing have identified the need to mentor new leaders, which has led to the creation of fellowships and internships. This past year, NAPNAP developed an exciting new Health Policy Internship for a doctoral student member who asked for this experience. Although there is increased recognition of the need to establish such mentoring opportunities, we still have work to do to create a strong culture of mentoring within the nursing profession. Nursing should fully develop a systematic mentoring network to ensure the success of future leaders. The concept of a mentor is said to have originated with Homer, who in The Odyssey tells the story of Telemachus, the son of Odysseus, and his coming of age under the tutelage of Mentor. However, it was not until the 17th century that the French writer Francois Conflicts of interest: None to report. J Pediatr Health Care. (2010) 24, 143-144. 0891-5245/$36.00 Copyright Q 2010 by the National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved. doi:10.1016/j.pedhc.2010.01.005
www.jpedhc.org
Fenelon developed the concept as we use it today. Fenelon, the tutor to Louis XIV’s grandson, the Duke of Burgundy and heir apparent to the French throne, wrote ‘‘Les Aventures de Telemaque,’’ a continuation of Homer’s The Odyssey that focused more on the relationship between Telemachus and Mentor as a way to prepare his charge for his future (Roberts, 1999). Mentoring, as evidenced from these works, is one of the oldest forms of persuasion and preparation to assume positions of leadership. Defining what mentoring actually encompasses is a challenging task. Bally (2007) asserts that the task is made even more difficult by the frequent use of interchanging terms. Mentor has become synonymous with teacher, guide, coach, cheerleader, advisor, advocate, role model, and other terms. In nursing, mentor often is used to describe a preceptor. Although a mentor may be at times all of these roles, a true mentor is much more than one defined role or even the sum of all these roles. Grossman (2007) defines mentoring as a dynamic and collaborative process. From this perspective, mentoring is viewed as a reciprocal and interactive relationship between at least two persons. It is fluid, two way, and responsive to the changing needs of the persons in the relationship. Conceptualizing mentoring as a relationship makes more sense than attempting to define a mentor in isolation. Mentoring may be accomplished through a formal or informal structure. It may occur on a one-on-one basis, but it also is possible to mentor a group or combine both approaches. In nurse practitioner (NP) education, mentoring often occurs one-on-one between a teacher and student or, more traditionally, within the preceptorstudent relationship (Beauchesne, 2005). Not all teachers or preceptors are successful mentors, even when they accomplish the goals of the experience. Yet, when there is a ‘‘successful’’ or ‘‘good’’ fit between the philosophy and style of the student and the preceptor, more students and preceptors often can accomplish May/June 2010
143
the many aspects of mentoring (Beauchesne & Howard, 1996; Burns, Beauchesne, Ryan-Krause, & Sawin, 2006). So what is a good fit? . a successful Hnatiuk (2009) ansmentoring wers this question relationship is built by identifying characteristics of both the on trust, openness mentor and mentee. to self-disclosure, She attests that a affirmation, and successful mentoring relationship is built on willingness and skill trust, openness to selfin giving and disclosure, affirmation, receiving feedback, and willingness and skill in giving and receiving both positive and feedback, both positive negative, to ensure and negative, to ensure that common that common needs and goals are met. These needs and goals aspects of a mentoring are met. relationship are essential, but I believe one more elusive quality exists. In the most successful mentoring relationships, the mentor and mentee form a bond, a connection of a sort. Hnatiuk (2009), in discussing a successful mentoring relationship, touches upon this element: ‘‘Mentoring fosters mentee competence through mutual respect, trust, and admiration. The mentor brings to the relationship knowledge and expertise. The mentee brings enthusiasm