session 9 mentorship.pptx. Leadership in paediatric nursing

College of Education
School of Continuing and Distance Education
2014/2015 – 2016/2017
NURS 401:LEADERSHIP AND
MANAGEMENT IN PAEDIATRIC
NURSING
Session 9 – Mentorship in Paediatric Nursing
Lecturers: Ernestina Asiedua, University of Ghana School of Nursing
Contact Information: easiedua@ug.edu.gh/ tinap158@yahoo.co.uk

Mentorship
ERNESTINA ASIEDUA, UG-SON Slide 2

Session Overview
• Mentorship occurs in all sphere of nursing practice within
persons with diverse levels of nursing knowledge, skill and
experience.
More nurses benefit from a mentoring relationship as it supports;
• professional socialization
• fosters a professional and safe work environment
• supports professional growth
• increases job satisfaction
• improves recruitment and retention
• supports nurses to provide safe, competent, and ethical care

Session Overview
• Mentorship is about helping a person where they are
and giving them the necessary tool to grow.
• Mentorship is useful in nursing since its helps new
nurses enter the field and gives experienced nurses
chance to showcase and share their professional
knowledge
• Mentorship could be causal or formal
• The process works best when it is intentional

Session Overview
• It is not just for novices
• Mentorship should not be a one-way street, a healthy
mentorship must help both the mentee and the mentor
• Mentors are acknowledged for their skills, expertise and
wisdom while expanding their clinical abilities
• Mentees benefit from networking, shared wisdom, new
ideas and professional issues.

Session Aims and Objectives
At the end of the session students will be able to:
• Outline the principles of mentoring in nursing
• Discuss the elements of mentorship
• Examine the contextual issues in mentorship

Session Outline
Topic one: Principles of Mentorship
Topic two: Element of Mentorship
Topic three :Contextual issues

Topic one; Principles of
Mentorship

Introduction
• Mentoring connection is built on trust and is confidential.
• With experiences and expertise, mentors can help the mentee
determine what steps to take and appropriate resources.
• Mentors do not solve problems ,however support mentees in
their problem solving process.
• Mentors may not have all answers
i. Mentors may give advice
ii. It’s up to the mentee to consider the advice
iii. Decide to act or not
iv. If you don’t have the answers, do you know who might?
v. Always providing the answer does not help the mentee

Defining Mentorship
• Mentoring, either spontaneous or
planned, is an interaction between
experienced and less-experienced
persons for attaining professional
growth (Sheridan, Murdoch, &
Harder, 2015)

Defining Mentorship
• The American Association of
Colleges of Nursing (ANCC)
defines mentoring as:
• "A formalized process whereby
a more knowledgeable and
experienced person actuates a
supportive role of overseeing
and encouraging reflection and
learning within a less
experienced and
knowledgeable person, so as to
facilitate that person's career
and personal development.“
• A voluntary, mutually beneficial and
usually long-term professional
relationship.
• In this relationship one person is an
experienced and knowledgeable
leader (mentor) Who supports the
maturation of a less experienced
person (mentee).
(Canadian Nurses Association, 2004 )

Characteristics of a Nurse Mentor
• Trustworthy
• Reliable
• Encouraging
• A great listener
• A guide to your career goals
• Available

Benefits of Mentorship
• Clinical care support
• Psychological and emotional support
• Academic advice
• Career development
• Nurse leadership opportunities
• Improve job satisfaction
• Promote professional growth and development
• Decrease turnover
• Increase cost-effectiveness

Forms of Mentorship
Formal mentorship
• Organizations structure formal mentoring and
support with activities
• Formal mentorship requires clear goal setting,
long-term commitment, a specific hierarchical
relationship between mentor and mentee, and a
specific medium for interaction

Forms of Mentorship
characteristics of formal Mentorship
• programme objectives
• selection of participants
• matching of mentors and mentees
• training for mentors and mentees
• guidelines for frequency of meeting, and
• a goal-setting process
(Wanberg, Welsh, and Hezle (2003) )

Forms of Mentorship
Informal mentorship
• informal mentoring refers to a relationship developed
spontaneously between the involved parties
• informal mentors share their knowledge and experience
with the mentees, build and keep warm or trusting
relationships, and encourage mentees’ viewpoints

Characteristics of Successful Mentorship
• The duration of mentoring
• Type of mentor
• The mentee-mentor relationship

Types of Mentorship
• Traditional One-to-One Mentoring
• Group mentoring
• Team mentoring
• Peer mentoring
• E-mentoring (also known as online mentoring,
or tele-mentoring).

