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ââ⢠Unique and Effective Student Mentorship the Literary Arts Journal

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  • PMC3925207

Nurse Educ Today. Author manuscript; available in PMC 2015 May ane.

Published in final edited form as:

PMCID: PMC3925207

NIHMSID: NIHMS516498

Key components of an effective mentoring relationship: a qualitative study

L. South. Eller

Rutgers University, Higher of Nursing, 180 University Avenue, Newark, NJ 07102, Usa. ;ude.sregtur@relle phone: 973-353-3829; fax: 973-353-1277

E. 50. Lev

Rutgers University, College of Nursing, 180 University Avenue, Newark, NJ 07102, Usa. ;ude.sregtur@velesile phone:973-353-3832; fax: 973-353-1277

A. Feurer

Bon Secours Memorial College of Nursing, 8550 Magellan Parkway, Richmond, VA 23227, United states. ;gro.ishsb@rerueF_ymA phone: 804-627-5351, Bon Secours Memorial Higher of Nursing, Richmond, VA 23227

Abstract

Background

Despite the recognized importance of mentoring, petty is known about specific mentoring behaviors that result in positive outcomes.

Objective

To place cardinal components of an effective mentoring relationship identified past protégés-mentor dyads in an academic setting.

Methods

In this qualitative report, purposive sampling resulted in geographic diversity and representation of a range of academic disciplines. Participants were from 12 universities in iii regions of the U.Due south. (South, n=5; Northeast, n=4; Midwest, n=2) and Puerto Rico (n=1). Academic disciplines included natural sciences (51%), nursing/wellness sciences (31%) engineering science (8%), and engineering (one%). Twelve workshops using the Technology of Participation© method were held with 117 mentor-protégé dyads. Consensus was reached regarding the fundamental components of an constructive mentoring human relationship.

Results

Conventional content analysis, in which coding categories were informed by the literature and derived directly from the data, was employed. Eight themes described cardinal components of an effective mentoring relationship: (one) open communication and accessibility; (2) goals and challenges; (3) passion and inspiration; (4) caring personal relationship; (five) common respect and trust; (6) exchange of knowledge; (vii) independence and collaboration; and (8) role modeling. Described inside each theme are specific mentor-protégé behaviors and interactions, identified needs of both protégé and mentor in the relationship, and desirable personal qualities of mentor and protégé.

Conclusions

Findings can inform a dialogue between existing nurse mentor-protégé dyads as well equally pupil nurses and faculty members considering a mentoring relationship. Nurse educators tin evaluate and modify their mentoring behaviors as needed, thereby strengthening the mentor-protégé relationship to ensure positive outcomes of the learning procedure

Keywords: Mentoring, Mentor-Protégé Dyads, Nursing Students, Nursing Pedagogy, Qualitative Inquiry

Groundwork

Socializing students into the earth of science and nursing has evolved from the traditional master-amateur relationship (Goran, 2001; Kohler, 2008) to programs focused on mentoring (Well-baked & Cruz, 2009; Oyewole, 2001). Successful mentoring programs socialize students to a set of loftier expectations of academic progress (Campbell & Campbell, 1997; Smedley et al., 2001).

Early nursing studies of mentoring in the 1970's and 1980's focused on novice nurses in practice settings, or professionals in bookish or managerial positions (Poronsky, 2012). In the 1990's, literature addressed mentoring of nursing students in clinical settings (Jokelainen et al., 2011). Recently, the focus is on mentoring nurses and students in other professional programs past faculty in academic settings (Bray & Nettleton, 2007; Lev et al., 2012).

The social science literature contains over 50 definitions of mentoring, emphasizing the lack of conceptual clarity (Crisp & Cruz, 2009). Early on studies identified two mentoring functions: psychosocial functions (office modeling, credence/confirmation, counseling, and friendship), and career functions (sponsorship, exposure/visibility, coaching, protection, and challenging assignments) (Kram, 1983; Schockett & Haring-Hidore, 1985). Career-related functions foster protégés' professional person development; psychosocial functions increase cocky-efficacy, self-worth and professional identity (Eby et al., 2010). Crisp (2009) identified four domains of mentoring: (1) psychological/emotional support; (two) support for goal setting and career selection; (3) academic support; and (4) function modeling.

