The Use of Evidence to Develop,
Implement and Improve a
Mentoring Program
Presentation to 12th Annual ONE NJ Research Day
Conference “Mentoring and Developing Future Nurse
Leaders – What is the Evidence?”
June 13, 2014
Report Presented by: Maria Brennan, DNP, RN, CPHQ
Title of Presenter: VP/CNO, Patient Care Services
Objectives
• Describe the process used to develop and implement a mentoring
program for ONE NJ:
– Through the ONE NJ strategic planning process a mentoring program was
developed and implemented.
– Three cohorts were launched and completed.
• Summarize How:
– Qualitative research was used to improve the ONE/NJ Mentoring Program,
areas for improvement were identified and strategies were implemented to
improve the program.
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Definitions of Mentoring
•
According to Webster’s New World Dictionary a mentor is defined as a loyal friend
and advisor.
•
Mentoring dates back to ancient Greece. In Greek Mythology Mentor was the
teacher of Odysseus’ son Telemachus, he was described as a wise loyal advisor or
teacher.
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Mentoring
•
The root of the word Mentor, men means to remember, think or counsel.
•
A Mentor has been described as a trusted counselor.
•
According to Roget’s Thesaurus a Mentor is one who makes ready or prepares.
Other terms associated with Mentoring are: counselor, instructor, advisor, teacher,
educator, masker, thinker, lover of wisdom, man of intellect, person of knowing
and understanding.
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Mentoring
• The classic nursing definition of Mentoring is by Bowen (1985).
– “mentoring occurs when a senior person (the mentor) in terms of age and experience
undertakes to provide information, advise and give emotional support for the junior
person (the protégé)
–
in a relationship lasting over an extended period of time and marked by substantial
emotional commitment by both partners” (p. 31).
– If the opportunity presents itself, the mentor also uses both formal and informal forms
of influences to further the career of the protégé (Bowen, 1985).
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Mentoring
•
Another nursing leader Yoder accepted Bowen’s definition of Mentorship but
expands on the critical attributes of the concept. According to Yoder (1990) there
are six critical attributes to the mentoring process:
1)
2)
3)
4)
5)
6)
A teaching and learning process
A reciprocal role
A career development relationship
A knowledge or competence differential between participants
A duration of several years
A resonating phenomenon
Within the program we created for ONE/NJ all six attributes were taken into
consideration in the development of the program.
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Mentoring
•
There is a lot of research that supports the value of Mentoring.
•
There is a classical study on Mentoring among men and women in managerial,
professional and technical positions by George F. Dreher, Department of
Management Indiana University and Ronald A. Ash from the School of Business at
the University of Kansas.
•
Their study was published in the Journal of Applied Psychology (1990), Vol. 75, No.
5, 539-546.
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Mentoring
• The sample size was 147 women and 173 men participated in the study.
• They provided information on their:
–
–
–
–
–
–
Backgrounds
Companies
Positions
Mentoring practices
Compensation
Compensation satisfaction
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Mentoring
•
Individuals experiencing extensive mentoring relationships reported receiving
more promotions, higher incomes, and were more satisfied with their pay and
benefits than individuals experiencing less extensive mentoring relationships.
•
The tool used was an 18 questions Mentoring Scale. The only gender difference
was that women felt their mentors demonstrated more empathy than the men
and this was significant at the .05 level.
•
Also the difference in salary was statistically significant. There was a $12,227
income difference between women and men. Also, the women in the study were
more educated than the men and were more likely to be single.
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Mentoring
•
Carriere, Muise, Cummings and Newburn-Cook from the University of Alberta in
Edmonton, Canada conducted an Integrative Review of Healthcare Succession
Planning that was published in JONA, 2009.
•
1,419 titles and abstracts were reviewed.
•
122 articles met inclusion criteria.
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Mentoring
•
From the articles 8 common strategies were identified using a qualitative content
analysis.
•
The 8 strategies were:
–
–
–
–
–
–
–
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Strategic planning
Identifying desired skills and need
Identifying key positions
Decting possible succession candidates
Mentoring and coaching
Further developmental processes
Resource allocation
Evaluation.
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Mentoring
•
The researchers believe that further research is needed to validate the relationship
between mentoring /succession planning and employee satisfaction,
organizational efficiency and better patient care.
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Mentoring
•
The final study I will present was conducted by Chung and Kowalski from both
National University and the University of Nevada entitled, Job Stress, Mentoring,
Psychological Empowerment and Job Satisfaction Among Nursing Faculty
published in the Journal of Nursing Education, Vol. 51, No. 7, 2012.
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Mentoring
•
•
•
•
•
This was a Nationwide study of 959 full-time nursing faculty.
They used Dreher’s Mentoring Scale that was discussed in the first study
presented.
Gmelch’s Faculty Stress Index.
