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8/14/2019 Thesis Ni Dang

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J Clin Nurs. 2008 Jul;17(14):1834-42.

Mentorship in contemporary practice: the

experiences of nursing students andpractice mentors.

Myall M,Levett-Jones T, Lathlean J.

Department of Primary Care & Population Sciences, University College London,London, UK. [email protected]

AIM: This paper explores the role of the mentor in contemporary nursing practice in theUK. It presents findings from a recent study which investigated the impact of a locality-

based nursing education initiative on students, practice mentors and academic staff anddraws on another study, conducted in the same setting and two Australian sites, toexamine the perceptions of nursing students and mentors. BACKGROUND: Withinnursing, mentorship is integral to students' clinical placement experiences and hasattracted increasing interest among researchers. Despite a plethora of studies focussing onmentoring and its nature and application within the practice setting, limited attention hasbeen paid to the extent to which guidelines provided by regulatory bodies for nursinginform and influence the practice of mentoring in contemporary health-care settings.DESIGN: The study used a two-phased design with data on mentorship being focussedon the second phase. METHOD: Data were collected using an online surveyquestionnaire of pre-qualifying students and a postal questionnaire for practice mentors.

FINDINGS: The findings highlight the importance of mentorship for prequalifyingstudents and emphasise the need to provide mentors with adequate preparation andsupport. They confirm previous research, but also highlight improvements in bridging thegap between rhetoric and reality for mentorship. Results are further strengthened whencompared with those of the second study. CONCLUSIONS: Findings provide newevidence of a narrowing of the gap between the theory and practice of mentoring and forthe continuing implementation of national standards to clarify the roles andresponsibilities of the mentor. They also suggest the benefits of developing suchstandards in countries with similar systems of support for nursing students.RELEVANCE TO CLINICAL PRACTICE: Mentorship is pivotal to students' clinicalexperiences and is instrumental in preparing them for their role as confident andcompetent practitioners.

PMID: 18578757 [PubMed - indexed for MEDLINE]
http://www.ncbi.nlm.nih.gov/pubmed?term=%22Myall%20M%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstracthttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Levett-Jones%20T%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstracthttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Levett-Jones%20T%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstracthttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Lathlean%20J%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstracthttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Myall%20M%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstracthttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Levett-Jones%20T%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstracthttp://www.ncbi.nlm.nih.gov/pubmed?term=%22Lathlean%20J%22%5BAuthor%5D&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstract


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Social Learning Theory (Bandura)

Summary: Banduras Social Learning Theory posits that people learn from one another,via observation, imitation, and modeling. The theory has often been called a bridgebetween behaviorist and cognitive learning theories because it encompasses attention,memory, and motivation.

Originator: Albert Bandura

Key Terms: Modeling, reciprocal determinismSocial Learning Theory (Bandura)

People learn through observing others behavior, attitudes, and outcomes of thosebehaviors. Most human behavior is learned observationally through modeling: fromobserving others, one forms an idea of how new behaviors are performed, and on lateroccasions this coded information serves as a guide for action. (Bandura). Social learningtheory explains human behavior in terms of continuous reciprocal interaction betweencognitive, behavioral, and environmental influences.

Necessary conditions for effective modeling:1. Attention various factors increase or decrease the amount of attention paid.

Includes distinctiveness, affective valence, prevalence, complexity, functionalvalue. Ones characteristics (e.g. sensory capacities, arousal level, perceptual set,past reinforcement) affect attention.

2. Retention remembering what you paid attention to. Includes symbolic coding,mental images, cognitive organization, symbolic rehearsal, motor rehearsal

3. Reproduction reproducing the image. Including physical capabilities, and self-observation of reproduction.

4. Motivation having a good reason to imitate. Includes motives such as past

(i.e. traditional behaviorism), promised (imagined incentives) and vicarious(seeing and recalling the reinforced model)

Bandura believed in reciprocal determinism, that is, the world and a persons behaviorcause each other, while behaviorism essentially states that ones environment causesones behavior, Bandura, who was studying adolescent aggression, found this toosimplistic, and so in addition he suggested that behavior causes environment as well.Later, Bandura soon considered personality as an interaction between three components:
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the environment, behavior, and ones psychological processes (ones ability to entertainimages in minds and language).