Successful Actions of a Mentor
• Listens
• Provides constructive feedback
• Develops a personal relationship
• Supports and challenges the mentee
• Designates time for the mentee

Principles of Mentoring
• Focus on the needs of the mentee
• Demonstrate perseverance
• Mentors must give of themselves
• Align passion and work
• Model character

Barriers to Mentorship
• Cultural difference or miscommunication
• Unable to maintain the relationship
• Lack of preparedness
• Career changes
• Mentee feels unsupported
• Lack of desirable skills(Mentee)

Phases of Mentorship
• Initiation
• Negotiation
• Growth
• Closure

Models of Mentorship
• There are several models for mentorship which
includes classic mentoring, apprentice model,
collaboration etc

Classic Mentoring
• Evolves and grows between two individuals over a long
period of time.
• Lasts for 2–15 years gives professional and emotional
support for both individuals.
• Classic mentoring allows an informal link between two
people who are willing to work with each other and
provide prudent advice with no financial gain on either side

Apprentice model

Collaboration
MENTOR MENTEE

Communicating as a Mentor
• Regular contact is essential
• Set clear expectations early
• Ask open-ended questions
• Maintain open lines of communication
• Utilize active listening
• Be vigilant of body language.
APhA and NACDS Available at: http://www.therapeuticresearch.com/ce/documents/custom/apha_nacds.pdf
University of Pittsburg Institute for Clinical Research Education. Available at: http://www.icre.pitt.edu/mentoring/effective

Preceptorship

Definitions
• An experienced, actively practicing health professional
who provides structured opportunities for students to
gain experience in a clinical setting such as a health
centre or hospital
• A Leader who facilitates learning within the context of
the clinical setting
• An experienced and competent staff nurses who may
have received formal training to function in this capacity
,who serve as role models and resource people to newly
employed staff nurses, students, or new graduate
(JHPIEGO, 2013)

Preceptorship
• A structured, supportive period of transition from learning to
applying a complex skill (e.g., nursing) that requires a long and
rigourous period of education
• A specified period of time in which two people (a nurse with a
student nurse or an experienced nurse with a new graduate) work
together so that the less experienced person can learn and apply
knowledge and skills in the practice setting with the help of the more
experienced person.
Mosby's Medical Dictionary, (2009).
(Segen's Medical Dictionary, 2012).

Terminologies
• MENTOR : Someone who provides an enabling relationship that
facilitates another’s personal growth and development.
• COACHING - an intensive usually one- on-one interaction
between the trainer and the participant to develop the motor
and problem solving skills, positive attitudes, and specific
knowledge required to reach an agreed- upon standard of
competency
• PRECEPTING - a specialised type of teaching in which the
preceptor commits not only to reinforcing the students
knowledge but also to introducing the students to the tenets of
the profession
• MODELLING - The process of demonstrating the desired
behaviour

The goal of Preceptorship
• To enable students to achieve competence and
confidence in applying new knowledge and skills in a
supervised setting
• To create a positive learning climate

Agents of preceptorship
Developed by Beatrice Williams, NMTC Kumasi. Adapted by JHPIEGO with permission.

When is a Preceptor Needed?
• As learners move from one clinical placement area to
the other
• New staff move from novice to expert levels
• Staff transition to a new area of practice

Who Qualifies to be a Preceptor?
• Three to five years of clinical practice
• Having a professional approach to work
• Understands preceptor role and responsibilities
• Willingness to learn (updates)
• Potential to serve as a strong role model for students
• willingness to assist each student in achieving mastery of all
key skills
• Recognized proficiency in clinical and counselling skills
(JHPIEGO,2013)

Preparation to be a Preceptor
• A comprehensive theory based education related to adult
learning
• Interpersonal and competency assessment skills
• Effective communication, feedback
• Coaching
• Critical thinking
• Reflective practice
• Conflict management
www.camrt.ca/wp-content/uploads/2014/12/PreceptorGuidelines.pd

The role of a Preceptor in Clinical Areas
• Teacher
• Mentor
• Advocate
• Supporter
• Facilitator
• Role model
• Resource person

Qualities of a Preceptor
• Willingness/ skills to teach a learner
• Ability to provide feedback effectively
• Experience in providing clinical teaching with students or
new staff
• Have demonstrated proficiency in the following
-knowledge of facility’s policies and procedures
-clinical skills necessary for practice
-communication/interpersonal skills
• Demonstrate leadership
www.camrt.ca/wp-content/uploads/2014/12/PreceptorGuidelines.pd

Qualities of a Preceptor
• Sensitivity to the learning needs of student nurses
• Decision-making and problem-solving skills
• Positive professional attitude
• Use resources safely, effectively and appropriately

The Precepting Process
• Participate in identification of learning needs of the nursing
student
• Set clear goals with the student in collaboration with the
faculty and curriculum
• Plan learning experiences and assignments to help the student
meet weekly professional and clinical goals
• Provide patient care in accordance with established, evidence-
based nursing practice standards
• Fulfil nursing duties according to hospital and unit policies and
procedures
• Maintain mature and effective working relationships with
other health care team members
.

