A Concept Analysis of Mentoring in Nursing Leadership

Abstract

Attention in the literature has been given to the critical state of nursing leadership development. There is a need to identify effective ways to sustain and develop nursing leaders. Mentoring has been identified as an invaluable tool to attract and retain new nurse leaders. Examining the concept of mentoring in nursing leadership provides a greater understanding of its importance in today's healthcare system. The concept of mentoring will be analyzed using the framework developed by Walker and Avant. A literature review was conducted to examine the current usage of the concept of mentoring. Consistent with Walker and Avant's framework, defining attributes, antecedents, and consequences of mentoring have been identified. Further illustration of this concept is provided by describing model, borderline, related, and contrary cases. Demonstrating the occurrence of the concept of mentoring, Empirical referents will also be explored.

Developing minority nurse leaders: The anchor and the rope

“…Mentoring is defined above but it is important to know the origins of the word. The word originated from Homer's epic poem The Odyssey and means “enduring.” The nursing literature describes it as a formal, deliberate process creating relationships of respect and common goals; however, the ENOs offer both formal and informal opportunities for mentoring. This is especially important for minorities as effective mentors provide genuine concern for the protégé’s welfare, practice cultural sensitivity, and appreciate the unique individuality of the protégé (p. 81) …”

Veiksmingos mentorystės samprata

“…Mokslinėje literatūroje mentorystės samprata nepakankamai išgryninta. Pateikiama daug jos apibrėžčių (Hodgson, Scanlan, 2013), priklausančių nuo konteksto, kuriame mentorystė plėtojama (Zellers, Howard, Barcic, 2008;Sambunjak, Straus, Marusic, 2010;Abbidin, 2012), todėl bus siekiama išgryninti mentorystės sampratą ugdymo kontekste.…”

“…Mentorystės pagrindas -mentoriaus ir globotinio santykiai, kurie yra veikiami kiekvieno iš dalyvių asmenybės bei patirties, socialinių, kultūrinių ir asmeninių veiksnių (Butler, Cuenca, 2012;Hodgson, Scanlan, 2013). Kiekvienas šios sąveikos dalyvis -tiek mentorius, tiek studentas -gali turėti skirtingą supratimą apie mentorystę, jos tikslus, mentoriaus vaidmenis (Hudson, Spooner-Lane, Murray, 2012;Butler, Cuenca, 2012;Abbidin, 2012).…”

“…Bandymai konceptualizuoti mentorystę įvairiose srityse (verslo, edukologijos, slaugos, psichologijos ir kitose) padėjo nustatyti, kad galimi įvairūs mentoriaus vaidmenys, funkcijos, mentorystės formos bei konceptai (Roberts, 2000;Bozeman, Feeney, 2007;Monkevičienė, Schoroškienė ir kt., 2008;Crisp, Cruz, 2009;Allan, 2010;Hodgson, Scanlan, 2013). Tačiau B.…”

Bridge to Shared Governance

“…Nurse executives have responded by chipping away at barriers to frontline nurse participation in shared decision-making and empowerment that have hindered joint ownership of quality issues and commitment to change. 7 The aim of this qualitative study was to describe the process used to build leadership capacity of frontline nurses (defined in this study as direct patient care nurses) engaged in change processes to resolve interdisciplinary operational failures. 6 However, structure and processes, alone, are not sufficient; visionary leadership paired with mentorship of frontline staff through the various processes is required to nurture improvement and leadership growth.…”