Mentoring: A Case Study

1. As a DNP practitioner in a leadership role, discuss various methods that you would use to teach EBP in an effort to emphasize active participation by the learners to the greatest extent possible. Evidence shows that students learn more when they engage in active participation rather than just listening and memorizing (Stanford University, n.d.). Some of the methods that emphasize participation include: small-group seminars, presentations integrated with clinical practicum and journal clubs (Melnyk & Fineout-Overholt, 2015). Small-group seminars are a great opportunity for hands-on practice. For instance, students can bring questions from their own practices to be answered during the seminar. With this tactic, students will see that the search of evidence is useful on everyday situations (Melnyk & Fineout-Overholt, 2015). However, small-group seminars need a skillful teacher that will guide students. …show more content…
Describe successful characteristics of a mentoring program and the benefits of mentoring for both mentors and mentees. A successful mentoring program must start with the right clinicians to function as mentors. The selected clinicians must have an expert level of knowledge, a positive attitude, enthusiasm and excellent listening and communication skills (Melnyk & Fineout-Overholt, 2015). The mentor’s objective is to develop clinicians that value patient care. EBP mentors must aim to create a sustainable change in clinicians (Melnyk & Fineout-Overholt, 2015). Multiple studies have shown that mentoring programs have a positive influence in mentors and mentees (Melnyk & Fineout-Overholt, 2015). Mentees have a one-to-one assistance, and they reported an increased in problem solving skills and confidence. Also, mentees report that they increased their network of contacts. Mentors, on the other hand, enhance their self-awareness and interpersonal skills. Lastly, mentors also report that they developed their political skills (Melnyk & Fineout-Overholt,