The Precepting Process
• Demonstrate leadership skills in problem solving, decision
making, priority setting, delegation of responsibility and in being
accountable
• Facilitate the student's professional socialization into the new
role and with a new staff
• Provide the student with feedback on his/her progress
• Consult with the clinical faculty liaison as necessary
• Participate in educational activities to promote continued
learning and professional growth
• Participate in on-going evaluation of the program
onlinenursing.wilkes.edu/nurse-preceptor-vital-role

Activities of a preceptor
• Makes instructions clear and specific to learner
• Demonstrates consistent behaviours and responses that do
not confuse the learner
• Accessible, does not intimidate learners
• Builds through positive experiences

How Can Preceptors Facilitate Learning Activities
• Demonstrating nursing actions
• Role-modelling professional interactions
• Designing learning experiences and patient care assignments
• Assessing the student’s readiness for assignments
• Giving feedback on performance
• Communicate clear expectations
• Connect information to broader concepts
• Answer questions clearly
• Explain the basis for actions and decisions
• Give appropriate responsibility to the novice nurse
• Be open to conflicting opinions

Facilitating Learning Activities
• Avoid competitive performance judgment
• Procure resources and able to navigate the clinical setting
• Encourages learners to self evaluate, and ask questions
• Approaches learner with sensitivity, helping rather than
corrective manner

Factors that may Negatively Influence the
Experience of the Learner
• Having multiple preceptors
• Lack of proper assessment of learner learning needs
and style of learning
• Poor match of preceptor and learner
• Incongruent expectations of roles and responsibilities

Factors that may Negatively Influence
Preceptorship
• Poor documentation of learner’s progress
• Difficulty in accurately evaluating performance
• Moving through experiences too quickly
• Assignments that are too difficult
• Inadequate theoretical knowledge
• Poor socialisation

Benefits of Preceptorship
• It is a highly valued leadership role
• Increases job satisfaction
• Influences practice
• Enhances professional development of teaching skills
• Offers recognition for professional contributions
• Personnel development and self fulfilment
• The precept experience gives both preceptor and
student a chance to learn new skills.

Benefits for the Learner
• Feels supported
• Has a consistent knowledge
resource
• Is well socialised into the team
• Feels engaged in the
organisation
• Understands the unwritten
rules and norms
• Applies theory into practice
• Transitions easier into the new
role
• Develops confidence in clinical
skills
• improves quality of patient care and
outcomes
• Develops lasting relationships
• Attain positive professional attitudes,
behaviours and skills
• Increase psychomotor,
communication, problem solving
skills, assertiveness, and confidence
• Decrease stress and anxiety through a
supportive teaching and learning
environment
www.camrt.ca
(Usher,Rserser & Tollefson , 1999

Mentorship and Preceptorship
Mentor
• Usually not formal
• Unstipulated length of time
• Proximity does not matter, relationship
could be across continents
Preceptor
• A formal agreement between or
among individuals
• It is a time-limited apprenticeship.
• It is a relationship constructed to link
seasoned, experienced nurses
(preceptors) with students or newly
qualified graduates
• Both parties need to be physically
present

Topic Two: Element of Mentorship

Introduction
• Incorporating all the Elements of Effective Practice is
the way to ensure that you build a high-quality
mentoring program.

Elements of Mentorship
Program Design and Planning.
• This is the first and the key element in building your
programme because the design is the blueprint you will
follow to carry out all other aspects of the program.
Program Management.
• A well-managed program promotes ;
• accuracy and efficiency
• establishes credibility
• enables you to gauge progress effectively and identify
areas that need improvement

Elements of mentorship
Program Operations.
• Efficient, consistent everyday operations are vital to the
success of any mentoring program.
Program Evaluation.
• Ongoing quality improvement is a feature of effective
mentoring programmes.
• How well you serve mentee depends on how accurately
you assess your program’s success and identify areas
that need improvement.