Two US studies described results of focus groups with novice (N=23) and expert nurse educators (N=11) in a formal mentoring programme (White et al., 2010; Wilson et al., 2010). Protégés identified aspects of successful mentoring: a reciprocal relationship with open communication; guidance and support in function transition; and planned mentoring activities (White et al., 2010). Mentors also identified communication and connexion, and planned activities equally well as collegiality and sharing their wisdom equally aspects of successful mentoring. Mentors noted challenges of mentoring were maintenance of an egalitarian human relationship and lack of time. International studies of mentoring in practice settings reported similar findings. In a longitudinal report of 17 nursing student protégés in Scotland, qualities of a proficient mentor were supporter (counselor and friend), guide and teacher, supervisor and assessor (Grayness & Smith, 2000). In a study of nurse mentors (N=110) and student protégés (N=174) in England, mentors identified teacher, supporter, and role model as the most important roles of mentors in a clinical setting. Protégés identified teacher and supporter as most important (Bray & Nettleton, 2007). Mentors (Northward=112) in clinical settings in Kingdom of belgium identified important qualities of a mentor, including providing feedback, feel, availability, positive mental attitude, patience, enthusiasm, trustworthiness, guidance and trouble solving (Huybrecht et al., 2011). Although conducted with varied samples, including nurse educators, student protégés and skillful clinician mentors, these international studies identified characteristics of adept mentors congruent with Crisp's (2009) domains.

In a retrospective written report of 152 alumni protégés and 42 of their mentors, Haggard and Turban (2012) identified mentor and protégé functions based on the psychological mentoring contract. This contract consists of perceived obligations on the function of mentors and protégés, including relational and transactional obligations. Relational obligations of mentors include availability; encouragement; acceptance and trust; and advising. Relational obligations of protégés include loyalty, respect, friendship, support and deference. Transactional obligations of mentors include career support; networking opportunities; intervening on behalf of the protégé; and, providing challenges. Transactional obligations of protégés include project help; willingness to learn; high operation; and, data.

Although mentoring is effective in developing skills, promoting careers, increasing chore satisfaction, and reducing job stress, there is picayune known about specific behaviors that result in positive outcomes (Fuller, 2001; Murillo et al., 2006; Oyewole, 2001; Records & Emerson, 2003). I reason for this may be mentor-protégé dyads have not been studied during the mentoring experience.

The purpose of this written report was to investigate the mentor-protégé relationship during the mentoring experience in an bookish setting to observe factors protégés and their mentors perceive to be primal components of an effective mentoring relationship.

METHODS

Written report Sample and Pattern

The qualitative study described here is part of a larger intervention report with mentor-protégé dyads, which consist of a mentor who is a kinesthesia member and their protégé who is a educatee. The intervention in the larger written report is designed to increase protégés' research self-efficacy.

Purposive sampling resulted in geographic diversity and representation of a range of academic disciplines. A full of 117 mentor-protégé dyads, four mentors whose protégés were not nowadays and i protégé whose mentor was not present (Northward=239) participated in the report. Participants were recruited with assistance from the Reinvention Eye, a research university consortium, and the Council on Undergraduate Research, which promotes undergraduate pupil-faculty collaborative inquiry. Both organizations emailed letters describing the study to their members. Eligible were faculty conducting inquiry in the sciences/social sciences, engineering, engineering science and math (Stem disciplines) and their undergraduate or first year graduate pupil protégés. The mentoring relationship was i in which the protégé, nether the mentor's guidance, participated in the mentor's enquiry. Institutional Review Lath approval was obtained from the authors' (LE and EL) university, and also from participating universities when required.

Data Collection

Participants took part in a single workshop that lasted four hours. Workshops were led by a professional facilitator using the Technology of Participation (Acme) ® Consensus Workshop method (The Institute of Cultural Affairs, nd). The goal is for the group to have a comprehensive, focused give-and-take and reach consensus on the topic of involvement, which, in this example, was the identification of fundamental components of an effective mentoring relationship.

Workshops were conducted according to the five-stride ToP® method. Starting time, context was established with a focus question: "What are the central components of an effective mentoring relationship?" In the second step, brainstorming, mentors and protégés broke out into split groups and wrote answers to the focus question. Answers consisted of brief phrases. Color coding was used to distinguish mentor and protégé responses. In the third step, clustering, the facilitator guided participants in group the cursory phrases into similar clusters. In the fourth footstep, naming, participants titled each cluster of ideas. In the fifth pace, resolving, the grouping determined whether anything was left out and if ideas generated were complete. In the workshops during the get-go twelvemonth of the report (Northward=4), grouping discussions during brainstorming, clustering, naming and resolving were audiotaped.

