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National Share the Experience 2018

Improving Person-Centered Outcomes Through

Collaboration

October 23–26, 2018Bloomington, Minnesota

Mentoring New Facilitators and Instructors: Growing Your Own C

Patrice Tadel, MSN, RNRespecting Choices

Senior Faculty Consultant

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1. Identify two or more core concepts for mentoring which support development and growth of Facilitators and Instructors.

2. Define the importance of mentorship for development of a professional identity for the lifelong learning of the mentor.

3. Explore various mentorship techniques for embedding a sustainable standardized model for self-assessment and growth of Facilitators.

4. Describe critical thinking opportunities as a framework for ongoing competence and confidence of mentor and mentee.

Learning Outcomes

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“Mentoring is a process in which an experienced individual helps another person develop his or her goals and skills through a series of time-limited, confidential, one-on-one conversations and other learning activities.”

Phillips-Jones, L. (2003). The mentee’s guide: How to have a successful relationship with a mentor. Grass Valley, Calif.: Coalition of Counseling Centers.

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A reciprocal and collaborative learning relationship with mutual goals and shared accountability.• Facilitation of learning

– Use of critical thinking exercises– Role-modeling what is being taught– Safe environment for self-assessment

• Coaching and Guiding• Assessment of learners in a practice setting

Defining Mentorship

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• Individualized to Learners– Abilities and confines– Self-assessment and

self-development– Learning style – Learning needs

• Includes first-person experiences

• Creating a Language Shift

Flexibility within a Framework

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• Enthusiasm for Self-Development• Reflection• Expressive of the development of a new

professional identity• Supportive ongoing growth environment

Atmosphere of Life-long Learning

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• Listen Actively• Build trust• Develop collaborative approach

– Creation of goals– Building blocks for growth– Observation includes affirmation by

individual• Share own experiences• Celebrate progress

Successful Mentorship

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• Application of content in a real-world context

• Engagement in higher-order thinking

• Recall of experience retained long-term

• Try on new behaviors and skills outside of comfort zone

Mentorship in Role-Play Exercises

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• Define structure of safe environment for participants.

• Describe goals/value of the learning tool before initiating role-plays.

• Begin with goal for the activity. For example:– Explore new communication skills– Self assess strengths and missed opportunities– Practice/mock presentation for teaching

• Be intentional, specific and brief.

Teachable Moments

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• Might you have specific triggers that get in the way?

• Are there opportunities?

Tensions and Impact

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• Start with self-assessment by learner – What went well?– Any challenges or missed opportunities?

• Start with positive feedback – Use specific examples

o Fit with goal of exercise– Give one or two areas of missed

opportunities– An example of a critical-thinking opportunity

Creating a Collegial Learning Environment

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What IS Critical Thinking (CT) anyway??

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1. Can you give some examples ofhow one might draw out criticalthinking from participants in aclass?

2. In a roundtable discussion with instructors? 3. During team teaching “debrief” with peers?4. Can you give an example of critical thinking

in action by a Facilitator during a 1:1 conversation?

CT Examples for Mentors

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• Unclear expectations, lack ofaccountability

• Unintended consequences - ripple effect beyond “me”

• Not role-modeling what you are asking others to practice

Roadblocks and Fall Hazards

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Create a Culture of Success

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• What habits, biases, and behaviorsmight one need to unlearn?

• What skills need to be developedto improve mentorship abilities/ opportunities?

• What are some ways to embed a sustainable model for self-assessment and growth of Facilitators and Instructors?

Creating a Roadmap for Success

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Pat Tadelptadel@respectingchoices.org

Questions

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Ali, P., & Panther, W. (2008). Professional development and the role of mentorship. Art & Science, 22(42), 5.

Aston, L., & Hallam, P. (2013). Successful Mentoring in Nursing. In: Sage

Gagnon, M. P., Gagnon, J., Desmartis, M., & Njoya, M. (2013). The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial. Nursing Education Perspectives, 34(6), 377-382.

Phillips-Jones, L. (2003). The mentee’s guide: How to have a successful relationship with a mentor. Grass Valley, Calif.: Coalition of Counseling Centers.

References

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