Mentoring and Coaching: A Model Guiding Professional Nurses to Executive Success.
President (Dr Sabatine), Avanti Strategies, LLC, and Faculty, Professional Coach Certification Program, Duquesne University, Pittsburgh, Pennsylvania, and Associate Professor of Nursing, Rocky Mountain University of Health Professions, Orem Utah. The Journal of nursing administration
(Impact Factor: 1.27).
11/2012; 42(11):536-541. DOI: 10.1097/NNA.0b013e31827144ea
Although many nurses aspire to executive positions, they lack the knowledge, support, and guidance to handle the challenges. To succeed at the executive level, ongoing deliberate skill development coupled with support is crucial across a nurse's career trajectory. This article introduces a model emphasizing the importance of mentoring and/or coaching for the aspiring executive nurse leader.
Available from: Fiona Webster
- "Roles may further differ based on the nature of the relationship. For example, coaching involves work-situated, specific and structured training over a finite period of time and is often delivered by a supervisor . In contrast, mentoring is meant to address one or more personal, social, and professional needs through exchange of knowledge and sharing of experiences that may evolve over an extended period of time and can assume a variety of formats. "
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Knowledge translation (KT) supports use of evidence in healthcare decision making but is not widely practiced. Mentoring is a promising means of developing KT capacity. The purpose of this scoping systematic review was to identify essential components of mentoring that could be adapted for KT mentorship.Methods
Key social sciences and management databases were searched from January 2002 to December 2011 inclusive. Empirical research in non-healthcare settings that examined mentorship design and impact for improving job-specific knowledge and skill were eligible. Members of the study team independently selected eligible studies, and extracted and summarized data.ResultsOf 2,101 search results, 293 were retrieved and 13 studies were eligible for review. All but one reported improvements in knowledge, skill, or behavior. Mentoring program components included combining preliminary workshop-based training with individual mentoring provided either in person or remotely; training of mentors; and periodic mentoring for at least an hour over a minimum period of six months. Barriers included the need for infrastructure for recruitment, matching, and training; lack of clarity in mentoring goals; and limited satisfaction with mentors and their availability. Findings were analyzed against a conceptual framework of factors that influence mentoring design and impact to identify issues warranting further research.Conclusion
This study identified key mentoring components that could be adapted for KT mentorship. Overall, few studies were identified. Thus further research should explore whether and how mentoring should be tailored to baseline knowledge or skill and individual KT needs; evaluate newly developed or existing KT mentorship programs based on the factors identified here; and examine whether and how KT mentorship develops KT capacity. The conceptual framework could be used to develop or evaluate KT mentoring programs.
Available from: Andrea Mccloughen
- "The stages incorporate developmental functions, affective experiences and interaction patterns shaped by the individual and organisation (Kram 1983) and depict modification of mentor behaviours in relation to the mentee's development as he/she matures within the relationship. Unlike other support mechanisms, for example preceptorship , mentorship is concerned with long-term acquisition of skills in a developing career rather than more immediate improvement of performance and skills (Thompson et al. 2012). "
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ABSTRACT: Mentorship, often viewed as a central capacity of leadership, is acknowledged as influential in growing nurse leaders. Mentoring relationships are perceived as empowering connections offering a dynamic guided experience to promote growth and development in personal and professional life. A hermeneutic phenomenological approach informed by Heidegger and Gadamer was used to explore understandings and experiences of mentorship for nurse leadership by 13 Australian nurse leaders. We found that learning and transformation associated with becoming a nurse leader mentor was experienced as an enduring evolutionary process. Participants' life journeys provided experiences that developed their understandings and established their personal identity as a leader and mentor. We considered the journey motif in terms of its inextricable connection with lived time and used Heidegger's ecstasies of temporality as a lens to understand how the temporal dimensions of past, present and future influenced and shaped the development of nurse leader mentors. We found that our temporal existence influences interpretation of ourselves and the world. Individuals can benefit from multiple separate mentoring interludes, with different mentors, over a lifetime. For some nurses, becoming a leader and mentor is a lifelong transformative process that grows from diverse experience and influential role modelling rather than formal instruction.
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ABSTRACT: Employing nurses as opinion leaders to implement guidelines may be a promising implementation activity. Until now, insight into necessary competencies of nurse opinion leaders is lacking. We studied and supported aspiring nurse opinion leaders, using a training program based on social influence and implementation theory. Twenty-one competencies were identified, of which the most important were cooperating, communicating, delegating, giving feedback, networking, and information processing. Understanding and addressing these competencies may support the implementation of evidence-based guidelines.
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