Data Analysis

Audiotaped data were transcribed verbatim. Information were analyzed using qualitative assay software (ATLAS.ti. Version half dozen.ii). Conventional content analysis, in which coding categories were informed past the literature and derived directly from transcribed and workshop data, was employed (Hsieh, 2005). Content assay revealed codes, patterns and themes that emerged from participants' dialog, their responses to the focus question, and their naming of ideas. Regular research team meetings were held to analyze data using the constant comparative method (Lincoln & Guba, 1985). Verification was used in each step of the inquiry to ensure congruence with the question asked and assay of data (Morse et al., 2002).

Methodological rigor was ensured by establishing trustworthiness (brownie, auditability, confirmability and transferability) of findings (Lincoln & Guba, 1985). Brownie was achieved by fellow member checking. After each workshop, a summary of results was sent to participants for review and comments. To found auditability, findings were discussed with mentoring experts, who determined that findings were congruent with workshop discussions. The workshop process established confirmability. During each workshop, mentors and protégés engaged in wide ranging deliberations until consensus was reached. Academic and geographic diversity of study participants contributed to thick descriptions of the miracle in rich detail, supporting transferability of findings.

RESULTS

Participants were from 12 universities in iii regions of the U.S. (South, due north=5; Northeast, n=4; Midwest, n=2) and Puerto Rico (n=1). Academic disciplines included natural sciences (51%), nursing/wellness sciences (31%) applied science (eight%), and technology (ane%). Demographic data are shown in Tabular array 1.

Table 1

Demographic information of study participants (Due north=239)

Mentors Protégés
N=121 Northward=118
Mean (SD) Mean (SD)
Min-Max Min-Max
47.6 (12.0) 25.4 (v.vi)
Historic period 26-77 19-56
N (%) N (%)
Gender
  Male 70 (58%) 41 (35%)
  Female   51 (42%) 77 (65%)
Race
  White 104 (86%) 80 (68%)
  Asian 12 (10%) 13 (11%)
  Blackness or African American 5 (four%) 17 (xiv%)
  American Indian/Alaskan Native 0 5 (4%)
  Native Hawaiian/Pacific Islander 0 four (iii%)

Findings revealed eight themes describing key components of an effective mentoring relationship. These included (1) open up advice and accessibility; (2) goals and challenges; (3) passion and inspiration; (4) caring personal relationship; (v) mutual respect and trust; (6) exchange of knowledge; (7) independence and collaboration; and (8) role modeling (see Effigy 1). Themes are presented in the gild of frequency with which they appeared in workshop data. All themes were nowadays in at least five workshops. As described earlier, participants' written responses to the focus question "What are the primal components of an effective mentoring human relationship" consisted of brief phrases. Those phrases, as well equally comments gleaned from audiotapes of workshop discussions, are quoted beneath.

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Key components of an constructive mentoring relationship.

Open Communication and Accessibility

Protégés stated that communication with mentors helps them gain confidence in their skills and motivates them to develop their potential. Phrases used by protégés indicated that mentors should provide "frequent, open communication" and "exist open to questions." Protégés wanted "freedom of expression," mentors whom are "like shooting fish in a barrel to communicate with," and "access to frequent interactions." Ane protégé said, "Mentors should exist accessible beyond role hours via email and phone." Some other stated "The mentor should be willing to make fourth dimension even when he'southward busy."

Protégés' highlighted the demand for "supportive feedback." They wanted mentors who were "honest only not harsh," "e'er encouraging the mentee," and "approachable and not-judgmental." One protégé said, "It's so easy for a mentor to right a student rather than figuring out the questions to ask so that the student can learn from the experience."

Mentors also addressed communication, accessibility and feedback. Mentors said there should exist "regular participation in team meetings," "routine open up communication" and "consistent communication and meetings for feedback." Mentors agreed that "the mentor should exist accessible and bachelor for questions" and there should be "frequent interactions." Ane mentor stated, "The protégé should be able to admit that he or she doesn't understand."

Mentors' statements regarding their feedback to protégés indicated that it could be positive or negative. They noted that mentors need to provide "critical constructive feedback," "effective criticism that is proactive and honest," and "praise and critique." Ane mentor noted "Mentors should provide regular communication of what is and what isn't going well,"

Goals and Challenges

Phrases used past protégés noted the importance of "clear/precise goals and expectations," "goal setting and new opportunities" and mentors "raising the bar to go beyond your own expectations." One protégé stated, "I demand to exist challenged by new experiences." Another noted "Protégés need mutually established goals, clear expectations and identified milestones."

