NURS 6351:Week 7: Relationships That Foster Growth—Mentors and Preceptors Essay Assignment Paper

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NURS 6351:Week 7: Relationships That Foster Growth —Mentors and Preceptors Essay Assignment Paper

NURS 6351: Role of the Nurse Educator | Week 7

Reflect on your academic and professional journey thus far. Which individuals have been the most influential in helping you grow and progress? What formal or informal roles did these individuals play? Think of your preceptor at your Practicum setting, for instance; how has he or she contributed to your learning and development? Have you forged relationships with mentors who have provided guidance, support, and encouragement? If so, how have your experiences with mentors and preceptors differed?

This week, you examine the distinctions between mentors and preceptors, and consider the value that each has for your ongoing professional development. In particular, you consider how forging a positive relationship with a mentor can facilitate your professional development and help you to achieve the competencies required of a nurse educator.

Learning Objectives

Students will:

• Evaluate authentic educational opportunities in health care settings
• Analyze a Practicum experience in the context of nursing education
• Construct a detailed Practicum log
• Analyze issues, responsibilities, and experiences of teachers and learners in the context of nursing education*
• Evaluate evidence that demonstrates professional growth for inclusion in a professional portfolio**

*The Assignment related to this Learning Objective is submitted in Week 9.
**The Assignment related to this Learning Objective is submitted in Week 11.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Reminder: Review resources from previous courses as necessary.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (3rd ed.) San Francisco, CA: Jossey-Bass.

• Chapter VI, “Learning in Community: The Conversation of Colleagues” (pp. 145–167)In this chapter, Palmer explores the value of learning with and from others, by watching others teach and by talking with one another about teaching.

Faiman, B. (2011). Overview and experience of a nursing e-mentorship program. Clinical Journal of Oncology Nursing, 15(4), 418–423.
Retrieved from the Walden Library databases.

The author examines the use of technology for nursing mentorship, and concludes that attention to learning styles and levels of education should be given in such programs.

Foley, V. C., Myrick, F., & Yonge, O. (2012). A phenomenological perspective on preceptorship in the intergenerational context. International Journal of Nursing Education Scholarship, 9(1), 1–23.

This article presents a study of how generational differences can lead to diverging expectations and affect student-preceptor interactions.

Girot, E., & Rickaby, C. (2009). Evaluating the role of mentor for advanced practitioners: An example from community matrons in England. Learning in Health & Social Care, 8(1), 1–12.

In this article, the authors examine a study conducted on a mentorship program. They address how differing expectations and types of support influenced outcomes.

Happell, B. (2009). A model of preceptorship in nursing: Reflecting the complex functions of the role. Nursing Education Perspectives, 30(6), 372–376.
Retrieved from the Walden Library databases.

In this article, the author proposes a model of preceptorship to maximize learning and satisfaction.

Luhanga, F. L., Billay, D., Grundy, Q., Myrick, F., & Yonge, O. (2010). The one-to-one relationship: Is it really key to an effective preceptorship experience? A review of the literature. International Journal of Nursing Education Scholarship, 7(1), 1–15.

The authors review the literature related to preceptorship in nursing. They note that with the current workforce shortage, it may be difficult to create one-to-one relationships; therefore, these types of relationships must be thoughtfully configured to facilitate learning.

Royds, K. (2010). Using reflective practice to learn from good and bad experiences. Learning Disability Practice, 13(5), 20–23.

The author engages in reflection to examine her interactions with mentors in practice settings and assess the professional redirection and growth that resulted from her experiences.

Schaubhut, R., & Gentry, J. (2010). Nursing preceptor workshops: Partnership and collaboration between academia and practice. Journal of Continuing Education in Nursing, 41(4), 155–162.

This article integrates adult learning theory and Benner’s novice-to-expert model with a study of preceptorship.

Willemsen-McBride, T. (2010). Preceptorship planning is essential to perioperative nursing retention: Matching teaching and learning styles. Canadian Operating Room Nursing Journal, 28(1), 8–8, 10–11, 16.

This article emphasizes the value of matching teaching and learning styles in preceptor relationships to promote job satisfaction.

Wilson, A. H., Sanner, S., & McAllister, L. E. (2010). An evaluation study of a mentoring program to increase the diversity of the nursing workforce. Journal of Cultural Diversity, 17(4), 144–150.
Retrieved from the Walden Library databases.

The authors examine the experiences of faculty and students in a formal mentorship program.

Required Media

Laureate Education (Producer). (2013g). The mentoring relationship [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 15 minutes.

In this media presentation, Dr. Terry Valiga and Beth Phillips discuss the roles of mentors and mentees. They also share reflections on their own mentor/mentee relationship.

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Discussion: Mentoring to Cultivate Competencies (Optional)

Note: This Discussion is not required. It provides an opportunity for informal collaboration. You will not receive a grade for your participation.

Why is mentoring beneficial, and how does it differ from a relationship you might have with a preceptor? What characteristics or experiences would make someone an effective mentor? What might you be expected to contribute as a mentee in a relationship with your mentor?

As you reflect on the questions above, consider the following statement from Susan Canfield, director of the Michael G. Foster School of Business MBA Mentor Program at the University of Washington: “While mentors create structure based on their availability and what they want to offer, mentees are responsible for driving the relationship.”

In this Optional Discussion, you consider mentoring as an avenue for continuing your professional growth and development. You assess how receiving mentoring could help you to cultivate the competencies required of a nurse educator.

(Optional) To prepare

• Review this week’s Learning Resources examining the similarities and distinctions between mentors and preceptors. As a mentee, what role expectations should you keep in mind as you interact with a mentor? As a student, what role expectations should you consider as you interact with a preceptor?
• Review the nurse educator competencies introduced in Week 1 of this course. What is the value of mentorship, and how could it help you fulfill your role as a nurse educator? Specifically, how could this relationship benefit you now and/or in the future?
• Review this week’s “The Mentoring Relationship.” Reflect on the mentoring relationship between Dr. Terry Valiga and Beth Phillips. What strengths did each bring to the relationship? How did this relationship help the mentee, Beth Phillips, to grow into her role as a nurse educator?
• Consider how you could identify a prospective mentor and the steps you could take to forge a relationship with him or her. Evaluate strategies for using mentoring to facilitate career development. If possible, identify a specific individual who might be a good mentor to you at this point in time. If that is not possible, consider which qualities and/or qualifications you would look for in a prospective mentor.

(Optional) By Day 3

Post an explanation of the most significant difference between mentors and preceptors, and provide your rationale. Then, propose a plan for seeking a mentor and describe strategies for using mentoring to facilitate your professional/career development.

(Optional) Read a selection of your colleagues’ responses.

(Optional) By Day 6

Respond to at least two of your colleagues on two different days using one of the following approaches:

• Ask a probing question, substantiated with additional background information or research.
• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
• Validate an idea with your own experience and additional resources.

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