Setting Up a Mentoring Program
Why Mentoring?
Student attrition from nursing programs impacts the sustainability of the nursing profession. Factors associated with attrition include academic and financial challenges, work and family responsibilities, and being from a low socio-economic or traditionally underrepresented cultural background. Helping students be prepared for the rigors of the nursing program is also a part of the multidimensional challenge of retaining students in the nursing program. Faculty engagement with students has proven to be an effective evidence-based strategy in the retention of academically at risk students. There is a growing body of evidence for mentoring in higher education. “Well-executed mentoring programs can have a positive influence on at least some young people across social, emotional, and academic domains especially at-risk youth” (Mentor, 2009). Best practices state that mentoring programs generally should thoughtfully match mentors and mentees, use structured activities, provide mentors with training and conduct evaluation of outcomes.
Mentoring differs from coaching in that coaching is more task specific whereas mentoring is broader and addresses academic, personal, and professional growth. The mentor’s role is to support the mentee in their personal, academic, and professional growth; help the mentee develop and realize his/her vision; and challenge the mentee to develop and grow through role socialization. Support involves listening, providing structure, expressing positive expectations, serving as an advocate, and sharing yourself. Mentors also role-model, offer a “road map,” suggest new opportunities and possibilities as they help mentees realize their vision. In addition, mentors set tasks, engage in discussions, and set high standards as strategies for challenging mentees to accomplish their goals.
As part of a HRSA Workforce Development grant, project staff have developed this retention and academic progression tool kit for nursing faculty based on innovative multi-level strategies and social determinants of health to recruit, retain and support academic progression of economically and/or educationally disadvantaged or underrepresented nursing students. Resource materials include models for individual financial planning, academic progression, role socialization and network expansion. These activities are suggested activities and are not meant to be used with every mentee. The mentor must individualize their relationship and support for each mentee.
During the freshman (first) year of the nursing curriculum, all nursing students will learn about the benefits and paths to academic progression, participate in financial literacy workshops and be introduced to the social and structural determinants of health. Nursing faculty mentors will provide information sessions on costs and benefits of academic progression, national nursing workforce goals, and criteria for choosing a transfer institution. Mentoring will also provide financial literacy training for all nursing students, including a plan to finance academic progression.
Providing Feedback
Always be clear, specific, and speak to the behavior when giving feedback? Why are you giving the feedback? Tell them what you perceive and the meaning you give to that perception. Be objective and only speak to behaviors that can be changed. Avoid preambles such as “I don’t want to hurt your feelings.”
Initial Meeting
Goal Setting:
Goals give clear direction, focus time and effort, remind us of what we want and why it matters to us, and make challenging achievements realistic. The mentee should establish with the mentor at least three professional development or personal growth goals. Goals should be SMART: Specific, Measurable, Attainable, Relevant and have a time frame. Mentees may need help exploring potential goals and aspirations.
A SMART Goal is:
Specific:
Who: Who is involved?
What: What do I want to accomplish? Is the goal a challenge or a stretch for the mentee and/or mentor, with a focus on future development?
Where: Identify a location, if appropriate.
Which: Identify requirements and constraints, if any.
Why: Specific reasons, purpose or benefits of accomplishing the goal. Why is the goal important to your development and success?
Measurable: The success toward meeting the goal can be measured. Measurement is objective and answers the question: How will I know if I’ve accomplished it.
Action-oriented and Attainable: Identify the strategies for how you will achieve the goal. In addition, answers the question: Can the strategies be executed in the time frame I select?
Realistic: Am I willing and able to do this?
Timely: The goal has a clearly defines time frame including a target date. When will I achieve the goal?
Goal #1 ____________________________________________________________________________________________________________________________
Strategies for achieving goal:
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
How can mentor assist you in achieving this goal?
Goal # 2: ____________________________________________________________________________________________________________________________
Strategies for achieving goal:
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
How can mentor assist you in achieving this goal?
Goal # 3: ____________________________________________________________________________________________________________________________
Strategies for achieving goal:
1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________
How can mentor assist you in achieving this goal?
Overall, what are your resources in achieving this goal?
What obstacles might get in the way? What will you do to overcome these obstacles?
What will meeting these goals look like? Feel like?
Communication Plan
Communication will happen: Weekly Bi-weekly
SUN MON TUE WED THU FRI SAT SUN at: _____ AM/PM
Suitable forms of additional communication. (circle all that apply)
Phone Home / Cell Texts Messaging
Emails Facebook
Messages Skype/Facetime, etc
Google Hangout On-site meeting
Off-site meeting
Primary form of communication will be: ________________________
Are there specific days or hours that you will not be available?
Mentor: Mentee:
What time is too late to call?
Mentor: Mentee:
We will respond to each other’s communication within: _____ Hour(s) _____ Day(s)
Biweekly Meetings
- Mentor will monitor student attendance, engagement, completion of assignments, and grades
- Provide feedback immediately or as soon as possible after the action has taken place.
- Praise areas of growth and improvement.
- Discuss progress towards goals. Update and revise as necessary.
- Discuss successes and challenges.
- Provide specific details about what you observed that the mentee has done well.
- Let the student know that extra effort and good results is appreciated.
- Suggested questions:
- Academic
- What have you done to prepare for class/clinical/exams?
- What have you done to improve your preparation from our last meeting?
- What can I do to help you prepare for next class/clinical/exam?
- Personal
- Is anything standing in the way of your success in the nursing program?
- What strategies have you implemented to overcome these obstacles?
- What can I do to help you overcome these obstacles?
- Academic
