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

2. 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

3. 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)

4. 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

5. The Mentorship Process
Identifying roles & responsibilities

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

7. 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.

8. 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

9. 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

10. 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

11. 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 , telephone or short conversations)

12. 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

13. Activity
Sparkling moments

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

15. 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

16. Group Activity:
Identify skills required of a mentor

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

18. 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

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

20. 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

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

22. 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

23. 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

24. 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

25. 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 ( )

26. 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,