Transcript National Association of Hispanic Nurses Mentorship Academy

Vivian Torres-Suarez, RN, MBA, BSN
2008 RWJ Executive Nurse Fellow
Academy Director
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Johann W. von Goethe:
“Treat people as if they were what they ought to be and you
help them to become what they are capable of being”
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Mentorship
“ Mentorship is a gift of caring and wisdom that nurses
give to other nurses as they navigate the career
stages from student to novice to expert.”
Connie Vance, Ph.D., RN
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Background of the Mentorship Academy
 RWJ Executive Nurse Fellowship Program
 Institute of Medicine Future of Nursing Report
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Our responsibility to mentor other nurses
Need to increase the diversity of our nursing workforce: Hispanics
makeup 17% if society while Hispanic nurses are only 3.6% of 3 million
nurses
 Literature Search
 Limited for Hispanics: Alicea-Planas(2009), Villaruel, Canales,
Torres (2001)
 McKimm. Jollie and Hatter (2007)
 Questionnaire Survey and Results
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NAHN- NY Survey
 Advisory Board
 Presentation to the NAHN President and Board
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Goal of the Mentorship Academy
The goal of the Mentorship Academy is to establish
and maintain a formal mentoring process that
advances Hispanic nurses’ career and education.
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McKimm, Jollie and Hatter (2007)
 Traditional form of mentoring: one to one
 To encourage and support ethnic minority and
disadvantaged groups
 To encourage and support women break through the
glass ceiling
 Both the mentor and the protégé benefit from the
relationship
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Key Principles
 Realize that people can change and want to grow
 Recognize individual differences
 Encourage collaboration not competition
 Encourage scholarship and a sense of inquiry
 Reflect on past experiences as a key understanding
 Looking forward and develop the ability to transfer
learning and apply it to new situations
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Mentoring Skills
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Negotiating and Influencing
Listening
Giving constructive feedback
Intervention
Motivating and encouraging
Self-awareness
Coaching/Teaching
Reflecting
Non-judgmental
Non prejudicial
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What does it take to be a Protégé?
 Willing to learn and develop
 Conscientious
 Willing to participate
 Able to develop alliances
 Ambitious
 Flexible and adaptable
 Keen to succeed
 Self-aware
 Able to accept power and risk
 Well organized
 Loyal to the process
 Able to accept a challenge
 Commitment
 Able to receive constructive
feedback
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Stages of Mentorship
 Stage 1: Initiation, orientation, or courtship phase
 Stage 2: Getting established, adolescence, nurturing
or honeymoon phase
 Stage 3: Maturing, developing independence or
autonomy phase
 Stage 4: Ending, termination
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Building the relationship
Mentor:
Protégé:
 Needs to be friendly,
 Will become more
supportive, helpful and
encouraging, nurture
growth and learning in the
protégé
 Challenge, stimulate and
encourage
confident and
independent
 Set realistic goals and
expectations with the
mentor
 Ask questions, keep
engaged with the mentor
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Mentorship Academy Structure
 Application Process is completed by the Protégé and
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Mentor candidates
Selection Process is followed and Letters of acceptance
into the program are sent to all
Concepts of the mentorship program are shared in a
conference or presentation
Protégés to develop personal and professional goals
Selection of Mentor by the Protégé
Must agree to participate in the program for 1 year
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Mentorship Academy Structure (con’t)
 Must agree to meet no less than once a month
 Exchange of contact information and determine how the
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communication will occur, i.e. email, text, phone, Skype,
Face book, or in person
Monthly progress reports
Regular meetings with the Mentor and Protégés to
review overall progress and share experiences
Annual Survey of the experience in the Academy
Report and present accomplishments to the Chapter
board and at an annual event
Status Report
 15 protégés and 15 mentors applied to the Academy
 States represented: California, Florida, Arizona, New York, New
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Jersey, Maryland, Texas, Illinois, Hawaii, Oregon, Kansas, Conn.,
Maine, Vietnam
A total of 9 protégés/ mentors pairs are active
Range from recent Associate degree graduates to Ph.D. graduate
2012 El Paso Chapter Launched a program
2013 Five (5) El Paso cohorts completed
Launched in NYC Chapter in February 2013
The biggest challenge was time, yet most met monthly
Have accomplished many of their goals or have set goals with their
mentors’ assistance.
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Chapter–based Mentorship Program
 Select an Advisory board or taskforce that can take the concepts of
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the Mentorship Academy and implement them.
 Call for Applicants for Mentors and Protégés
(determine how many for each cohort)
 Selection of the Mentors based on set criteria, experience and
education
 Selection of the Protégés based on set criteria, new graduates
and experienced nurses with set goals to excel in education or
career
Select a “cheer leader” that monitors the progress of the protégés so
that no one is lost in the process due to lack of time or commitment.
Provide progress reports at Chapter meetings regularly.
Report back to National the results of the program and the
successes achieved on a quarterly basis.
Each Chapter Program reports to the NAHN Mentorship Academy
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Mentorship to Leadership
 Must see ourselves as leaders
 Visionaries that inspire and motivate others to
realize their potential
 Development and Empowering relationships
 Help others realize their potential
 Must be open to learning from each other
 Powerful effect on each other and our communities
to be transformational mentor-leaders
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Mentorship Academy Advisory Board
 Helen Ballestas
 Michele Crespo-Fierro
 Aida Egues
 Jennifer Figueroa
 Caroline Ortiz
 Wanda Montalvo
 Daniel Suarez
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Conclusion: Q and A
“I've learned that people will forget
what you said, people will forget what
you did, but people will never forget
how you made them feel.”
Maya Angelou
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