Mentors Facilitating the Success of Disadvantaged Students

Dr. Susan SannerDr. Astrid Wilson

Clayton State UniversityAACN 2004 Baccalaureate Conference

Presentation Objectives

Describe the development of a student mentoring program

Discuss faculty preparation for the role of faculty mentor

Discuss the stages of development of the mentoring program

Discuss methods used to evaluate the mentoring program.

Background/Need

CSU has approximately 5700 students Department of Nursing with 250 students 53% of nursing students from diverse

backgrounds 20% nursing students speak English as a

second language

Background/Need

2004 U.S. News & World Report ranking of colleges identified CCSU as having the most diverse student population among comprehensive baccalaureate-level colleges and universities in the Southeastern United States other than Historically Black Colleges & Universities.

Traditional faculty

Initial Study

Sanner’s observations of ESL students International students’ concerns Faculty assumptions Qualitative study, guided interviews

Major themes: Social isolation Resolved attitudes Persistence despite obstacles

Cultural Competence Workshop

Josepha Campinha-Bacote faculty workshop: Cultural Competence in Nursing Education: Theory and Application

Pretest of Cultural Competence Scale given Model provided:

Cultural Awareness

Cultural Knowledge

Model provided (continued)

Cultural Skill

Cultural Encounters

Cultural Desire

Faculty began working with individual

students who were:

self identified

faculty identified

Admission & Progression Committee identified

Review of the Literature

Kram (1985):

…mentoring involves guiding, supporting, and counseling individuals as they find their way into the world. Mentoring is associated with a variety of activities, including role modeling, job shadowing, providing personal, academic, and career advice as well as networking…

Review of Literature

Holtz & Wilson (1992):

…encouraged faculty to develop a rapport with students to assist them in feeling more valued, independent, and successful in the nursing program.

Review of Literature

Mertz (2001):

…central to mentoring is the high degree of trust and involvement that must be established between the mentor and mentee for it to be effective.

Review of Literature

Whelley (2003):

…the mentoring relationship requires personal involvement, time commitment, and the opportunity to share information with the student as well as time for the mentee to express himself or herself.

Developing the Role of Faculty Mentor

In preparation for the mentoring developments sessions, faculty completed a survey

Dr. Ora Strickland, a nationally known speaker provided consultation

She provided two separate workshops for faculty

Mentoring Survey

A five item qualitative survey was designed to illicit faculty members’ perceptions of mentoring.

1. Identify the components you think should be in an ideal faculty mentor/student mentee program in our department.

2. How much time do you think the mentor should spend with the mentee each month?

Mentoring Survey

3. How many mentees do you think one faculty mentor can have in a semester?

4. Do you think a booklet would be helpful that describes mentoring and the roles and responsibilities of the faculty mentor and the student mentee?

5. Do you think students should be able to interview faculty and have input into their mentor or do you think students should be assigned to faculty by the project team?

Results of Faculty Surveys

Faculty described mentoring as relationship building, coaching, tutoring (or finding someone to help student with problems), supporting/caring, referring for help with study skills/test taking skills/time management skills/stress management skills

Ideal to meet from 1-6 hours a month

1-4 mentees per faculty was desired An information sheet on mentoring would be

helpful Student/faculty interview- it has to “click” to be

successful Students should be allowed input to see if they

will gel with mentor Assigned, however, student has the option to

change to another faculty mentor if they want

Results of Faculty Surveys

Mentoring Workshop

Ora Strickland

Defined mentor

Characteristics of a good mentor

Characteristics of a good mentee

Integration of Covey’s Seven Habits of Highly Effective People into the mentoring experience.

Mentor

Derived from the writings of Homer in The Odyssey

Master, supporter, friend, guide, teacher, parent, coach and confident (Smith, McAllister & Crawford, 2001).

In nursing, a process of teaching and learning that takes place between two nurses positioned at different levels, ages,personalities and credentials (Stewart & Krueger, 1996).

Mentoring Workshop

Being a good mentor involves being effective as a person and a leader

Mentors can uses Stephen Covey’s Seven Habit’s of Highly Effective People as a framework for mentoring, leadership and self growth.

The Seven Habits of Highly Effective People

Be proactive Begin with the End in Mind Put First things First Think Win Seek first to understand, then to be

understood Synergize Sharpen the Saw Adapted from November, 2002 Mentoring Workshop for CCSU faculty by Ora

Strickland.

Student Mentoring Contract

Meet weekly with mentor Identify personal academic strengths and

limitations Set up individualized study plan with

Mentor’s assistance Complete suggested remedial materials Advise mentor of any failed tests and plan

to improve within 1 week of failure

Faculty Mentoring Contract Meet weekly with each mentee Identify personal academic strengths and

limitations for each mentee Set up individualized study plan Maintain a weekly log and note actual time and

activity with each mentee Meet with each mentee reporting failed tests

within one week to develop study strategies to improve test taking

Mentor and Mentee Activities

Structured meetings: Weekly meetings to discuss academic

performance. Mentee reported any failed tests or quizzes to

the faculty mentor. Reviewed content and test-taking strategies

Unstructured Activities: Faculty mentors were available for informal

interactions with students

Examples of Activities

Mentors had an opportunity to role-model professional nursing

Mentors shared knowledge of nursing Mentors reviewed subject content Mentors provided guidance if a student

had a conflict with another faculty Mentors were encouragers – provided

references for mentees

Examples of Activities Mentees had an opportunity to verbalize school

and personal concerns Mentees had the opportunity to learn about the

opportunities in nursing Mentees received one-to-one or group tutoring Mentees received guidance about education and

career advancement Mentees received letters of reference for

scholarships if appropriate

Documentation

Weekly progress forms completed by faculty

Student journals and goals Final mentoring report that provides a

profile of the student

Measuring the Success of the Mentoring Program Improved ERI test scores Exit exam passed on first attempt N-CLEX passed on first attempt

Recommendations for Nursing Programs Prepare faculty and students for their

respective roles in the mentoring process. Encourage mentees to participate in the

selection of their own faculty mentors. Establish a contract as a way to ensure

accountability of the mentor and mentee.

Support for Project

This project was supported by funds from the Division of Nursing (DN), Bureau of Health Professions (BHPr), Health Resources and Services Administration (HRSA), Department of Health and Human Services (DHHS) under grant number 5D19HP40434-02, and title, Preparing the Next Generation of Nurses for $890,000. over three years. The information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any official endorsement be inferred by, the DN, BHPr, HRSA, DHHS, or the U.S. Government.

Thank You!Any Questions?