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Mentors Facilitating The Success Of Disadvantaged Students


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Mentors Facilitating The Success Of Disadvantaged Students

  1. 2. Presentation Objectives <ul><li>Describe the development of a student mentoring program </li></ul><ul><li>Discuss faculty preparation for the role of faculty mentor </li></ul><ul><li>Discuss the stages of development of the mentoring program </li></ul><ul><li>Discuss methods used to evaluate the mentoring program. </li></ul>
  2. 3. Background/Need <ul><li>CSU has approximately 5700 students </li></ul><ul><li>Department of Nursing with 250 students </li></ul><ul><li>53% of nursing students from diverse backgrounds </li></ul><ul><li>20% nursing students speak English as a second language </li></ul>
  3. 4. Background/Need <ul><li>2004 U.S. News & World Report ranking of colleges identified CCSU as having the most diverse student population among comprehensive baccalaureate-level colleges and universities in the Southeastern United States other than Historically Black Colleges & Universities. </li></ul><ul><li>Traditional faculty </li></ul>
  4. 5. Initial Study <ul><li>Sanner’s observations of ESL students </li></ul><ul><li>International students’ concerns </li></ul><ul><li>Faculty assumptions </li></ul><ul><li>Qualitative study, guided interviews </li></ul><ul><ul><li>Major themes: </li></ul></ul><ul><ul><ul><li>Social isolation </li></ul></ul></ul><ul><ul><ul><li>Resolved attitudes </li></ul></ul></ul><ul><ul><ul><li>Persistence despite obstacles </li></ul></ul></ul>
  5. 6. Cultural Competence Workshop <ul><li>Josepha Campinha-Bacote faculty workshop: Cultural Competence in Nursing Education: Theory and Application </li></ul><ul><li>Pretest of Cultural Competence Scale given </li></ul><ul><li>Model provided: </li></ul><ul><li>Cultural Awareness </li></ul><ul><li>Cultural Knowledge </li></ul>
  6. 7. <ul><li>Model provided (continued) </li></ul><ul><li>Cultural Skill </li></ul><ul><li>Cultural Encounters </li></ul><ul><li>Cultural Desire </li></ul><ul><li>Faculty began working with individual </li></ul><ul><li>students who were: </li></ul><ul><li>self identified </li></ul><ul><li>faculty identified </li></ul><ul><li>Admission & Progression Committee identified </li></ul>
  7. 8. Review of the Literature <ul><li>Kram (1985): </li></ul><ul><li>… mentoring involves guiding, supporting, and counseling individuals as they find their way into the world. Mentoring is associated with a variety of activities, including role modeling, job shadowing, providing personal, academic, and career advice as well as networking… </li></ul>
  8. 9. Review of Literature <ul><li>Holtz & Wilson (1992): </li></ul><ul><li>…encouraged faculty to develop a rapport with students to assist them in feeling more valued, independent, and successful in the nursing program. </li></ul>
  9. 10. Review of Literature <ul><li>Mertz (2001): </li></ul><ul><li>…central to mentoring is the high degree of trust and involvement that must be established between the mentor and mentee for it to be effective. </li></ul>
  10. 11. Review of Literature <ul><li>Whelley (2003): </li></ul><ul><li>… the mentoring relationship requires personal involvement, time commitment, and the opportunity to share information with the student as well as time for the mentee to express himself or herself. </li></ul>
  11. 12. Developing the Role of Faculty Mentor <ul><li>In preparation for the mentoring developments sessions, faculty completed a survey </li></ul><ul><li>Dr. Ora Strickland, a nationally known speaker provided consultation </li></ul><ul><li>She provided two separate workshops for faculty </li></ul>
  12. 13. Mentoring Survey <ul><li>A five item qualitative survey was designed to illicit faculty members’ perceptions of mentoring. </li></ul><ul><li>1. Identify the components you think should be in an ideal faculty mentor/student mentee program in our department. </li></ul><ul><li>2. How much time do you think the mentor should spend with the mentee each month? </li></ul>
  13. 14. Mentoring Survey <ul><li>3. How many mentees do you think one faculty mentor can have in a semester? </li></ul><ul><li>4. Do you think a booklet would be helpful that describes mentoring and the roles and responsibilities of the faculty mentor and the student mentee? </li></ul><ul><li>5. Do you think students should be able to interview faculty and have input into their mentor or do you think students should be assigned to faculty by the project team? </li></ul>
  14. 15. Results of Faculty Surveys <ul><li>Faculty described mentoring as relationship building, coaching, tutoring (or finding someone to help student with problems), supporting/caring, referring for help with study skills/test taking skills/time management skills/stress management skills </li></ul><ul><li>Ideal to meet from 1-6 hours a month </li></ul>
