Concept Analysis: Mentoring Nurse Managers

Mentoring is a multidimensional birth that energizes per intelligenceal and professional reaping (Wagner and Seymour, 2007). The purpose of this paper is to explore the archetype of t apieceing and the key role it plays in the phylogenesis of give buss.IntroductionOver the past 20 long time the concept of wise maning has gr cause more popular in our workplaces. Many general service compositions, as puff up as, corporations have developed globe mentoring programs for two(prenominal) instruction and staff for the purpose of improving boilers suit operations, productiveness and overall commitment to the organizations coatings. Mentoring is now being recognized in nursing and separate healthc be fields. This concept analysis will attempt to clearly see the concept mentoring while differentiating it from precepting and clinical supervision. Finally, this article will discuss the enormousness of a mentoring program designed for developing managers.DefinitionWhile trench ant the literature, many articles regarding mentoring can be found in business and management journals plainly few are found in nursing and medical journals. In the nursing and medical journals the concept of mentoring appears murky. In some cases the equipment casualty mentoring, precepting and clinical supervision are used interchangeably. This leads to confusion and inaccuracy.The word mentor dates back to Greek Mythology. Mentor was a friend of Odysseus entrusted with the education of Odysseus son Telemachus. The Webster dictionary defines mentor as a trusted and wise counseling or guide, a tutor or coach (Give, 1966). Other definitions embroil, a square uping human alliance, a critical companionship and a wreak in which two or more bulk create a connection in a safe environment that allows healing loyalty and wisdom to be discovered (Wagner and Seymour, 2007). For the purposes of this paper we will use the next definition Mentoring occurs when a senior person in term s of flummox not necessarily age provides information, advice and emotional support for the mentee or protg in a human race lasting over an extended peak of time and marked by emotional commitment by both parties. If the opportunity presents it egotism the mentor uses both formal and escaped forms of influence to march on the career path of the protg. (Bowen, 1985)The mentoring serve well consists of four footprints initiation, cultivation, withdrawal and redefinition (Kram, 1983). The first stage involves the mentor and the mentee becoming acquainted and stackting tendencys. During the cultivation stage, information is shared, problem solving, decisions and exploration of alternatives occur. During the separation stage, the mentee is empowered to move towards their goal and enhance their career path. In the final stage of redefinition, the mentor/mentee relationship evolves to a mutual friendship or the relationship is terminated. (Wagner and Seymour, 2007)As state ear lier mentoring should not be confused with the terms preceptor and clinical supervision. Clinical supervision is defined as the process whereby a practician reviews with another person his ongoing clinical work and relevant aspects of his own reactions to that work. It is also defines as a practice focused professional relationship involving a practitioner reflecting on practice while guided by a supervisor. (Lyth, 2000) Clinical supervision focuses on an individual situation. Once the goal is reached the process is complete.Precepting is defined as principle job responsibilities and cerebrate tasks (Grossman, 2009). The precepting relationship is similar to that of a teacher and student. Once the task is learned sufficiently, the relationship ends. The precepting relationship is time limited in that the task must(prenominal) be learned within a certain timeframe.Attributes of MentoringWalker and Avant define this step of concept analysis as showing the cluster of attributes most ofttimes associated with the concept (Walker and Avant, 2005). Some of the common attributes voluminous in mentoring are caring, self reflection, confidence and knowledge.In the literature search caring is addressed in every mentoring article I read. Every successful mentor/mentee relationship has a caring base. Consider Watsons Theory of Human Caring, in the caring moment the caregiver and the cared for share on a face-to-face level and create a mutual opportunity for learning from each other (Watson, 1999). This statement mirrors the definition of mentoring.Self reflection is the process in which someone stops to re evaluate a situation or action later on the occurrence of an event. This is done for the purposes of learning, self growth and self improvement. A frank mentor realizes that during the process they too will learn a great deal.Confidence is believing in yourself and your abilities even in the face of adversity. A inviolable mentor does not fear teaching or shari ng information. Succession planning is not a threat, but