1. Mentoring Our Future Nurse Researchers: The Mentor Development Program
Kathryn Lee, RN, PhD Professor Emerita Director, T32 Training Grant “Symptom Management”

2. Outline Defining mentoring Why be a mentor? Why not?
Training to be a mentor
UCSF Mentor Development Program (seminars)
The Individual Development Plan (IDP) solution
Evaluating a mentor

3. What is a mentor? Advisor = give advice
Supervisor = administrator in charge
Responsible for promotion, formal evaluator
Mentor = from Greek Odyssey
Experienced, trusted advisor (usually older)
A guide who shows the way – “shepherd”
Not responsible for promotions
Committed relationship
Over a period of time

4. Mentoring Outcomes Outcomes from good mentoring
Mentee: happy, productive, and successful; may accomplish goals more quickly
Mentor: happy, productive, and recognized; acknowledged and rewarded
Institution is pleased and reputation is good
Easier to recruit new colleagues
Outcomes from poor mentoring or no mentoring
Mentee is unhappy, disappointed, unsuccessful
Mentor (potential mentor) is unhappy, less productive, less successful
Supervisor is unhappy
Time and resources are wasted for both mentor and mentee
Resources are wasted for the institution
Difficult to recruit new colleagues

5. the natural human desire to share knowledge and experience
Why Be a Mentor?
The primary motivation to be a mentor was well understood by Homer:
the natural human desire to share knowledge and experience
Some other reasons for being a good mentor:

6. 5 Reasons for Being a Good Mentor *
Feel joy and satisfaction…
For some mentors, the greatest joy is having a mentee succeed and eventually become your friend and colleague.
Attract good, talented colleagues…
Good mentors recruit and keep high caliber colleagues who:
- help you produce better research and grant proposals
- help you improve clinical practice and health for the population.
Adapted from: Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Session 3, p and Session 5, p Wisconsin Program for Scientific Teaching.

7. 5 Reasons for Being a Good Mentor *
Staying on top of your field…
Guiding younger colleagues keeps you professionally sharp.
Developing your professional network…
When making contacts for your mentee, you strengthen your own contacts and make new ones.
Adapted from: Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Session 3, p and Session 5, p Wisconsin Program for Scientific Teaching.

8. 5 Reasons for Being a Good Mentor*
Extend your contribution to nursing science.
The results of good mentoring live on after you.
Your mentees continue to contribute even after you have retired.
Adapted from: Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Session 3, p and Session 5, p Wisconsin Program for Scientific Teaching.

9. Challenges to Being a Good Mentor*
What are the challenging aspects of being a mentor?
*Handelsman J, Pfund C, Lauffer SM, Pribbenow CM. (2005) Entering Mentoring: A Seminar to train a new generation of scientists. Wisconsin Program for Scientific Teaching.
Section 8 “Entering Mentoring: Training Scientist Mentors” page 122)

10. Challenges for a Mentor
1. _____ Assessing mentee’s background (knowledge and skills)
2. _____ Dealing with mentee’s inexperience (knowledge and skills)
3. _____ Keeping mentee engaged
4. _____ Allocating time
5. _____ Finding resources
6. _____ Identifying mentee’s motivation
7. _____ Remaining patient
8. _____ Addressing mentee’s misconceptions about science
9. _____ Setting reasonable goals for the project
10. _____ Building mentee’s confidence
11. _____ Fostering mentee’s independence
12. _____ Deciding on the best solution to a given mentoring challenge
Other: _conflicting advice to mentee from others
__ I need mentoring myself on how to mentor

11. UCSF Mentor Training Program
New assistant professor:
Mentor for career and academic expectations
Mentor for research planning
Tenured professor:
Also needs a mentor (leadership, system, letters)
Mentor for how to be a good mentor
UCSF Mentor Development Program
Application: 10 MITs (mentor in training) per year
5 monthly seminars with breakfast and honored guest
Discussion on 10 topics (challenges)
Inter-disciplinary (Nursing, Dentistry, Medicine, Pharmacy)
Certificate of Completion and Recognition in the UCSF system

12. Mentor Challenges: Solutions = Written Plan with Mentee
1. _____ Assessing mentee’s background (knowledge / skills)
2. _____ Dealing with mentee’s inexperience (knowledge / skills)
3. _____ Keeping mentee engaged
4. _____ Allocating time
5. _____ Finding resources
6. _____ Identifying mentee’s motivation
7. _____ Remaining patient
8. _____ Addressing mentee’s misconceptions about science
9. _____ Setting reasonable goals for the project
10. _____ Building mentee’s confidence
11. _____ Fostering mentee’s independence
12. _____ Deciding best solution to a given mentoring challenge
Other: _ Conflicting advice to mentee from others

13. History of the Individual Development Plan (IDP)
In 2014 the USA’s National Institutes of Health (NIH) mandated an IDP for all trainees supported on a NIH training grant mechanism (T32, F’s, K’s).
The IDP’s demonstrated utility in promoting professional development is increasingly recognized as an important instrument for postdoctoral trainees.
An IDP should be used to identify and promote career goals of graduate students and postdoc researchers awarded by training funds from NIH.