  15. 16. <ul><li>1-4 mentees per faculty was desired </li></ul><ul><li>An information sheet on mentoring would be helpful </li></ul><ul><li>Student/faculty interview- it has to “click” to be successful </li></ul><ul><li>Students should be allowed input to see if they will gel with mentor </li></ul><ul><li>Assigned, however, student has the option to change to another faculty mentor if they want </li></ul>Results of Faculty Surveys
  16. 17. Mentoring Workshop <ul><li>Ora Strickland </li></ul><ul><li>Defined mentor </li></ul><ul><li>Characteristics of a good mentor </li></ul><ul><li>Characteristics of a good mentee </li></ul><ul><li>Integration of Covey’s Seven Habits of Highly Effective People into the mentoring experience. </li></ul>
  17. 18. Mentor <ul><li>Derived from the writings of Homer in The Odyssey </li></ul><ul><li>Master, supporter, friend, guide, teacher, parent, coach and confident (Smith, McAllister & Crawford, 2001). </li></ul><ul><li>In nursing, a process of teaching and learning that takes place between two nurses positioned at different levels, ages,personalities and credentials (Stewart & Krueger, 1996). </li></ul>
  18. 19. Mentoring Workshop <ul><li>Being a good mentor involves being effective as a person and a leader </li></ul><ul><li>Mentors can uses Stephen Covey’s Seven Habit’s of Highly Effective People as a framework for mentoring, leadership and self growth. </li></ul>
  19. 20. The Seven Habits of Highly Effective People <ul><li>Be proactive </li></ul><ul><li>Begin with the End in Mind </li></ul><ul><li>Put First things First </li></ul><ul><li>Think Win </li></ul><ul><li>Seek first to understand, then to be understood </li></ul><ul><li>Synergize </li></ul><ul><li>Sharpen the Saw </li></ul><ul><li>Adapted from November, 2002 Mentoring Workshop for CCSU faculty by Ora Strickland. </li></ul>
  20. 21. Student Mentoring Contract <ul><li>Meet weekly with mentor </li></ul><ul><li>Identify personal academic strengths and limitations </li></ul><ul><li>Set up individualized study plan with Mentor’s assistance </li></ul><ul><li>Complete suggested remedial materials </li></ul><ul><li>Advise mentor of any failed tests and plan to improve within 1 week of failure </li></ul>
  21. 23. Faculty Mentoring Contract <ul><li>Meet weekly with each mentee </li></ul><ul><li>Identify personal academic strengths and limitations for each mentee </li></ul><ul><li>Set up individualized study plan </li></ul><ul><li>Maintain a weekly log and note actual time and activity with each mentee </li></ul><ul><li>Meet with each mentee reporting failed tests within one week to develop study strategies to improve test taking </li></ul>
  22. 25. Mentor and Mentee Activities <ul><li>Structured meetings: </li></ul><ul><ul><li>Weekly meetings to discuss academic performance. </li></ul></ul><ul><ul><li>Mentee reported any failed tests or quizzes to the faculty mentor. </li></ul></ul><ul><ul><li>Reviewed content and test-taking strategies </li></ul></ul><ul><li>Unstructured Activities: </li></ul><ul><ul><li>Faculty mentors were available for informal interactions with students </li></ul></ul>
  23. 26. Examples of Activities <ul><li>Mentors had an opportunity to role-model professional nursing </li></ul><ul><li>Mentors shared knowledge of nursing </li></ul><ul><li>Mentors reviewed subject content </li></ul><ul><li>Mentors provided guidance if a student had a conflict with another faculty </li></ul><ul><li>Mentors were encouragers – provided references for mentees </li></ul>
  24. 27. Examples of Activities <ul><li>Mentees had an opportunity to verbalize school and personal concerns </li></ul><ul><li>Mentees had the opportunity to learn about the opportunities in nursing </li></ul><ul><li>Mentees received one-to-one or group tutoring </li></ul><ul><li>Mentees received guidance about education and career advancement </li></ul><ul><li>Mentees received letters of reference for scholarships if appropriate </li></ul>
  25. 28. Documentation <ul><li>Weekly progress forms completed by faculty </li></ul><ul><li>Student journals and goals </li></ul><ul><li>Final mentoring report that provides a profile of the student </li></ul>
  26. 32. Measuring the Success of the Mentoring Program <ul><li>Improved ERI test scores </li></ul><ul><li>Exit exam passed on first attempt </li></ul><ul><li>N-CLEX passed on first attempt </li></ul>
  27. 33. Recommendations for Nursing Programs <ul><li>Prepare faculty and students for their respective roles in the mentoring process. </li></ul><ul><li>Encourage mentees to participate in the selection of their own faculty mentors. </li></ul><ul><li>Establish a contract as a way to ensure accountability of the mentor and mentee. </li></ul>
  28. 34. Support for Project <ul><li>This project was supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number 5D19HP40434-02, and title, Preparing the Next Generation of Nurses for $890,000. over three years. The information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any official endorsement be inferred by, the DN, BHPr, HRSA, DHHS, or the U.S. Government. </li></ul>
  29. 35. Thank You! Any Questions?