Topic three: Contextual issues

Introduction
• Mentoring programmes are ordinary, yet little is known
about the situations in which they operate.
• Context can be defined as the “circumstances or events that
form the environment within which something exists or
takes place” (Poland et al., 2006).
• Context can be seen to include and refer to “anything
external to the intervention” (Moore et al., 2015), which
might include the social, political and/or organisational
setting in which an intervention is developed, delivered or
evaluated (Rychetnik et al 2002b).

Introduction
• Personal relationships are shaped by the environment in which
they are set
• All partners in the relationship bring with them contextual
understandings, beliefs and perceptions that influence the
relationship.
• Every relationship is also the context for other relationships.
• Context is influenced by cultures and subcultures, organisational
mores, socio-economic conditions, the physical environments of
home and work, historical and generational effects, social and
peer associations, political and religious beliefs, etc.

Introduction
• Understanding the context is necessary with regard to
complex interventions as these interact with the context in
which they find themselves in.
• Contextual factors can influence whether or not an
intervention is effective.
• Mentors’ ability to promote learning is not only a matter
of their competence and knowledge but is also influenced
by contextual factors of their practice

Importance of a Context
Understanding a context of an intervention is crucial for:
• Understanding the intervention’s possible reach, efficacy,
adoption, implementation and maintenance
• Determining the underlying mechanisms and key
intervention components by which an intervention is
assumed to work or lead to a change
• Aiding the judgement about internal and external validity of
an intervention .

Activity
• Are both mentor and preceptor needed at the clinical setting?
Discuss
• Face-to-face and virtual mentorship, which one is more
effective?
• What are the challenges of mentorship?

References
• Nurse Preceptor: Role, Responsibilities and Training | Wilkes Nursing ...
• American Association of Colleges of Nursing Clinical Nurse Leadership
Implementation Task Force Clinical Nurse Leader (CNL) Preceptor
Guidelines April 2006
• Usher K, Nolan C, Reser P, Owens J, Tollefson J. An exploration of the
preceptor role: preceptors’ perceptions of benefits, rewards, supports and
commitment to the preceptor role. Journal of Advanced Nursing 1999; 29:
506-514.
• Heffernan, Heffernan, Brosnan, & Brown, (2009). Evaluating a preceptorship
programme in South West Ireland: Perceptions of preceptors and
undergraduate students (Journal of Nursing Management, vol. 17, pp. 539-
549).

References
• American Association of Colleges of Nursing. (2004). End of Program
Competencies for the Clinical Nurse Leader. Accessed at
http://www.aacn.nche.edu/CNL/partnershipresources.htm.
•
• American Association of Colleges of Nursing. (2004). Working Paper
on the Clinical Nurse Leader Role. Accessed at
http://www.aacn.nche.edu/Publications/docs/CNL6-04.DOC
• JHPIEGO (2013).Reference Manual for Preceptorship in Midwifery
Education

References
• Heide Busse H,Campbell R, Kipping R(2018) Examining the wider context
of formal youth mentoring programme development, delivery and
maintenance: A qualitative study with mentoring managers and experts
in the United Kingdom. Children and Youth Services Review
doi:10.1016/j.childyouth.2018.10.028
• Poland, B., Frohlich, K., Haines, R. J., Mykhalovskiy, E., Rock, M., &
Sparks, R. (2006). The social context of smoking: the next frontier in
tobacco control? Tobacco control, 59-63.

References
• Moore, G. F., Audrey, S., Barker, M., Bond, L., Bonell, C., Hardeman, W., .
. . Wight, D. (2015). Process evaluation of complex interventions:
Medical Research Council guidance. BMJ, 350
• Rychetnik, L., Frommer, M., Hawe, P., & Shiell, A. (2002b). Criteria for
evaluating evidence on public health interventions. Journal of
epidemiology and community health, 56(2), 119-127.

References
• College and Association of Registered Nurses of Alberta
(2019) Mentoring Practice Advice Edmonton, AB: Author.
• (Morton-Cooper & Palmer 1993), Mentoring and
Preceptorship: a guide to support roles in clinical
practice, published Blackwell Science.
• Segen's Medical Dictionary. © 2012 Farlex, Inc. All rights
reserved
• Mosby's Medical Dictionary, 9th edition. © 2009,
Elsevier.
• Effective Preceptorship – A Guide to Best Practice
retrieved from www.camrt.ca

References
• ANARADO A. Mentoring in nursing practice. Global Research Nurses
Skills sharing research workshop for Research nurses
• MENTOR/National Mentoring Partnership(2005)How to Build A
Successful Mentoring Program Using the Elements of Effective Practice:
a step-by-step tool kit for program managers. Online version of the tool
www.mentoring.org/eeptoolkit

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