The Mentoring Relationship

Substantive Areas of Clinical Nurse Specialist Practice

“…Mentoring, role modeling, and preceptorship are other ways that the CNS educates neophyte nurses. [226][227][228][229][230][231][232][233][234][235][236] Case consultation is described often by CNSs as a way to bridge the gap between knowledge and practice and thereby promote the clinical expertise of staff in meeting patients' and families' needs. 52,[56][57][58][59][60][61][62][237][238][239][240][241][242][243][244][245][246][247][248][249][250][251] The expertise of the CNS is maximized, and the staff members are assisted in acquiring new perspectives and approaches to problem solving, which are then generalized to a variety of patient care situations such as caring for patients with complex wounds, 245,249 disruptive behaviors, 57 persistent pain, 239 and mental health difficulties.…”

Mentoring Benefits and Issues for Public Health Nurses

“…The word mentor is derived from the writings of Homer in his poem “The Odyssey.” When Odysseus left home to travel to distant wars, he entrusted his son to his faithful and dependable advisor named Mentor. Mentor performed as a guide, teacher, tutor, and father to Telemachus, Odysseus' son (Fox, Rothrock, & Skelton, 1992; Ramsey, Thompson, & Brathwaite, 1994). Therefore, in English, the word mentor is the best term to use when trying to express a role that means master, supporter, friend, guide, teacher, parent, coach, and confidant.…”

“…New nurses merely copy behaviors without understanding their rationale. Role modeling can occur without any real relationship (Fox et al, 1992; Ramsey et al, 1994; Stewart & Krueger, 1996).…”

“…Precepting outcomes are skill and knowledge attainment, anxiety reduction, and safe practice (Haynor, 1994). Though preceptor relations are active, only one member of the dyad teaches and supervises (Fox et al, 1992).…”

Mentoring International Research Ethics Trainees: Identifying Best Practices

“…This finding is unsurprising and expected in view of the changing nature of the mentoring relationship over time. The mentoring relationship is not static, but rather is subject to renegotiation, redefinition, and realignment as the mentee's abilities evolve both during and following program completion (Barker, 2006; Fox, Rothrock, & Skelton, 1992; Kram, 1985). Because the ultimate goal of mentoring is to prepare mentees to function independently in their fields of endeavor (Healy & Welchert, 1990), mentees’ consultation with and reliance upon their mentor(s) is likely to diminish as the time since program completion increases.…”