Time was important in relation to goals, with protégés noting the importance of "setting an appropriate pace" and "time management and flexibility." Protégés as well identified the importance of mentors' recognition of protégés' private needs with "personalized, agile learning," Protégés' focus on future career goals was evident in several phrases used. They noted that mentors should "foster the protégé's educational and professional development," "have a willingness to invest in the protégé," and "provide opportunities to accelerate the protégé's career."

Mentors likewise had a strong focus on goals and challenges. They noted the importance of "setting loftier and attainable goals" and "facilitating realistic, exciting challenges." One mentor said, "I think it's of import to expose (students) to things a wee scrap more difficult than they idea they could cope with." Another noted that "Mentors should challenge students to become across their limitations."

The importance of time in relation to goals was axiomatic in mentors' statements. They noted the need for mentors' "accountability, time management and promise-keeping," and protégés' "setting timelines for achieving goals and meeting expectations." Mentors' recognition of student individuality was of import, equally protégés noted the need for mentors to "recognize and promote the protégé's potential" and "sympathize the educatee'southward learning way." Ane mentor stated "Mentors should meet the students where they are." A focus on the students' future goals included the importance of "guidance for career evolution," "paying attending to professional development," and "planning for protégé's development."

Passion and Inspiration

Phrases used past protégés indicated that they wanted mentors to "inspire critical thinking, inventiveness and confidence," and "strike a spark of involvement in the student." One protégé stated, "It's important for the mentor to convey his passion for enquiry." Another stated, "It's important to see the mentor loves what he's doing and so that he transmits that to you so y'all know if they beloved what they are doing maybe you'll honey doing it as well."

Mentors noted that there should be "shared and infectious enthusiasm and passion for the piece of work." One mentor stated, "A mentor should open up the student's imagination to what is possible."

Caring Personal Relationship

Protégés identified the importance of "common friendship and a supportive relationship" "caring," and "nurturing." I protégé stated, "My mentor really cares whether or not I succeed." Another said, "Mentors should spend quality time and take a personal involvement in students outside the enquiry setting." They added that mentors and protégés should "intendance for and understand each other" and "have a relationship outside the bookish." The importance of a personal connection was evident in the statement by ane protégé that "They should take a lifelong human relationship."

The importance of relationship and caring was as well axiomatic in phrases from mentors, who said that protégés and mentors should "have mutual good chemical science" and should "spend formal and informal time together." They added that the mentor should "pay attention to the whole person," "provide psychological support to their students," and "testify involvement and intendance."

Mutual Respect and Trust

Protégés noted that information technology was important to "respect, trust and appreciate each other." Phrases used to describe of import qualities of mentors included the words "honest," "trusting," and "respectful." One protégé stated, "Mentors should believe in the student and trust the student's power." Another said, "When professors respect me I work a lot harder because I don't want to allow them downwards."

Phrases used by mentors indicated that "honesty, mutual trust, respect and integrity" were necessary. Others said that mentors and protégés should take "two-way confidence and respect for 1 another," and "mutual respect for each other's ideas and points of view." Ane mentor stated, "Nosotros must build trust between mentor and mentee." Another said, "I try to remember that my pupil is forging her ain path and she tin learn from me but I'm not trying to make my student my duplicate."

Exchange of Knowledge

Both protégés and mentors thought the mentoring relationship should build research skills and knowledge. Phrases used by protégés indicated that mentors should "ensure that students' skills and cognition aggrandize," "convey knowledge in interesting ways," and "improve our skills." It was important to students that knowledge gained have a "real world connection." They noted the importance of the "ability to apply classroom theory to real world experiences."

Phrases used by mentors indicated that students "should be taught the process of idea development," "how to do scientific discipline," and learn "skill sets, system politics and inquiry." Mentors thought the mentoring experience should "instill ethics," and give students "a big film view of the importance of the research." Ane mentor stated, "Mentors should encourage immersion in the field and marvel." Some other stated, "Students should take the confidence to brand a research presentation."

Independence and Collaboration

Protégés and mentors believed that it was important to foster both protégé independence and collaboration. Phrases used by protégés indicated that they wanted an "increasing sense of responsibility" and "to have opportunities to call back independently and abstractly." One protégé stated, "The mentor should requite the mentees liberty to make mistakes." Protégés wanted to "be role of a team, with a valuable role," and "make it a group effort." One protégé noted, "Having a mentor who introduced me to professional meetings that went over my head helped me to encounter how the research project fit into the science of the discipline."