14. History of the Individual Development Plan (IDP)
NIH recognizes that the relationship between mentor and mentee is critical in how an IDP becomes operationalized and individualized.
Various IDP forms and content have been in use for over 10 years.

15. Purpose of an IDP Provide process to identify career goals/objectives.
IDP is meant to be interactive;
both mentee & mentor must participate fully in the
process.
2. A communication tool between mentee and mentor.

16. Goals of an IDP
Help mentee identify: Long-term career options for mentee to pursue and how to best pursue these options, and Short-term need for improving mentee’s current performance. Benefits: A clearer sense of expectations and milestones to achieve and advance in your system (academia or health care system).

17. What are the accomplishments and activities that you want your mentor to be able to write about in a letter of recommendation?
5-year Goal #1
(Personal Career)
Education Activity
Research
Project
Product Date
6-month objectives: 1. 2.
 5-year Goal #2
(Research population/outcomes)
5-year Goal #3
(Research methods)

18. CAREER OBJECTIVES
For each Goal, succinctly list 2-3 objectives that, when met, will result in achieving your goal. These objectives are typically related to a “milestone” such as Promotion/Tenure, a research grant, or appointment to a prestigious committee.
EDUCATIONAL ACTIVITIES
For each objective, indicate any educational/training activity you will engage in to help meet that objective.
RESEARCH PROJECTS
For each objective, indicate any research/scholarly activity that will help you meet that objective.
PRODUCTS & DATES
For each objective, indicate what individual product (abstract, publications, grant proposals, presentation/lecture, practice protocol) is expected to contribute to your ability to achieve that objective.
Indicate the general date expected to accomplish this product 

19. IDP Essentials: CAREER GOALS (for next 5-10 years)
Goal #1: Personal Career Should reflect leadership or administrative title you see yourself holding in 10 years, such as Director of a Program, or Chair of a Department. Example of a personal career goal could be: “To lead a multidisciplinary center for insomnia research and practice” How can your mentor(s) facilitate this goal?

20. Goal #2: Population/outcome Research or Clinical
Should relate to global vision of how your goal will ultimately improve human health. Focus should be on the clinical population and health outcomes. Example of one research or clinical goal could be: “Improve the quality of life for women with breast cancer.” How can your mentor(s) facilitate this goal?

21. IDP Goal #3: Research methods
Method should relate to design and methods rather than patient population of interest. Example of one goal could be: “To reduce health care costs through the application of cost-effectiveness analyses.” How can your mentor(s) facilitate this goal.

22. What are the accomplishments and activities that you want your mentor to be able to write about in a letter of recommendation?
5-year Goal #1
(Personal Career)
Education Activity
Research
Project
Product Date
6-month objectives: 1. 2.
 5-year Goal #2
(Research population/outcomes)
5-year Goal #3
(Research methods)

23. Date: ______________________
Research Projects (complete this in preparation for meeting with mentor and provide mentor with copy)
A. Active Research
1. data collection/analysis (project names)
B. Abstracts in preparation (abstract titles)
Manuscripts in preparation (titles)
D. In Development (project names)
Collaborators Brief overview/ timeline
DATE FOR NEXT MEETING WITH MENTOR: _____________

24. Mentor-Mentee Relationship
4 Steps for Mentee
4 Steps for Mentor
1. Be familiar with available opportunities. 2. Discuss opportunities with mentee 3. Review IDP and help revise. 4. Establish regular review of progress
1. Conduct self-assessment. 2. Explore opportunities with mentor. 3. Write an Individual Development Plan (IDP). 4. Implement IDP.
Adapted from: Office of Public Affairs, Federation of American Societies for Experimental Biology (FASEB), Science Policy Committee.

25. Guiding Questions for Mentee’s Self-Assessment
1. What challenges or obstacles must you address?
What steps can you and your mentor identify for overcoming the challenge or obstacle?
2. Is there anything or anyone that will influence completion of your objective(s)?
3. Where can you find feedback, support and resources?
An example might include a tendency to procrastinate, and the need to commit to the project and be more accountable.
Another example might be lack of travel support to a conference and exploring financial support with your Mentor or Supervisor or Dean.