and a desire to learn. Through a common vision and purpose, they blend together their qualities and create a synergistic relationship which helps each rise to a level higher than either could do alone’’ (p. 16). Lucy Maud Montgomery describes this connection in her novels about Anne of Green Gables (1908). Anne Shirley is an orphan who spends her life in search of kindred spirits—people who feel like family to her, related not by blood, but bonded by common values, similar life views, and spirit. In my experience, mentoring works best if the mentor and mentee are such kindred spirits. I often have heard NAPNAP described in similar terms. When PNPs come to a NAPNAP meeting, they feel welcomed and comfortable. There is a climate of mutual empathy and understanding. A special bond exists between people who devote their lives to caring for children and families. NAPNAP members are good fits with each other and are kindred spirits. Mentoring possibilities abound! Grossman (2007) clearly articulates this phenomenon in regard to professional organizations when she notes that as a dynamic process, mentoring continues to evolve, so it becomes easier for important legacies and an organization’s values to be passed 144
Volume 24 Number 3
on to the next generation. She further suggests that a mentoring culture needs to permeate the nursing workforce so that there is a broader impact not only on individual nurses desiring mentoring but also on the organization and the nursing profession. Mentoring can be a powerful tool to help colleagues gain personal and professional skills. There is nothing professionally more fulfilling than knowing you have made a positive difference in someone’s life. For PNPs, that someone often is the child for whom we provide care; for teachers, it often is the students we teach. You can make a difference for so many of your peers and colleagues. Take the time to seek out a kindred spirit or two. You will discover you are better for the effort, and the circle of kindred spirits will grow and flourish. Remember the astonishment of Anne of Green Gables when she discovered, ‘‘Kindred spirits are not so scarce as I used to think. It’s splendid to find out there are so many of them in the world’’ (Montgomery, 1908, p. 223.) This year, I have been blessed by finding more than 7000 kindred spirits, and they all belong to NAPNAP. I continue to have high hopes that, as a profession, we will continue to develop a strong and vibrant culture of mentoring future leaders. Will you join me in this quest? I envision a future for nursing in which leaders will lead the way as fully recognized partners in the delivery of quality health care to all. In closing, I share these words by George Bernard Shaw (1921) that have guided my career—sometimes getting me in a bit of trouble along the way—but still helping me achieve my goals. ‘‘You see things; and you say, ÔWhy?Õ But I dream things that never were; and I say, ÔWhy not?Õ’’ REFERENCES Bally, J. (2007). The role of nursing leadership in creating a mentoring culture: Successful mentoring: The essential dimensions. Nursing Economics, 25(3), 143-148. Beauchesne, M. (2005). Mentoring: Implications for nursing education and professional development. In L. Raukhorst (Ed.), Mentoring: Ensuring the future of NP practice and education (pp. 75-81). Washington, DC: National Organization of Nurse Practitioner Faculties. Beauchesne, M., & Howard, E. (1996). An investigation of the preceptor as mentor. Nurse Practitioner, 21(3), 155-159. Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice. Upper Saddle River, NJ: Prentice-Hall. Burns, C., Beauchesne, M., Ryan-Krause, P., & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), 172-183. Grossman, S. C. (2007). Mentoring in nursing: A dynamic and collaborative process. New York, NY: Springer Publishing Company. Hnatiuk, C. N. (2009). Mentoring the stars: A program for volunteer board leaders (2nd ed.). Pitman, NJ: Anthony J. Janetti. Montgomery, L. M. (1908). Anne of Green Gables. New York, NY: Grosset and Dunlap. Roberts, A. (1999). The origins of the term mentor. History of Education Society Bulletin, 64, 313-329. Shaw, G. B. (1921). Back to Methuselah: A metabiological Pentateuch. New York, NY: Brentano’s.