Phrases used by mentors indicated that information technology was important for them to foster protégés' "independence and interdependence," and "allow independence and provide insight." They addressed the demand for collaboration by stating that mentors should "be team players," "provide opportunities for co-authorship," and "provide for interactions within the larger community." One noted that, "Mentors should identify the mentee as a colleague."

Part modeling

Phrases used past protégés indicated that they wanted mentors to "lead by case," "model interactions with others" and "share struggles, historic and present, to reduce the intimidation factor." One protégé said "The mentor should be a role model and guide rather than just a teacher and boss."

Mentors said that they should "provide role modeling for leadership," "model ethical behavior" and demonstrate "the purpose and importance of inquiry."

DISCUSSION

In this qualitative study with 117 mentor-protégé dyads, a consensus stance of the primal components of an effective mentoring relationship was reached. Our findings revealed some commonalities with previous mentoring studies as well as some new information. Expanding on previous knowledge, for each of the eight themes identified, we described specific protégé and mentor behaviors and qualities deemed important by students and faculty currently engaged in a mentoring human relationship.

Based on identification, throughout the literature, of career-related and psychosocial functions of mentoring, three of the eight themes fit the "career-related" category, while v could exist categorized as "psychosocial," highlighting the importance to both mentors and protégés of a supportive mentoring relationship (Kram, 1983; Schockett & Haring-Hidore, 1985).

The most common theme was communication and accessibility. This finding is consequent with other studies. Crisp and Cruz (2009) noted that active, empathic listening was an important element of mentoring. Nurse educator protégés and mentors also identified open communication and availability every bit important qualities of a mentor (Huybrecht et al., 2011; White et al., 2010; Wilson et al., 2010). Haggard and Turban (2012) identified mentors' availability to talk with protégés as a relational obligation of the relationship.

In our report, protégés focused on their need for positive feedback, while mentors emphasized their need to provide both positive and negative feedback. This departure highlights the vulnerability of protégés and their desire for a rubber environment where mentors can listen without criticism. Ehrich et al. (2004) reported that mentors who were "critical" resulted in problematic protégé outcomes. Haggard and Turban (2012) identified acceptance equally a relational obligation of the mentor. Huybrecht et al., (2011) noted that providing feedback to protégés is an important mentor role. Although we did non ask participants to identify bug with mentoring, our findings advise that criticism from mentors may take been problematic for some of the dyads in the study.

Study participants addressed the importance of goals and challenges, including articulate common goals and expectations and new challenges along the way. Time management, the setting of timelines likewise as individualizing the work based on protégés' learning needs were all components of goal setting. According to Crisp and Cruz (2009), goal setting and career paths is a major domain of the concept of mentoring. Bandura (1997) noted that goals serve as a ways for developing a sense of personal efficacy. Guiding people to progressively more than difficult situations after they demonstrate effective functioning contributes to increased capabilities and sustained power over fourth dimension. Mentors who help students master increasingly hard challenges contribute to students' growth. Encouraging students to solve their own problems may also help students to attain greater skill acquisition (Bandura, 1997).

A majority of workshop groups discussed the importance of shared enthusiasm and passion, and protégés' need for inspiration. While the mentoring literature is clear about the role of support, encouragement and skill-building in mentoring relationships, trivial has been written virtually inspiration and passion. In a first-hand account of his experience every bit a protégé, Pinnock (2007) noted that mentors should provide inspiration in addition to support, guidance and friendship.

A caring personal relationship with long-term support and guidance from mentors was a potent theme that engendered a great deal of discussion in most groups. In our study, protégés used the term "friendship" while mentors did not. In fact, ane group of mentors addressed the need for healthy personal boundaries. Nurse educator mentors noted that "reciprocal relationships" were essential for successful mentoring, while nurse educator protégés discussed "meaningful relationships" (White, 2010), still neither used the term "friendship." Ehrich et al. (2004) reported "friendship" equally a positive upshot for protégés in instruction studies. Medical students also identified "friendship" as an essential component of mentoring (Hauer, Teherani, Deche & Aagaar, 2005). In Haggard and Turban's study (2012), protégés identified friendship as a mentoring relational obligation, simply mentors did non. It may exist that the personal relationship is perceived differently by mentors and protégés.

