Mentors can be extremely beneficial for a novice nurse or a nursing student, if he or she has selected the right person to mentor. According to Krause-Parello, Sarcone, Samms, and Boyd (2013), the fundamental nature of an effective mentorship depends upon the relationship between the mentee and mentor. The formation of an effective mentorship relationship relies on personal characteristics, as well as, interpersonal skills (Krause-Parello, Sarcone, Samms, & Boyd, 2013). “Essential qualities for the mentor-mentee relationship development also includes the mentor’s willingness to commit and invest in both personal and career-oriented time and resources in the professional setting and beyond” (Krause-Parello et al., 2013, p. 108). In addition
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According to Shellenbarger and Robb (2016), mentors should maintain open communication by allowing questions to be asked, sharing ideas, and discuss concerns. “Questioning techniques are widely used in interac-tions between students and mentors and can effec¬tively enhance learning, stimulate critical thinking, promote reflection on performance, offer insight into actions, guide practice, and draw upon knowl¬edge in new situations” (Shellenbarger & Robb, 2016, p. 65). Other key factors that lead to a successful mentor-mentee relationship involve the following: role modeling, setting goals, and reflection (Shellenbarger & Robb, 2016). According to Shellenbarger and Robb (2016), when a mentor allows the mentee to learn from his or her struggles and success it creates a supportive environment. Goal setting is an essential factor for professional development. Shellenbarger and Robb (2016) exclaims that when one sets goals it allows the individual to gain confidence when he or she achieves the goal and it increases one’s capabilities. Reflection can consist of a debriefing between the mentee and mentor. The debriefing should include open discuss about situations/experience, awareness of issues or concerns, and examining the mentee’s thinking process (Shellenbarger & Robb,
According to Shellenbarger and Robb (2016), mentors should maintain open communication by allowing questions to be asked, sharing ideas, and discuss concerns. “Questioning techniques are widely used in interac-tions between students and mentors and can effec¬tively enhance learning, stimulate critical thinking, promote reflection on performance, offer insight into actions, guide practice, and draw upon knowl¬edge in new situations” (Shellenbarger & Robb, 2016, p. 65). Other key factors that lead to a successful mentor-mentee relationship involve the following: role modeling, setting goals, and reflection (Shellenbarger & Robb, 2016). According to Shellenbarger and Robb (2016), when a mentor allows the mentee to learn from his or her struggles and success it creates a supportive environment. Goal setting is an essential factor for professional development. Shellenbarger and Robb (2016) exclaims that when one sets goals it allows the individual to gain confidence when he or she achieves the goal and it increases one’s capabilities. Reflection can consist of a debriefing between the mentee and mentor. The debriefing should include open discuss about situations/experience, awareness of issues or concerns, and examining the mentee’s thinking process (Shellenbarger & Robb,