Spreitzer’s Psychological Empowerment Scale
National Survey for Post Secondary Faculty’s Job Satisfaction Scale.
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Mentoring
•
The results of the study showed that 40% of the sample had a current work
mentor.
•
Variables showed significant relationships to:
–
–
–
Job satisfaction (p<0.01)
Job stress (p<0.01)
Psychological empowerment (p<0.01)
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They developed a Mentoring Model
Job
Satisfaction
Mentoring
Job Stress
Psychological
Empowerment
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Mentoring
•
We know mentoring works.
•
Through the strategic planning retreats of ONE/NJ mentoring and succession
planning became a strategic goal.
•
We began many years ago by developing an education on Mentoring. It was a very
nice program on the role of the mentor, the role of the mentee but it was not a
mentoring program.
•
We knew we did not hit the mark.
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Mentoring
•
At our next strategic planning retreat we discussed the education program.
•
We decided we wanted to develop a Mentoring Program.
•
We decided to form a Mentoring Committee.
•
I was co-chair with Mary Jo Loughlin from Hunterdon Medical Center.
•
Some of the original membership was Betty Ann Kempin from Valley Hospital and
Barbara Trofani also from Hunterdon Medical Center.
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Mentoring
•
After much discussion and planning we were ready to launch our first cohort.
•
We put out a call for mentors and mentees to our membership.
•
We asked both potential mentors and mentees to submit a resume, to complete a
Meyer’s Briggs Personality Assessment.
•
The mentors were asked to list their managements strengths and the mentees
were asked to list the areas of development they wished to focus on.
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Mentoring
•
Once we got the data back from the mentors and mentees we held a meeting to
begin the matching process.
•
We made a decision not to use the Myer’s Briggs for matching.
•
Some committee members wanted to match like personalities, others wanted to
match opposite personalities. Since we could not agree we decided not to use the
tool.
•
It is a decision I regret because it had great potential for future research.
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Mentoring
•
•
We matched by request of mentee to the role he/she desired to be mentored by,
examples are:
Mentee
Mentor
Director
CNO
Nurse Manager
Director
Nurse Educator
Seasoned Educator
New Researcher
Seasoned Researcher
New Bed Manager
Seasoned Bed Manager
We also paired by specialty and considered geographic location.
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Mentoring
•
We also assigned liaisons from the mentoring to the pairs.
•
The liaisons were to check-in with the pairs to see how the mentee/mentor
relationship was developing. They were also available to the pairs for issues and
concerns.
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Mentoring
•
We developed guidelines for how often the pairs should meet.
•
And launched the first cohort with 14 pairs.
•
The feedback from the liaisons was positive so we decided to launch the second
cohort.
•
This time we did not use the Meyer’s Briggs.
•
We paired based on the mentee request, the type of position the mentee wanted
to be paired with, specialty, etc.
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Mentoring
•
The second cohort did not go as well as the first.
•
Some pairs never connected.
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One match was not good and the mentee did not know who to report that to.
•
The remainder of the pairs had a positive experience.
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Mentoring
•
We decided we need to evaluate our program.
•
With the assistance of the Research Committee and the doctorally prepared
nurses in the Organization we decided to do a qualitative research study.
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Mentoring
•
Dr. Teri Wermser and Dr. Barbara Chamberlain were the primary investigators.
•
They developed a list of questions for the mentors and mentees.
•
They separated the participants into two groups. The mentors were interviewed
by Teri and the mentees were interviewed by Barbara.
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Mentoring
•
We hired court reporters to document the interviews.
•
We had a small sample size. Only 3 mentors and 4 mentees participated in the
study.
•
Through the qualitative research process consistent themes emerged among the
participants.
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Mentoring
• The themes identified were:
– The participants felt that the Mentoring Program needed more structure.
– They felt that both the mentors and mentees needed additional education on
the mentoring process.
• What is the role of mentor
• What is the role of mentee
• Building a trusting relationship
– The group felt the mentees should have a greater role in choosing their
mentor.
– They also felt that geographic location be taken into serious consideration
when matching the pairs.
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Mentoring
•
An action plan was developed based on our research study.
•
To deal with the structure issues we developed a Mentoring Tool Kit.
•
The tool kit wad developed by:
–
–
–
•
Mary Jo Loughlin
Betty Ann Kempin
Teri Wermser
We have copyrighted our toolkit this year.
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Mentoring
• When we developed our tool kit a literature search was done.