Social learning theory has sometimes been called a bridge between behaviorist andcognitive learning theories because it encompasses attention, memory, and motivation.

The theory is related to Vygotskys Social Development Theory and Laves SituatedLearning, which also emphasize the importance of social learning.

Abstract:

A mentoring relationship has the potential to be widely used throughout an individualslifespan. Including mentoring relationships into ones life can assist with transitionmanagement in and out of various life scenarios. A mentoring model has been proposedthat blends human development with the dimensions of mentoring. It is assumed that thedimensions of the model are continuous and multidimensional. We recognize threeinteractive dimensions that surround the mentoring interaction which shape the mentor

and protege relationship. These dimensions are defined as: socialization; taskdevelopment; and lifespan development. The model can be utilized as a diagnostic tool oras a training model to promote mentoring relationships.

Mentoring is a multidimensionalrelationship that energizes personal andprofessionalgrowth. This article exploresthe concept of mentoring in nursing andpresents amentorship model basedon a caring philosophy. The RNstudentnurse mentoringprogram cited is the resultof a collaborative commitment between acommunity hospitaland two colleges.Discussed are the experience, process,insights, and impact of theprogram as aretention and professional development tool.

The standard definition of mentor reflects a wisecounselor and trusted teacher,personified by themythological character, Mentor (Donovan, 1990). May,Meleis, andWinstead-Fry (1982) defined mentoring asan intense relationship between novice anda wise,knowledgeable person, whereas Andrews and Wallis(1993) defined it as a long-term relationship thatpromotes the novices well-being. Other descriptionsinclude aspecial way to transfer knowledge (Byrne &Keefe, 2002), a learning relationship(Dingman,2002), a critical companionship (Titchen, 2003), and a process in whichtwo or more people create aconnection and safe environment that allow healingtruth andwisdom to be discovered (Swanson, 2000,p. 31).The roles of mentoring, precepting,supervising, facili-tating, and teaching are often equated. However, mentor-ing is a

broader role that encompasses formal or informalsupporting, guiding, coaching, teaching,role modeling,counseling,advocating,networking,andsharing(Andrews& Wallis, 1999;Tourigny & Pulich, 2005; Vance, 2002a).Mentoring occurs within or outside the clinicalsettingand includes personal and career guidance (Kram, 1985;Yoder, 1990). Severalauthors claim that mentoring doesnot include a supervisory or professional evaluativerole(Andrews & Wallis, 1999; Byrne & Keefe, 2002).The mentoring process is alongitudinal relation-ship that develops through at least four stages over time,rangingfrom months to many years (Atkins & Williams,1995; Cohen, 1999; Earnshaw, 1995;
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Greene & Puetzer,2002). Shaffer et al. (2000) listed the stages asinitiation,cultivation,separation,andredefinition.Thefirststageofinitiation involves mentorand mentee meeting, gettingtoknoweachother,andsettinggoals.Toensurethebestsuccess inrelationship building, Darling (1984) sug-gestedthatmentoringandbeingmentoredarevoluntaryendeavors and the pairing should be

self-selecting. As atrusting relationship matures, the pair moves to thesecond stage ofcultivation, during which information isshared; joint problem solving promotes respectfulcon-frontation of decisions and exploration of alternatives.Successful mentoringempowers the mentee to moveforward in his or her career and personal life. Thisprocessleads the pair to the third stage of separationfrom their original noviceexpert roles andallows for afourth stage of mutually redefining the mentoringrelationship toward long-term friendship or goingseparate ways.Building relationships requires time together. Al-though some authors suggest e-mail relationships(Field, 2003; Kalisch, 2005), initialand periodic face-to-face meetings build more lasting partnerships (Andrews& Wallis,1999). In addition, certain personal attributes,summarized in Table 1, appear to make thementoringexperience more successful (Atkins & Williams, 1995;Cohen, 1999; Darling,

1984). Although some attributesdevelop throughout the mentoring experience, thekeytraits of honesty, respect, commitment of time andself, and communication skills areessential from thebeginning. These mentoring attributes highly correlatewith thoseidentified as caring attributes.

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