Mentoring in Nursing - Springer Publishing

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1: mentoring: the evolvement of a network of mentors 13 Formal Relatedness ←------------------------------------→ Informal Relatedness FIGURE 1.1 Continuum of Relatedness by the Mentor, Preceptor, and Coach Kram (1986), a foremost classic mentoring expert, identifies three primary components of mentoring that are most frequently part of a mentorship. The psychosocial aspect includes assisting a person to acclimate to an organization’s culture, suggesting hints for balancing work and personal life, whereas career focuses involve networking, providing strategies for accomplishing goals for career advancement, and new professional endeavors. Some mentoring relationships consist of assisting the mentee with personal development issues such as balancing family and career, moving to the right neighborhood, socializing with the politically correct crowd, dressing for the part, and vacationing at the correct places. These mentoring dyads tend to be long-term relationships that last for an extended period of time, or even forever. The mentor and mentee become friends and share a great amount of time together. Other mentorships leave the personal development area to the mentee to gain from others. The idea of developing trust between the mentor and mentee that increases with time is a significant part of the relationship, since it allows for support and sharing of experiences. The mentor’s job includes career functions, such as sponsorship, coaching, protection, and exposure, while the psychosocial role involves role modeling, counseling, acceptance, confirmation, and friendship. Kram (1983) points out that not all of these functions may be appropriate in some organizations or with some individuals, but clarifies that a mentorship should include focusing on psychosocial issues as well as advising on steps for career advancement. It is not uncommon for a mentor and mentee to identify specific outcomes they expect to gain from the relationship. In some settings, contracts are developed that set out the expectations of each party. RATIONALES FOR THE EMERGENCE OF CONTEMPORARY MENTORING Human resource departments have been singing the praises of mentoring since the 1950s. When management clarified how important it was for employees to be tied to the organization and be loyal for the good of the organization, more and more employees were tagged as fitting into the culture or not. Administration was interested in cloning the “good
14 mentoring in nursing ones,” and this is where specific plans were instituted in business corporations that assigned new employees to the good, experienced employees who fit into the culture. Holton, Knowles, and Swanson (2011), master adult educators, have written about how adults learn and can relearn at any age. Business models, of course, are used in coaching new employees to become effective executives. Mentees can gain increased knowledge from their assigned mentors. Adult learners generally want to learn for learning’s sake but there are a few who need assistance transitioning to facilitating their own learning versus being spoon fed and trained to please the teacher. There is a continuous movement of a more self-directed emphasis for learners to assume responsibility for their own growth and learning (Taylor, Marienau, & Fiddler, 2000). This includes the idea of setting up shadowing experiences with experts and having internships in which learners can practice their skills. Lifelong learning also triggered a self-development context in which individuals were guided to become more performance centered versus content focused. This paradigm change influenced educators to set up learning experiences in which the student had exposure to and practice time in the work he or she wanted to do after graduation. Given that the educator could not be in two places at the same time, students were assigned to work with individuals who worked in the specific area in which they needed experience. As such, the precepting model used in nursing, pharmacy, medicine, and other professional training programs was instituted. Stoddard and Tamasy (2009) suggest that classic mentoring is a longterm involvement between two individuals. They emphasize that the mentor must be able to see the mentee as multidimensional and always changing. Additionally, they feel that a “true” mentorship goes way beyond teaching someone skills, and must take on a holistic relationship; thus, dealing with all aspects of the mentee’s needs. The mentor is believed to facilitate the mentee in developing skills and acquiring networks and organizational savvy that is crucial for survival as well as success in any profession. Others argue (Sinetar, 1998; Weil, 2001) that mentoring relationships evolve over time, are spontaneous and not assigned, and tend to be critical for leadership succession in any profession. So it seems there is disagreement as to whether mentoring must evolve over time or exist for a specified time period, whether a spontaneous connection can prompt a mentoring dyad, and whether mentors should formally evaluate a mentee. The emergence of new mentoring models, such as multiple mentors, the junior partner reciprocally mentoring the senior individual, and peer mentoring networks are all products of the classic mentor–mentee dyad.
Page 2 and 3: Mentoring in Nursing Second Edition
Page 4 and 5: Mentoring in Nursing A Dynamic and
Page 6: Contents Foreword by Janet M. Brown
Page 9 and 10: viii foreword programs or other typ
Page 11 and 12: x preface Generally, nurses seem to
Page 14: Acknowledgments T his book is dedic
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Page 19 and 20: 4 mentoring in nursing nurse in a s
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Page 37 and 38: 22 mentoring in nursing think about
Page 39 and 40: 24 mentoring in nursing Ensher, E.
Page 41: 26 mentoring in nursing Wilson, J.,

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