Mutual respect and trust, with protégés treated as colleagues, was a theme. Trust and respect were identified by mentors and protégés as relational obligations of their relationship (Haggard & Turban, 2012). Nurses in Sherman's (2005) study identified honesty and trust equally the virtually important qualities in a mentor. In focus groups with medical students, support and trust were the most frequent themes that emerged in response to questions regarding what mentors could do for medical students (Hauer et al., 2005). Mentors who were "untrusting" resulted in problematic protégé outcomes (Ehrich et al., 2004).

Commutation of knowledge was a theme in many workshops. Several groups addressed the need for mentors to provide "existent globe" knowledge and focus on "the big flick." Early on mentoring studies as well equally recent reviews of the literature identified career/vocational functions of mentoring, which included educating, sharing ideas, knowledge and skills (Ehrich et al., 2004; Lechuga, 2011). Support for academic subject cognition and academic success was ane of four domains of mentoring (Crisp, 2009).

Independence and collaboration were of import to study participants. Protégés wanted liberty to make mistakes, and to exist treated as function of a team. Mentors believed in fostering independence and interdependence. Lechuga (2011) noted that mentors should expect and provide protégés' independence.

Role modeling, a theme in several workshops, is in keeping with the importance of mentor every bit role model identified in other studies. Function modeling was described every bit a psychosocial function of the mentoring human relationship (Kram, 1983), and one of four domains of mentoring (Crisp, 2009). Self-disclosure by the mentor was identified as an chemical element of function modeling (Crisp & Cruz, 2009). We observed this in our study as protégés identified the importance of mentors' willingness to share their own struggles.

Two common problems reported past both mentors and protégés are mentors' lack of time, and mentor-protégé mismatch in personality or professional expertise (Ehrich et al., 2004; Huybrecht, 2011). Although nosotros did not inquire participants to identify problems with mentoring, one of the most frequent topics of discussion in workshops was the need for mentors to exist accessible and make time for their protégés. I participant noted, "I don't know that anybody views mentoring as a priority." This suggests that mentors' lack of time may have been problematic for some of the dyads in the study. None of the participants brought upwardly the topic of mismatch. Since mentors and their protégés were present in the aforementioned workshop, this may accept been too sensitive a topic for either group to address.

Limitations

Selection bias may have afflicted written report outcomes. Mentors and protégés in the report may have differed from those who declined participation.

Responses from participants identified simply positive characteristics considering they were asked to identify primal components of an effective mentoring human relationship. Mentor-protégé dyads were nowadays at the workshops, potentially preventing the expression of negative experiences. Future researchers should question each grouping separately about both positive and negative components of the mentoring human relationship.

The sample in this study lacked racial/ethnic diversity. Future studies should ascertain how diversity affects the mentoring relationship, and should explore the mentoring human relationship in mentor-protégé dyads with racial/indigenous and gender concordance and discordance.

CONCLUSIONS

In this report, protégés and mentors accomplished consensus in identifying key components of an effective mentoring relationship. Previous research studied both groups separately, and categorized the functions and dimensions of the mentoring human relationship. This study adds to our knowledge by providing a consensus opinion and further describing key components perceived to upshot in a fruitful mentor-protégé relationship. Key components include specific mentor-protégé behaviors and interactions, identified needs of both protégé and mentor in the relationship, and desirable personal qualities of mentor and protégé. Findings tin can be used to inform a dialogue between existing nurse mentor-protégé dyads besides as student nurses and faculty members who are considering entering into a mentoring relationship. Nurse educators can evaluate and modify their mentoring behaviors as needed, thereby strengthening the mentor-protégé relationship to ensure positive outcomes of the learning process.

Acknowledgement

This work was supported in role past the National Constitute of Health, General Medical Sciences (1R01 GM 085383).

Footnotes

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Contributor Information

L. Due south. Eller, Rutgers University, College of Nursing, 180 Academy Artery, Newark, NJ 07102, Us. ;ude.sregtur@relle telephone: 973-353-3829; fax: 973-353-1277 .

E. 50. Lev, Rutgers University, Higher of Nursing, 180 University Artery, Newark, NJ 07102, USA. ;ude.sregtur@velesile phone:973-353-3832; fax: 973-353-1277 .

A. Feurer, Bon Secours Memorial College of Nursing, 8550 Magellan Parkway, Richmond, VA 23227, The states. ;gro.ishsb@rerueF_ymA phone: 804-627-5351, Bon Secours Memorial College of Nursing, Richmond, VA 23227 .

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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3925207/