rather, the opportunity to continue their work and legacy in the organization after retirement (Tagnes, Dumont, Rawlinson and Byrd, 2009)Finally, the mentor must possess mastery of knowledge in their area of expertise. If the mentor has no knowledge or information to share, the process cannot start.AntecedentsAntecedents are those events or incidents that must occur prior to the occurrence of the concept (Walker and Avant, 2005).Two crucial antecedents to mentoring are the mentor and the mentee or protg. Without any party, the concept will not exist. The other critical antecedent is the mentor must possess knowledge and skills to be shared.Effective colloquy skills and interpersonal skills are also necessary. If adequate communication cannot occur, the mentoring relationship cannot develop. The mentor and mentee must also be committed to devoting time to the process. If there is no purchasable time, the mentoring process ca nnot begin.ConsequencesConsequences are those events that result from the occurrence of the concept (Walker and Avant, 2005). Successful mentoring programs advantage an organization by increasing retention, reducing turnover costs, improving productivity and enhancing professional development. Creating a mentoring culture continuously promotes individual and employee growth and development (Foster, 2008).Model Case Example snap is a new nurse manager. During her orientation process, Paulette is her assigned preceptor. Paulette has been with the organization many years and has over 15 years management experience. She voluntarily offers her services as a mentor to many new managers. After meeting and discussing goals, they decide Sally needs assistance understanding the various roles of people in the organization and how their roles interact with one another. Paulette takes Sally with her to meet the various employees. She schedules luncheons and meetings with various departments so Sally can better understand their roles.She also brings Sally to the administrative meetings as well as the administrative picnic to learn how decisions are made. Sally is gain groundd to voice ideas and concerns in these various sessions. Her input is well received. After approximately 6 months Sally now has a nose out of confidence and feels comfortable handling many of the day to day situations presented to her. Although the formal mentoring program is complete, Sally still meets with Paulette every few weeks to discuss purport and feels comfortable calling her for advice. Paulette also calls Sally from time to time for her credit regarding situations.This example sites all of the necessary qualities for a positive mentor/mentee relationship. illegal Case ModelAs Kim started her role as a manager, the decision maker assigned her worthwhile and appropriate assignments and tasks to perform. She had the opportunity to attend a mint of meeting and had some contact with the maj or staff. However, she was never invited to listen to informal conference calls or side meetings where all of the major decisions were made. She was not involved in the development of changes. She was however, told what need to be done by her administrator. She was not informed of any history behind decision making strategies.The administrator in this situation served as a preceptor not a mentor. She only took the time to teach tasks and failed to elicit input or encourage professional growth.ConclusionMentoring is a multidimensional process that can be learned over time. It requires reflection, knowledge of self and profession, knowledge of mentoring process and skills, communication and social skills, practice and support (Vance, 2002).Qualities of a good mentor include commitment, honesty, compassion, personal/professional ethics, expertise, energy, creativity, effective interpersonal and communication skills (Kappel, 2008). A good mentor is passionate about her work and is commi tted to serve welling the mentee successfully meet their goals. Communication between the mentor and mentee is open and honest in a positive caring environment for success to occur.A good mentor creates opportunities and opens doors. Mentors know your strengths and abilities. They do not set you up for failure. Mentors set an example through both their words and actions. Mentors want you to succeed and help you learn from your mistakes. Mentors want you to become independent.Mentoring nurse managers is crucial to the success and pick of nurses. The nursing profession is continually working to recruit more people into the field. Nurse retention can improve under the supervision of oracle nurse leaders because the environment created by their leadership is directly related to the success in retaining nurses (Colonghi, 2009). Nurse Managers need seasoned mentors to guide and upbringing them to their full potential which promotes a supportive environment and give them the selection to survive in difficult times. The mood, attitudes and examples set by the nurse manager set the tone and attitudes of the staff.