M entors Facilitating the Success ofDisadvantaged Students Dr.Susan Sanner Dr.Astrid W ilson Clayton State University AACN 2004 Baccalaureate Conference
May 17, 2015
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?