• We adapted some of the content from the:
– Ontario Nurses’ Association Tool Kit, March 2010
– UCSF Mentoring Tool Kit
– Academy of Medical Surgical Nurses, 2012
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Table of Contents
ONE/NJ Mentorship Program Overview
Mentor-Mentee Roles and Responsibilities
What Mentoring Is/Is Not
Phases of the Mentorship Relationship
Mentoring Partnership Agreement
Preparing for Your First Meeting
First Meeting Checklist
Tab 1
Tab 2
Tab 3
Tab 4
Tab 5
Tab 6
Tab 7
Separation and Redefinition of Mentoring
Relationship Checklist
Tab 8
Mentor Evaluation
Mentee Evaluation
Program Evaluation
Supplemental Information
Tips for Successful Mentoring
Problem Solving Decision Making
Evaluating Your Mentee's Goals
Mentorship Partnership Goals
Mentorship Meeting Agenda
Mentoring Meeting Journal
Additional Resources
References
Tab 9
Tab 10
Tab 11
Supplement 1
Supplement 2
Supplement 3
Supplement 4
Supplement 5
Supplement 6
Copyright 2014 Organization of Nurse Executives, New Jersey All rights reserved.
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Educational Issues
•
We developed a mentoring workshop for both mentors and mentees with
the assistance of Karen Kowalski, PhD, RN who is a national expert on
mentoring and coaching.
•
The workshop included a dinner meeting with the ONE/NJ Board, CNO’s
and mentors.
•
The focus of the meeting was to customize the workshop to meet the needs
of ONE/NJ and also to focus on legacy.
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• The full day workshop for mentors and mentees focused on:
– Coaching models for nurses which consists of three components:
• The foundation
• The learning process
• The action phase (Kowalski-Casper, 2007)
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•
The workshop also included small group exercises that fostered dialogue among the
participants.
•
The tool kit was also reviewed at the workshop.
•
The workshop was also designed to address the issue of mentees having a greater
role in choosing their mentor.
•
When participants registered for the conference each potential mentor and mentee
had to complete a Survey Monkey questionnaire. This enabled the Mentoring
Committee to predetermine potential matches.
•
The committee assigned seating for 12 conference tables to include 3 mentors and 3
mentees from similar regions of the state taking into the geographic considerations
cited in the research study.
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•
To further expose mentee to potential mentors the luncheon seating was
designed for the mentee to meet additional potential mentors.
•
At the end of the educational session we asked the mentees to provide the
committee with the names of their first and second choice for possible
mentors.
•
The committee made the official match at their next meeting and notified the
mentor and mentees of their pair by letter and by telephone contact and the
committee launched their 3rd cohort.
35
• The feedback from cohort three is going extremely well.
• We have been receiving positive feedback from both mentors and
mentees.
• We plan on conducting a second qualitative research study on
cohort three after this cohort is completed.
36
• The committee is in the process of publishing an article
describing our mentoring journey in JONA.
• The primary author is Mary Rich.
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• I am proud and honored to announce to you that we received the
Chapter Award at American Organization of Nurse Executives
Annual Meeting in Orlando, Florida.
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ONE Chapter Achievement Award
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• We plan on launching our 4th cohort in the fall.
• We will have a similar education session with Karen prior to the
launch of the cohort.
• We hope some of you will participate either as mentors or mentees
in cohort 4.
• Thank you.
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References
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Academy of Medical-Surgical Nurses (2012). AMSN mentoring program: Mentee guide. Retrieved from
http://www.amsn.org/sites/default/files/documents/professional-development/mentoring/AMSN-Mentoring-MenteeGuide.pdf
Academy of Medical-Surgical Nurses (2012). AMSN mentoring program: Mentor guide. Retrieved from
http://www.amsn.org/sites/default/files/documents/professional-development/mentoring/AMSN-Mentoring-MentorGuide.pdf
Bowen, D. (1985). Were men meant to mentor women? Training and Development Journal, 39(1), 30-34.
Carriere, B., Muise, M., Cumming, G., Newburn, G. (2009). Healthcare succession planning an integrative
review. JONA, 39(12), 548-555.
Chung, C., & Kowalski, S. (2012). Job stress mentoring, psychology empowerment & job satisfaction among
nursing faculty. Journal of Nursing Education, 51(7), 381-386.
Dreher, G., & Ash, R. (1990). A comparative study of mentoring among men and women in managerial,
professional, and technical positions. Journal of Applied Psychology, 75(5), 539-546.
Kowalski, K., & Casper, C. (2007). The coaching process: An effective tool for professional development.
Nursing Administration Quarterly, 31(2), 171-179.
Ontario Nurses Association (2013). The mentor toolkit. Retrieved from
https://www.ona.org/documents/File/education/ONA_MentorToolKit_201303.pdf
The Regents of the University of California. (2012). The University of California, San Francisco Faculty Mentoring
Toolkit. Retrieved from http://academicaffairs.ucsf.edu/ccfl/media/UCSF_Faculty_Mentoring_Program_Toolkit.pdf
Yoder, L. (1990). Mentoring: A concept analysis. Nursing Admin Quarterly, 15(1), 9-19.
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