Nursing Research Series: The Stairway to Success Methodology

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1 Succeed with Academic Mentoring (SAM) Caroline Vafeas RN DN BSc(Hons) MA Nursing & Education Lesley Andrew MSc, BSc (Hons) Public Health Nursing, BSc (Hons) Biology, RN, RHV Edith Cowan University, Western Australia Abstract At Edith Cowan University (ECU) in Western Australia, lecturers identified a gap in provision for nursing students which highlighted concerns about student progress especially in first year. The introduction of SAM (Succeed with Academic Mentoring) has attempted to meet this need. This project offers students to be part of a group who are offered contact with an academic mentor throughout the duration of their undergraduate nursing course. Introduction The terms mentoring and preceptorship have been used interchangeably within the nursing literature and do have common features. While preceptorship is part of the mentor role, mentorship is not inherent in the nurse preceptor role. Mentors often embody desirable leadership qualities such as empowerment, guidance and counsel, mentorship is seldom possible in the undergraduate nursing education context due to the limited continuous time spent in clinical placements and the role of the nurse preceptor and mentor being fundamentally different (Mills, Francis, & Bonner, 2005). Research by Billay and Yonge (2004) explored the concept of preceptorship from the perspective of the nurse preceptor through the analysis of interdisciplinary literature. The findings showed that preceptorship was distinct from mentorship although a positive consequence of a preceptored relationship may involve the evolution of that relationship into a mentorship. Mills and Mullins (2008) found that when a mentorship program was introduced for nurses in California, attrition rates were lower for those who participated, with 23% of nonparticipants leaving and only 8% of participants leaving their employer. Findings also identified that job satisfaction and professional confidence increased over the study period. It is with this in mind that the SAM Program was developed at ECU. This project explored the form and function of the mentor-mentee relationship when implemented among first year undergraduate nursing students. During the proposal phase of this study, the researchers identified six concepts (see Figure 1- The Stairway to Success) which were identified as important functions of both the mentor and mentee in ensuring positive outcomes for both parties. These concepts of engagement, nurturing, exploration, empowerment, reflection and success, identify the underlying philosophical model for this project to assist to improve the first year experience of the student. 1

2 The Stairway to Success Figure 1: The Stairway to Success Methodology This study adopted a qualitative methodology utilising a case study approach and aesthetic methods of data collection to explore the experiences undergraduate nursing students completing a three-year Bachelor of Science (Nursing) program within the largest nursing school in Western Australia and their faculty mentors. The study commenced with the first cohort of mentees joining the programme in July of This research initially captured the first group of 50 mentees recruited. Since this time further cohorts of mentees and two other faculty mentors have joined the program. With the support and interest of colleagues the program also now captures and supports first semester students. Part two included a final evaluation of all mentees, which was conducted in December 2011 and identified future direction for this initiative. Setting The study was carried out within a Western Australian University, which accommodates a large nursing school with approximately 1600 undergraduate nursing students enrolled across six semesters of the three-year pre-registration program. 2

3 Data Collection Each mentor was allocated 25 students (mentees) for the purposes of the study. Each student was offered one-on-one time (30 minute sessions) twice per semester to meet with their mentor to discuss any issues arising in relation to course progress and generalities around the choice of nursing as a career. During one-on-one sessions, the mentor took notes, which formed a record of the meeting. Each mentee was given a diary in order to record reflections as often as they chose. The researchers review entries with the students at planned meetings. Diary entries are photocopied, de-identified, coded and analysed. The mentors add contextual notes and engage in peer debrief and reflection throughout each semester. These notes and discussions form part of the data, which was analysed for the first part of this study. Part two involved an evaluation of all students involved in the project at December Initial Findings Initial findings from the study identified that the mentees want someone to talk to; someone who wanted to listen to their story. Mentees wanted to feel that they were not simply a number, but an individual who brings to their nursing training a variety of life experiences. Academic mentoring seemed to create these opportunities for fostering students through their early and undeniably impressionable student days. The students and academics associated with SAM have reflected positively of their involvement with the program and intent to continue. While there are undeniably challenges associated with the role of mentor, the benefits as reported in these early stages appear to far outweigh the difficulties. Part Two: Evaluation of SAM By the end of 2011, there were 120 students enrolled in SAM. At this time a survey was sent to all mentees via BlackBoard. This included all students who were still enrolled in the course and had access to Blackboard. Of the 120 students enrolled 23 returned completed evaluations. The low response rate could have been due to the fact that many were due to graduate or on leave and no longer accessing their on a regular basis. The majority of respondents were in the years age bracket and of the total number of respondents, 74% were graduating the following month and had therefore been part of the program since the beginning. It was found that the most that students met with their mentor was twice (26%) with 22% meeting more than three times and 13% had made no contact at all. When asked what types of issues they went to see their mentor about, the comments included, helping with workload, assistance when not coping, guidance with unit selection, issues relating to clinical practice and someone who understands nursing. When meeting with the mentor 75% of students felt that their needs were met completely with 25% stating they were partially met. Of the students surveyed 92% liked having an academic mentor with 8% not liking this relationship. Of the students surveyed 78% felt that all students should be given this opportunity of having a mentor with the remainder stating that it was not necessary for everyone. When asked why they have not 3

4 accessed their mentor, responses included that the mentor had made no contact and a few found there was a lack of time in their schedule. From the results, the best aspects of having an academic mentor identified included, when things get difficult I have someone to talk to, when things stopped making sense, she helped me over many hurdles, my mentor helps in all situations, personal and professional. Conclusion Although well explored across many disciplines and in a practice context, mentorship as it applies to academics mentoring nursing students has been neglected. This paper represents the experiences of a group of student nurses and faculty mentors as they travel and define the mentoring path as it applies to new nurses learning the profession through academic study. Academic mentoring, especially in the early days of transition to university, has been demonstrated through this study to represent a valuable activity which is professionally rewarding for all parties. Findings show students both want and need academic mentorship but the format upon which that takes is highly individual and changeable as the individuals professional competence and confidence increases; and as a positive and mutually accountable relationship is formed between the parties. Both mentees and mentors find the relationship productive and of value in the higher education setting. By following the program philosophy, Stairway to Success, the mentors can offer a positive experience for all new nursing students. References Billay, D. B., & Yonge, O. (2004). Contributing to the theory development of preceptorship. Nurse Education Today, 24(7), Mills, J. F. & Mullins, A. C. (2008). The California nurse mentor project: Every nurse deserves a mentor. Nursing Economics, 26(5), Mills, J. E., Francis, K. L., & Bonner, A. (2005). Mentoring, clinical supervision and preceptoring: clarifying the conceptual definitions for Australian rural nurses. A review of the literature. The International Electronic Journal of Rural and Remote Health Research, Education, Practice and Policy, 5(410), Vafeas, C. J., & Zilembo, M. (2009). The stairway to success diagram. Unpublished. 4

5 Academic Mentoring Session Outline Nuts & Bolts Heading Time Topic Presenter Resources 1 Introductions 5 mins Who we are and why we have invested time in this project? Lesley What is Mentoring? What is Preceptorship? What is Academic Mentoring? 2 The Project 10 mins Outline of the project. Implementation and evaluation strategies. Caroline OHP 4 Group Discussion 10 mins Alternatives. Identifying the way forward. Other initiatives. Caroline & Lesley Flipchart Paper & Pens 5 Conclusion 5 mins Identifying the 3 key points from the group input. Caroline OHP 5