Assessing the Components of Mentoring In Nursing Practice Placements. A Mixed Study Approach.

Abstract

This study is based on assessing the components of mentoring aiming at identifying ways in improving the quality of mentor/mentee dyads. Design: Qualitative and Quantitative design. Sample Type: Simple random sampling, cluster sampling, and purposeful sampling. Results: The key components of mentoring are important in the mentor/mentee dyads. Cultural competency is vital in a mentoring relationship. Making use of evidence-based principles by the mentors is essential to instil the culture of best practice in the mentee. Structured learning is an essential compliment for modelling. Conclusion: Adhering to the values deriving from the components of mentoring will be beneficial to both the mentors and mentees and will not only improve the quality of learning but also skills and potential to develop into the career. Recommendation: A more extensive studies to be carried with a larger sampling size and complex quantitative analysis to determine the extent to which mentoring components and associative themes as cultural competency and evidenced-based practice can influence the mentee/protégé dyads. I. Background of Study The focus of this study will be on the assessment of the various key components of mentoring relationships and examine its benefits in order to evaluate the nursing education as a whole, limiting the study on the learning process whilst on practice placement. Student nurses are often evaluated following a set of skills demonstrated whilst on placement but these skills are often generic, outlined in student University manuals to be applied to all the mentees regardless of whichever ward they are allocated. The concerns here may be that some specific ward base skills may not be learned or achieved especially in a situation where the mentee/mentor dyads are authoritarian. The learning environment for nurses and student nurses is multi-disciplinary and evaluating the performance of a student nurse may go beyond the level of the mentor. In an ideal clinical setting in order to render therapeutic services, students may interact with the patient, nurses, care assistants, physiotherapist, medical doctors, janitors, kitchen staff and other allied health professionals. In as much as the service is within the level of competency, a student nurse is expected to work in accordance with ward policy. The bar is often raised too high in a clinical setting and even if a skill is not specified in the student manual but is still required for patient care, it is expected of a student to maintain high standards in delivering care. An example would be a hospital caterer expecting a student to make a toasted bread just as good as the caterer would do. However a student nurse is expected to make a toast for the patients in times of need, but the question remains if catering skills are specified in the learning manual or are just life skills needed for nursing. Holistic assessment has proven worthy but there must be a measure based on evidence when considering the opinion of other members of staff. There is no doubt that learning and assessment are achieved in each practice placement regardless of which mentoring style utilised, but there might be concerns that best practice may be jeopardised, (Brown,2008) when evidenced-based practices are not incorporated into the mentoring process. This is driven by a multitude of complexities that comes with mentoring, such as alternative forms of mentoring, diverse cultures, mentoring context, conceptualisation, and diversities in best practice (Brondyk and Searby 2013). The Department of Health DH and Public Health England PHE, have set guidelines regulating best practices in the National Health Service NHS and also private health institutions. This is to ensure that evidenced-based practices are utilised regularly on a day to day practice, the service needs of institutions and programmes aimed at meeting the needs are in place and supported locally (DH and PHE, 2013). It is expected that each student is given equal opportunities whilst at placement, but with the varying forms of mentoring styles at the disposition of the mentors to use and sometimes uncensored, one cannot rule out completely the possibilities that some of the students may achieve less than their peers in the same nursing placement. Reacting to this Darling (1986) pointed out four main types of mentors that may be detrimental to student achievement to include, the avoiders, the dumpers, the blockers and the destroyers/criticisers. To minimise biasedness in learning opportunities, structural lessons may be introduced in nursing placements to Assessing the components of mentoring in nursing practice placements. A Mixed study approach. DOI: 10.9790/1959-06030686102 www.iosrjournals.org 87 | Page compliment modelling which has been the most common form of mentoring. (Bailey-Mchale and Donna, 2013). There are also challenges met in defining mentor considering the various forms and context of mentoring. More than 50 definitions were found by Crips and Cruz (2009) when evaluating just the social science literature. According to Brondyk and Searby (2013), the definitions of a mentor may be describing the various phenomenon which may include, the process of mentoring, the people (Mentee and Mentors) and their behaviours. A more traditional definition of a mentor focuses on a relationship between an old and more experienced mentor and a younger and less experienced protégé with the intention of helping the mentee develops in the career, (Kram, 1985). This definition depicts a hierarchy in the relationship, the people, and purpose. This mentoring relationship is described by Blackwell (1989) as a “process in which a person with a superior rank, special achievement, and prestige instruct, counsel, guide and facilitate the intellectual and/or career development of persons identified as protégés”. In this context mentoring can be seen as being directive, a situation in which the mentor is seen as one of a higher hierarchy holds the power to disseminate knowledge to the mentee who is at the receiving end to emulate ( Brondyk and Searby 2013). Asada (2012) referred to it as a “stance of objectivism”, in which the mentor/mentee dyads may give rise in having the mentor impose his or her views upon the protégé. This mentoring model can also be referred to as cloning in which the mentor seeks not only to direct but also controls the mentee (Buell, 2004). Contrary to these traditional definitions, Zachary (2012) illustrates mentoring as a relationship of mutuality in which learning is reciprocal and collaborative directed by the mentor with clear and mutually learning goals. Relatively to the latter, a mentor according to Bennetts (1994) is that person who develops a one to one learning relationship with a mentee and is accountable to bring about personal growth to the learner at the end of the mentoring period. These definitions indicate a relationship of trust and mutual respect in which the mentor supports the mentee with the view of fostering the potential and achieving the learning objectives while considering the needs of the mentor and the context within which they both must function (Kochan, 2002).This implies that mentoring, “moves beyond emotional support and brief advice to become truly educative, focused on learning opportunities that move novices’ practice forward and challenge their thinking and practice” (Achinstein and Athanases,2006). In as much as there may be many benefits emanating from mentoring, Bean et al., (2014); Maxwell, (2013), some of its paradigms when poorly utilised may be seemingly controversial to the very ideals which nursing stands for. Eller et al. (2014) identified eight elements that can improve the mentee/mentor relationship to include the following: caring personal relationship, mutual respect and trust, exchange of knowledge, role modelling, goals and challenges, independence and collaboration, passion and inspiration, and open communication and accessibility. Cultural diversity is another aspect that may seem to be problematic in a mentoring relationship. In a diverse society as in the UK, it is expected most organization should take the responsibility in setting out principles that may support those from culturally diverse backgrounds. In consideration of this, The National Health Service NHS, and the Equality and Diversity Council are emphasising the promotion of equality and examining inequalities as core values requiring constant review. (Shared Intelligence, 2012) This is seen in the development of the Equality Delivery System EDS “a tool designed to embed equality within the current and future NHS with the intention to support NHS organisations deliver better outcomes for their patients, carers, communities and staff”( Shared Intelligence, 2012). According to Blake-Beard et al.(2007), “the impact of race on mentoring relationships is an important question to raise, first and foremost because the changing composition of the workforce means that individuals will experience more crossrace (and cross-cultural) interactions within organisations of today and tomorrow”. Nursing is one of those professions that embraces students from diverse cultures, race, gender, age, religion and sexual orientation. In nursing practice placements, there may be some probability that the mentees and mentors may not share the same values in terms of race and cultures. Regins (2007) also point out that diversity characterises most aspects of the life of an organisation and this may go beyond race to include, diversity in economic class, disability, gender, age, religion and sexual orientation. In order to find answers to some of the above questions the researcher will assess some of the vital components of mentoring, and other emerging themes that underpins effective learning in clinical placements. 1.1The Problem of Study: The failure of a mentor in using an appropriate approach to mentoring that will structure and