WELCOME TO MENTORSHIP TRAINING Meriel Tootell (Chief Registration Officer HPSET)

Purpose of the morning Introduction and induction to the role & responsibilities of mentoring an HPS student Training is to ensure the quality of future HPSs – role of mentor is crucial to this Pre-requisite of mentor – must be an up-to- date registered HPS and have at least 2 years post qualifying experience

What mentorship training involves: It involves a ½ day preparation training, followed by a ½ day induction training Completion of a Mentorship Handbook showing evidence that all 11 assessment criteria (M1 –M11) have been achieved (assessed by college tutor) Completion of M12 which is a reflective account of the mentoring process (750 words & marked by HPSET)

What mentorship training involves (continued): Mentorship Handbook and reflective account to be completed by the end of year 1 of the trainee HPS On completion of the training you will be awarded a certificate by HPSET A record is kept by HPSET of those registered HPSs who have undertaken the training. It is a real CPD opportunity

The Mentorship Process Identifying roles & responsibilities

Opening activity In small groups discuss what you think the mentor’s role and responsibilities involve?

What is mentoring? There are many useful definitions of mentoring, however most definitions imply that mentoring is: ‘Learner centred’ and that it also brings about a change in the knowledge, skills and attitude of the mentee The mentoring relationship is not intended as a line management role Mentoring also involves providing advice and guidance and enabling reflection and review.

George Bernard Shaw suggested that: Those who can ‘do' and those who can’t ‘teach’ But mentors in healthcare practice must not only be able to ‘do the do’ but must also be able to teach that ‘do’ Passion and enthusiasm is needed for mentorship

Francis Report (2013:3) detailed ‘Appalling suffering of many patients’ This highlighted in stark terms the multitude of failings within the healthcare system It is now more crucial than ever for mentors to support healthcare students to develop the courage to always put their patients first

The mentor’s role is to: Build a relationship based on trust to foster learning Act as a sounding board to explore ideas Act as a ‘critical friend’ and confidante - having the ability to challenge and empathise Act as a signpost to other forms of support as required Be responsible for signing off the student’s workplace competences  

The mentoring process should include: An initial meeting at which roles and responsibilities are clarified and the purpose of the partnership is established – very important The construction of an informal mentoring agreement which clarifies agreed outcomes, establishes how the mentor and mentee will work together and identifies the boundaries of the partnership – very important On going informal support (e.g through email, telephone or short conversations)

Mentoring process (continued) Regular weekly formal meetings of about an hour’s duration) Informal record keeping of the agenda items and any agreed actions (these are confidential and the mentee is the custodian of them) Undertake a mid-point review and then a final review meeting each year of the course

Activity Sparkling moments

Phases of the mentoring process (Kram 1983) BR SD P WU M

The process between the mentor and mentee Activities involved in this process may include: Building rapport Checking feelings Summarizing progress Acknowledging success Identifying and exploring problems Sharing experience and insight Facilitating the generation of solutions Agreeing next steps

Group Activity: Identify skills required of a mentor

Skills required of a mentor Listening and questioning Reviewing Suggesting Informing Giving and receiving feedback

What helps mentoring to succeed? A commitment to the goals of the mentoring process A professional attitude Openness and honesty Willingness to learn (remember this is a two- way relationship) The ability to question one another

What helps mentoring to succeed? (continued) Mutual respect The contribution of time Active listening skills The ability to show appreciation

What helps mentoring to succeed? (continued) Being able to ask for specific help Working through any conflict Trusting each another Periodically reviewing the relationship and the process

Activity Read the Case Study on Poor Mentoring Identify the aspects of poor mentoring How could this situation have been avoided?

The ‘galaxy of toxic mentors’ (Darling 1985) Types Features Avoiders Mentors who are not available or accessible, also referred to as ignorers or non-responders Dumpers Throw people into new roles or situations and let them flounder, either to sink or swim, often deliberately

The ‘galaxy of toxic mentors’ (Darling 1985 (continued) Type Feature Blockers Actively avoid meeting the mentee’s needs either by refusing requests, by controlling through withholding information, or by blocking the mentee’s development by over-supervising Destroyers/ criticisers Set out to destroy the mentee by subtle attacks to undermine confidence, open & public verbal attacks & arguments, questioning of abilities and deliberately destroying confidence

Other actions on the part of mentors that can discourage learning: Lack of interest in students & their learning needs Lack of knowledge about the student’s course Hierarchical & a lack of team approach Not acknowledging student’s previous experience Negative attitudes Reluctant to change practice

Don't walk in front of me; I may not follow Don't walk in front of me; I may not follow. Don't walk behind me; I may not lead. Just walk beside me and be my friend. Albert Camus (1913- 1960)

References Clutterbuck Associates 2002 Darling, L.A.W (1985) ‘What to do about toxic mentors? Journal of Nursing Administration 15 (5):43-4 Guidelines for Establishing Effective Mentoring Support - University of Salford July 2007 Kram, K.E (1983) Phases of the Mentoring Relationship. Academy of Management Journal, 26, 608-625