26. Guiding Questions for Mentee’s Self-Assessment (cont’d)
4. Any personal issues that need to be addressed?
Work: problems with colleagues, resources, etc.?
Home: problems at home that someone can help with?
5. How is your quality of life?

27. 3 questions you should ask yourself before you accept a mentee
How motivated is this mentee?
Does the mentee want to advance?
How far can I go with this mentee?
What is mentee’s experience relative to where he/she wants to be?
Are the mentee’s developmental gaps ones that I can fill?
Do I have the relevant experience and time?
Don’t short-change the relationship
Can I help support the mentee with time, knowledge, effort, and funds or other resources?
Even if it is rewarding, you can’t take every young upstart under your wings!

28. Mentoring - in 4 steps
1. Be familiar with available opportunities. By virtue of your experience, you should already have knowledge of mentee’s career opportunities, But you want to be familiar with other career options and trends in job opportunities. 2. Discuss opportunities with mentee This needs to be a private, scheduled meeting, distinct from other regular specific meetings. There should be adequate time set aside for an open, honest discussion with your mentee.

29. Mentoring - in 4 steps
3. Review IDP and help revise. Agree on IDP that allows your mentee to be productive and be prepared for the next step in their career advancement. Provide honest feedback - both positive & negative – to help mentee set realistic goals. 4. Establish regular progress review Meet at regular intervals with mentee to assess progress, expectations and changing goals. Every 6 months -do a review with mentee to assess accomplishments and what needs to be done next. A written review is important in tracking and documenting mentee’s accomplishments.

30. Progress Review Frequency?
Monthly – project is progressing
Quarterly – new learning opportunities
Semi-annual – milestones, project completion
Annual
Mentee’s and Mentor’s career goals – any changes?
M–M relationship satisfaction
Mentor’s workload issues

31. Annual - mentor’s discussion with mentee1
What were the 2 biggest barriers to accomplishing your goals last year; and what specific actions will you plan to take (especially if not on track in one or more areas)?
 Barrier _________________________________
Plan of Action ____________________________ 2
What made your professional life more successful last year? 3
From your experience, what would you suggest that someone like yourself be aware of when entering this system? 4
What are your short-term goals for next year (____ to ____).
When is our next scheduled meeting?_________
Mo / Yr   5
Other Comments

32. Characteristics of Successful Mentoring Reciprocity Mutual respect
Personal connection
Shared values
Clear expectations
Individual Development Plan (IDP)

33. Evaluation of Mentor (formal or informal. ) 12 (13
Evaluation of Mentor (formal or informal?) 12 (13?)- item Mentorship Effectiveness Scale (2002) Johns Hopkins School of Nursing
My mentor (vs supervisor or teacher):
was accessible. demonstrated professional integrity. demonstrated content expertise in my area of need. was approachable. was supportive and encouraging. provided constructive and useful critiques of my work. motivated me to improve my work product. was helpful in providing direction & guidance on professional issues (networking). answered my questions satisfactorily (timely response, clear, comprehensive). acknowledged my contributions appropriately (committee contributions, awards). suggested appropriate resources (experts, electronic contacts, source materials). challenged me to extend my abilities (risk taking, try new professional activity, draft section of article).

34. Guiding Questions for Mentor Feedback 13- item Mentorship Effectiveness Scale (2002) Johns Hopkins School of Nursing
When do you ask mentee for this response?
13. My mentor has been essential to:
my success in career advancement
networking and publishing in areas
outside my trained discipline
c) my success in balancing all aspects of
my work and family life
0 _ Strongly Disagree 1 _ Disagree 2 _ Slightly Disagree
3 _ Slightly Agree 4 _ Agree 5 _ Strongly Agree
6 _ Not Applicable

35. Final Thoughts: Policy Considerations at Your Institution
Do you get credit for mentoring?
Research and scholarly activity, publishing (last author rather than 1st ?)
Service to community
Teaching … and Mentoring
Is it part of the culture at your institution?
Do you have role models for mentoring? Good models or bad models?
What are your resources for a mentee?
Do you want to be a mentor? Okay to say no, not now, maybe later
What type of mentor do you want to be? What are you best at?
Career mentor
Research mentor
Teaching mentor
Clinical mentor
Leadership mentor
Okay to do group mentoring… but IDP is individualized

36. QUESTIONS ????