Building a mentoring network

Highlights

• Different kinds of mentoring for different needs—primary, research and national

• Roles and communication of mentors assessed via Mentorship Profile Questionnaire

• Effectiveness evaluated by Mentorship Effectiveness Scale

• Ratings of mentorship effectiveness generally high

• Lessons learned that might be applied in other situations

Abstract

Background

Mentoring has long been regarded as one of the key components of research training and faculty development.

Purpose

The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars’ development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national).

Method

The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts.

Discussion

The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors’ support and advocacy; the biggest weakness in dealing with all mentors was accessibility.

Conclusion

Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting.