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Mentoring Our Future Nurse Researchers: The Mentor Development Program

Mentoring Our Future Nurse Researchers: The Mentor Development Program. Kathryn Lee, RN, PhD Professor Emerita Director, T32 Training Grant “Symptom Management” 1996 - 2016. Outline. Defining mentoring Why be a mentor ? Why not ? Training to be a mentor

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Mentoring Our Future Nurse Researchers: The Mentor Development Program

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  1. Mentoring Our Future Nurse Researchers:The Mentor Development Program Kathryn Lee, RN, PhD Professor Emerita Director, T32 Training Grant “Symptom Management” 1996 - 2016

  2. Outline • Defining mentoring • Why be a mentor? Why not? • Training to be a mentor • UCSF Mentor Development Program (seminars) • The Individual Development Plan (IDP) solution • Evaluating a mentor

  3. What is a mentor? • Advisor = give advice • Supervisor = administrator in charge • Responsible for promotion, formal evaluator • Mentor = from Greek Odyssey • Experienced, trusted advisor (usually older) • A guide who shows the way – “shepherd” • Not responsible for promotions • Committed relationship • Over a period of time

  4. Mentoring Outcomes • Outcomes from good mentoring • Mentee: happy, productive, and successful; may accomplish goals more quickly • Mentor: happy, productive, and recognized; acknowledged and rewarded • Institution is pleased and reputation is good • Easier to recruit new colleagues • Outcomes from poor mentoring or no mentoring • Mentee is unhappy, disappointed, unsuccessful • Mentor (potential mentor) is unhappy, less productive, less successful • Supervisor is unhappy • Time and resources are wasted for both mentor and mentee • Resources are wasted for the institution • Difficult to recruit new colleagues

  5. Why Be a Mentor? The primary motivation to be a mentor was well understood by Homer: the natural human desire to share knowledge and experience Some other reasons for being a good mentor:

  6. 5 Reasons for Being a Good Mentor * • Feel joy and satisfaction… For some mentors, the greatest joy is having a mentee succeed and eventually become your friend and colleague. • Attract good, talented colleagues… Good mentors recruit and keep high caliber colleagues who: - help you produce betterresearch and grant proposals - help you improve clinical practice and health for the population. Adapted from: Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Session 3, p. 41-48 and Session 5, p. 67-69. Wisconsin Program for Scientific Teaching. www.hhmi.org/grants/pdf/labmanagement/entering_mentoring.pdf

  7. 5 Reasons for Being aGood Mentor * • Staying on top of your field… Guiding younger colleagues keeps you professionally sharp. • Developing your professional network… When making contacts for your mentee, you strengthen your own contacts and make new ones. Adapted from: Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Session 3, p. 41-48 and Session 5, p. 67-69. Wisconsin Program for Scientific Teaching. www.hhmi.org/grants/pdf/labmanagement/entering_mentoring.pdf

  8. 5 Reasons for Being a Good Mentor* • Extend your contribution to nursing science. The results of good mentoring live on after you. Your mentees continue to contribute even after you have retired. Adapted from: Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Session 3, p. 41-48 and Session 5, p. 67-69. Wisconsin Program for Scientific Teaching. www.hhmi.org/grants/pdf/labmanagement/entering_mentoring.pdf

  9. Challenges to Being aGood Mentor* What are the challenging aspects of being a mentor? *HandelsmanJ, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Wisconsin Program for Scientific Teaching. www.hhmi.org/grants/pdf/labmanagement/entering_mentoring.pdf Section 8 “Entering Mentoring: Training Scientist Mentors” page 122)

  10. Challenges for a Mentor 1. _____ Assessing mentee’s background (knowledge and skills) 2. _____ Dealing with mentee’s inexperience (knowledge and skills) 3. _____ Keeping mentee engaged 4. _____ Allocating time 5. _____ Finding resources 6. _____ Identifying mentee’s motivation 7. _____ Remaining patient 8. _____ Addressing mentee’s misconceptions about science 9. _____ Setting reasonable goals for the project 10. _____ Building mentee’s confidence 11. _____ Fostering mentee’s independence 12. _____ Deciding on the best solution to a given mentoring challenge • Other: _conflicting advice to mentee from others • __ I need mentoring myself on how to mentor

  11. UCSF Mentor Training Program • New assistant professor: • Mentor for career and academic expectations • Mentor for research planning • Tenured professor: • Also needs a mentor (leadership, system, letters) • Mentor for how to be a good mentor • UCSF Mentor Development Program • Application: 10 MITs (mentor in training) per year • 5 monthly seminars with breakfast and honored guest • Discussion on 10 topics (challenges) • Inter-disciplinary (Nursing, Dentistry, Medicine, Pharmacy) • Certificate of Completion and Recognition in the UCSF system

  12. Mentor Challenges: Solutions = Written Plan with Mentee 1. _____ Assessing mentee’s background (knowledge / skills) 2. _____ Dealing with mentee’s inexperience (knowledge / skills) 3. _____ Keeping mentee engaged 4. _____ Allocating time 5. _____ Finding resources 6. _____ Identifying mentee’s motivation 7. _____ Remaining patient 8. _____ Addressing mentee’s misconceptions about science 9. _____ Setting reasonable goals for the project 10. _____ Building mentee’s confidence 11. _____ Fostering mentee’s independence 12. _____ Deciding best solution to a given mentoring challenge • Other: _ Conflicting advice to mentee from others

  13. History of the Individual Development Plan (IDP) • In 2014 the USA’s National Institutes of Health (NIH) mandated an IDP for all trainees supported on a NIH training grant mechanism (T32, F’s, K’s). • The IDP’s demonstrated utility in promoting professional development is increasingly recognized as an important instrument for postdoctoral trainees. • An IDP should be used to identify and promote career goals of graduate students and postdoc researchers awarded by training funds from NIH.

  14. History of the Individual Development Plan (IDP) • NIH recognizes that the relationship between mentor and mentee is critical in how an IDP becomes operationalized and individualized. • Various IDP forms and content have been in use for over 10 years.

  15. Purpose of an IDP • Provide processto identify career goals/objectives. IDP is meant to be interactive; both mentee & mentor must participate fully in the process. 2. A communication tool between mentee and mentor.

  16. Goals of an IDP Help mentee identify: Long-termcareer options for mentee to pursue and how to best pursue these options, and Short-termneed for improving mentee’s current performance. Benefits:A clearer sense of expectations and milestones to achieve and advance in your system (academia or health care system).

  17. CAREER OBJECTIVES For each Goal, succinctly list 2-3 objectives that, when met, will result in achieving your goal. These objectives are typically related to a “milestone” such as Promotion/Tenure, a research grant, or appointment to a prestigious committee. • EDUCATIONAL ACTIVITIES For each objective, indicate any educational/training activity you will engage in to help meet that objective. • RESEARCH PROJECTS For each objective, indicate any research/scholarly activity that will help you meet that objective. • PRODUCTS & DATES For each objective, indicate what individual product (abstract, publications, grant proposals, presentation/lecture, practice protocol) is expected to contribute to your ability to achieve that objective. Indicate the general date expected to accomplish this product

  18. IDP Essentials: CAREER GOALS (for next 5-10 years)  Goal #1:Personal Career Should reflect leadership or administrative title you see yourself holding in 10 years, such as Director of a Program, or Chair of a Department. Example of a personal career goal could be: “To lead a multidisciplinary center for insomnia research and practice” How can your mentor(s) facilitate this goal?

  19. Goal #2:Population/outcomeResearch or Clinical Should relate to global vision of how your goal will ultimately improve human health. Focus should be on the clinical population and health outcomes. Example of one research or clinical goal could be: “Improve the quality of life for women with breast cancer.” How can your mentor(s) facilitate this goal?

  20. IDP Goal #3: Research methods Method should relate to design and methods rather than patient population of interest. Example of one goal could be: “To reduce health care costs through the application of cost-effectiveness analyses.” How can your mentor(s) facilitate this goal.

  21. Date: ______________________ Research Projects (complete this in preparation for meeting with mentor and provide mentor with copy) A. Active Research 1. data collection/analysis (project names) B. Abstracts in preparation (abstract titles) • Manuscripts in preparation (titles) D. In Development(project names) Collaborators Brief overview/ timeline DATE FOR NEXT MEETING WITH MENTOR: _____________

  22. Mentor-Mentee Relationship 4 Steps for Mentee 4 Steps for Mentor 1. Be familiar with available opportunities. 2. Discuss opportunities with mentee 3. Review IDP and help revise. 4. Establish regular review of progress 1. Conduct self-assessment. 2. Explore opportunities with mentor. 3. Write an Individual Development Plan (IDP). 4. Implement IDP.   Adapted from: Office of Public Affairs, Federation of American Societies for Experimental Biology (FASEB), Science Policy Committee. http://opa.faceb.org/pdf/idp.pdf http://opa.faceb.org/pdf/SampleAnnualReview.pdf

  23. Guiding Questions for Mentee’s Self-Assessment 1. What challenges or obstacles must you address? What steps can you and your mentor identify for overcoming the challenge or obstacle? 2. Is there anything or anyone that will influence completion of your objective(s)? 3. Where can you find feedback, support and resources? An example might include a tendency to procrastinate, and the need to commit to the project and be more accountable. Another example might be lack of travel support to a conference and exploring financial support with your Mentor or Supervisor or Dean.