Journal of Pediatric Health Care
There Is a Kindred Spirit Waiting for a Mentor! Michelle A. Beauchesne, President and Fellow, DNSc, RN, CPNP, FNAP, FAANP It has been a great honor to serve you as President of the National Association of Pediatric Nurse Practitioners (NAPNAP). I have enjoyed sharing my thoughts and vision with you through this scholarly venue. In each of my previous messages I have focused on one aspect of NAPNAP’s mission statement: leadership, practice, advocacy, education, and research. Now I would like to focus on mentoring, a subject that has been integral to my own mission throughout my career. Benner (2001), in the seminal work From Novice to Expert, discusses the importance of mentoring, which has led to the development of many changes in the workplace. Professional nursing organizations such as Sigma Theta Tau International and the American Academy of Nursing have identified the need to mentor new leaders, which has led to the creation of fellowships and internships. This past year, NAPNAP developed an exciting new Health Policy Internship for a doctoral student member who asked for this experience. Although there is increased recognition of the need to establish such mentoring opportunities, we still have work to do to create a strong culture of mentoring within the nursing profession. Nursing should fully develop a systematic mentoring network to ensure the success of future leaders. The concept of a mentor is said to have originated with Homer, who in The Odyssey tells the story of Telemachus, the son of Odysseus, and his coming of age under the tutelage of Mentor. However, it was not until the 17th century that the French writer Francois Conflicts of interest: None to report. J Pediatr Health Care. (2010) 24, 143-144. 0891-5245/$36.00 Copyright Q 2010 by the National Association of Pediatric Nurse Practitioners. Published by Elsevier Inc. All rights reserved. doi:10.1016/j.pedhc.2010.01.005
www.jpedhc.org
Fenelon developed the concept as we use it today. Fenelon, the tutor to Louis XIV’s grandson, the Duke of Burgundy and heir apparent to the French throne, wrote ‘‘Les Aventures de Telemaque,’’ a continuation of Homer’s The Odyssey that focused more on the relationship between Telemachus and Mentor as a way to prepare his charge for his future (Roberts, 1999). Mentoring, as evidenced from these works, is one of the oldest forms of persuasion and preparation to assume positions of leadership. Defining what mentoring actually encompasses is a challenging task. Bally (2007) asserts that the task is made even more difficult by the frequent use of interchanging terms. Mentor has become synonymous with teacher, guide, coach, cheerleader, advisor, advocate, role model, and other terms. In nursing, mentor often is used to describe a preceptor. Although a mentor may be at times all of these roles, a true mentor is much more than one defined role or even the sum of all these roles. Grossman (2007) defines mentoring as a dynamic and collaborative process. From this perspective, mentoring is viewed as a reciprocal and interactive relationship between at least two persons. It is fluid, two way, and responsive to the changing needs of the persons in the relationship. Conceptualizing mentoring as a relationship makes more sense than attempting to define a mentor in isolation. Mentoring may be accomplished through a formal or informal structure. It may occur on a one-on-one basis, but it also is possible to mentor a group or combine both approaches. In nurse practitioner (NP) education, mentoring often occurs one-on-one between a teacher and student or, more traditionally, within the preceptorstudent relationship (Beauchesne, 2005). Not all teachers or preceptors are successful mentors, even when they accomplish the goals of the experience. Yet, when there is a ‘‘successful’’ or ‘‘good’’ fit between the philosophy and style of the student and the preceptor, more students and preceptors often can accomplish May/June 2010
143
the many aspects of mentoring (Beauchesne & Howard, 1996; Burns, Beauchesne, Ryan-Krause, & Sawin, 2006). So what is a good fit? . a successful Hnatiuk (2009) ansmentoring wers this question relationship is built by identifying characteristics of both the on trust, openness mentor and mentee. to self-disclosure, She attests that a affirmation, and successful mentoring relationship is built on willingness and skill trust, openness to selfin giving and disclosure, affirmation, receiving feedback, and willingness and skill in giving and receiving both positive and feedback, both positive negative, to ensure and negative, to ensure that common that common needs and goals are met. These needs and goals aspects of a mentoring are met. relationship are essential, but I believe one more