Mentoring/Coaching

What are Mentoring and Coaching?

A mentor is an experienced and trusted adviser. The term originated from Homer’s The Odyssey, in which Odysseus, who was away for 20 years, left his baby son to grow up under the supervision of Mentor, an old trusted friend. A mentor is expected to provide positive guidance, often provided by example.

A coach is a person who teaches and trains someone in a particular subject.

As a preceptor, you will both mentor and coach students, inspiring through example as you provide guidance and share wisdom. You will bridge the gap between the information intellectually understood from class and the application of that knowledge in the clinical setting. As a result, the student learns practical knowledge, preparing him or her for professional success.

A preceptor is both a mentor and a coach, providing valuable inspiration and knowledge through word and example. The one-on-one relationship you develop with a student provides a valuable opportunity for the student to socialize into the practice, learning hands-on aspects of a new role while bridging the gap between theory and practice.

Effective Mentoring of Nurse Practitioner Students

For mentoring of nurse practitioner students to be effective, both the mentor and mentee must enter the relationship with a productive mindset.

The mentor should:

• Be willing to help the student learn
• Have a positive attitude
• Communicate clearly and frequently
• Set achievable goals and expectations
• Model behavior, solutions, and clinical reasoning
• Stay current on best practices

The student will benefit most if he or she is:

• Attentive
• Accepting of feedback, guidance, and input
• Willing to take responsibility for learning
• Open to correction
• Inquisitive
• Respectful of the mentor

Critical Components of Mentorship

A good mentor encourages critical thinking while modeling appropriate behavior.

The following are essential components of effective mentorship:

• Two-way communication, including feedback and self-assessments
• Questioning, both the student of the mentor and the mentor of the student
• Goal setting of tangible, measurable objectives
• Assessments of progress
• Role modeling of professional practice characteristics
• Socialization so the student learns to think like a clinician
• Reflection, allowing lessons to be internalized

Preceptors are an essential part of the education process. Mentorship facilitates the transitioning of the student into a professional role, allowing the student to practice in a safe environment. This model maximizes the potential for practical learning while helping the student become competent and confident.