  24. Guiding Questions for Mentee’s Self-Assessment (cont’d) 4. Any personal issues that need to be addressed? Work:problems with colleagues, resources, etc.? Home:problems at home that someone can help with? 5. How is your quality of life?

  25. 3 questions you should ask yourselfbefore you accept a mentee • How motivated is this mentee? • Does the mentee want to advance? • How far can I go with this mentee? • What is mentee’s experience relative to where he/she wants to be? • Are the mentee’s developmental gaps ones that I can fill? • Do I have the relevant experienceand time? • Don’t short-change the relationship • Can I help support the mentee with time, knowledge, effort, and funds or other resources?

  26. Mentoring - in 4 steps 1. Be familiar with available opportunities. By virtue of your experience, you should already have knowledge of mentee’s career opportunities, But you want to be familiar with other career options and trends in job opportunities. 2. Discuss opportunities with mentee This needs to be a private, scheduled meeting, distinct from other regular specific meetings. There should be adequate time set aside for an open, honest discussion with your mentee.

  27. Mentoring - in 4 steps 3. Review IDP and help revise. Agree on IDP that allows your mentee to be productive and be prepared for the next step in their career advancement. Provide honest feedback - both positive & negative – to help mentee set realistic goals. 4. Establish regular progress review Meet at regular intervals with mentee to assess progress, expectations and changing goals. Every 6 months -do a review with mentee to assess accomplishments and what needs to be done next. A written review is important in tracking and documenting mentee’s accomplishments.

  28. Progress Review Frequency? • Monthly – project is progressing • Quarterly – new learning opportunities • Semi-annual – milestones, project completion • Annual • Mentee’s and Mentor’s career goals – any changes? • M–M relationship satisfaction • Mentor’s workload issues

  29. Annual - mentor’s discussion with mentee

  30. Characteristics of Successful Mentoring • Reciprocity • Mutual respect • Personal connection • Shared values • Clear expectations • Individual Development Plan (IDP)

  31. Evaluation of Mentor (formal or informal?)12 (13?)- item Mentorship Effectiveness Scale (2002)Johns Hopkins School of Nursing My mentor (vs supervisor or teacher): was accessible. demonstrated professional integrity. demonstrated content expertise in my area of need. was approachable. was supportive and encouraging. provided constructive and useful critiques of my work. motivated me to improve my work product. was helpful in providing direction & guidance on professional issues (networking). answered my questions satisfactorily (timely response, clear, comprehensive). acknowledged my contributions appropriately (committee contributions, awards). suggested appropriate resources (experts, electronic contacts, source materials). challenged me to extend my abilities (risk taking, try new professional activity, draft section of article).

  32. Guiding Questions for Mentor Feedback13- item Mentorship Effectiveness Scale (2002)Johns Hopkins School of Nursing 13. My mentor has been essential to: • my success in career advancement 0 1 2 3 4 5 6 • networking and publishing in areas outside my trained discipline 0 1 2 3 4 5 6 c) my success in balancing all aspects of my work and family life 0 1 2 3 4 5 6 0 _ Strongly Disagree 1 _ Disagree 2 _ Slightly Disagree 3 _ Slightly Agree 4 _ Agree 5 _ Strongly Agree 6 _ Not Applicable When do you ask mentee for this response?

  33. Final Thoughts: Policy Considerations at Your Institution • Do you get credit for mentoring? • Research and scholarly activity, publishing (last author rather than 1st ?) • Service to community • Teaching … and Mentoring • Is it part of the culture at your institution? • Do you have role models for mentoring? Good models or bad models? • What are your resources for a mentee? • Do you want to be a mentor? Okay to say no, not now, maybe later • What type of mentor do you want to be? What are you best at? • Career mentor • Research mentor • Teaching mentor • Clinical mentor • Leadership mentor • Okay to do group mentoring… but IDP is individualized

  34. QUESTIONS ????

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