elusive quality exists. In the most successful mentoring relationships, the mentor and mentee form a bond, a connection of a sort. Hnatiuk (2009), in discussing a successful mentoring relationship, touches upon this element: ‘‘Mentoring fosters mentee competence through mutual respect, trust, and admiration. The mentor brings to the relationship knowledge and expertise. The mentee brings enthusiasm and a desire to learn. Through a common vision and purpose, they blend together their qualities and create a synergistic relationship which helps each rise to a level higher than either could do alone’’ (p. 16). Lucy Maud Montgomery describes this connection in her novels about Anne of Green Gables (1908). Anne Shirley is an orphan who spends her life in search of kindred spirits—people who feel like family to her, related not by blood, but bonded by common values, similar life views, and spirit. In my experience, mentoring works best if the mentor and mentee are such kindred spirits. I often have heard NAPNAP described in similar terms. When PNPs come to a NAPNAP meeting, they feel welcomed and comfortable. There is a climate of mutual empathy and understanding. A special bond exists between people who devote their lives to caring for children and families. NAPNAP members are good fits with each other and are kindred spirits. Mentoring possibilities abound! Grossman (2007) clearly articulates this phenomenon in regard to professional organizations when she notes that as a dynamic process, mentoring continues to evolve, so it becomes easier for important legacies and an organization’s values to be passed 144
Volume 24 Number 3
on to the next generation. She further suggests that a mentoring culture needs to permeate the nursing workforce so that there is a broader impact not only on individual nurses desiring mentoring but also on the organization and the nursing profession. Mentoring can be a powerful tool to help colleagues gain personal and professional skills. There is nothing professionally more fulfilling than knowing you have made a positive difference in someone’s life. For PNPs, that someone often is the child for whom we provide care; for teachers, it often is the students we teach. You can make a difference for so many of your peers and colleagues. Take the time to seek out a kindred spirit or two. You will discover you are better for the effort, and the circle of kindred spirits will grow and flourish. Remember the astonishment of Anne of Green Gables when she discovered, ‘‘Kindred spirits are not so scarce as I used to think. It’s splendid to find out there are so many of them in the world’’ (Montgomery, 1908, p. 223.) This year, I have been blessed by finding more than 7000 kindred spirits, and they all belong to NAPNAP. I continue to have high hopes that, as a profession, we will continue to develop a strong and vibrant culture of mentoring future leaders. Will you join me in this quest? I envision a future for nursing in which leaders will lead the way as fully recognized partners in the delivery of quality health care to all. In closing, I share these words by George Bernard Shaw (1921) that have guided my career—sometimes getting me in a bit of trouble along the way—but still helping me achieve my goals. ‘‘You see things; and you say, ÔWhy?Õ But I dream things that never were; and I say, ÔWhy not?Õ’’ REFERENCES Bally, J. (2007). The role of nursing leadership in creating a mentoring culture: Successful mentoring: The essential dimensions. Nursing Economics, 25(3), 143-148. Beauchesne, M. (2005). Mentoring: Implications for nursing education and professional development. In L. Raukhorst (Ed.), Mentoring: Ensuring the future of NP practice and education (pp. 75-81). Washington, DC: National Organization of Nurse Practitioner Faculties. Beauchesne, M., & Howard, E. (1996). An investigation of the preceptor as mentor. Nurse Practitioner, 21(3), 155-159. Benner, P. E. (2001). From novice to expert: Excellence and power in clinical nursing practice. Upper Saddle River, NJ: Prentice-Hall. Burns, C., Beauchesne, M., Ryan-Krause, P., & Sawin, K. (2006). Mastering the preceptor role: Challenges of clinical teaching. Journal of Pediatric Health Care, 20(3), 172-183. Grossman, S. C. (2007). Mentoring in nursing: A dynamic and collaborative process. New York, NY: Springer Publishing Company. Hnatiuk, C. N. (2009). Mentoring the stars: A program for volunteer board leaders (2nd ed.). Pitman, NJ: Anthony J. Janetti. Montgomery, L. M. (1908). Anne of Green Gables. New York, NY: Grosset and Dunlap. Roberts, A. (1999). The origins of the term mentor. History of Education Society Bulletin, 64, 313-329. Shaw, G. B. (1921). Back to Methuselah: A metabiological Pentateuch. New York, NY: Brentano’s.
Journal of Pediatric Health Care