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Professional development and the
role of mentorship
Ali PA, Panther W (2008) Professional development and the role of mentorship. Nursing Standard.
22, 42, 35-39. Date of acceptance: April 3 2008.
Summary
This article reviews the concept of mentorship in nursing and explores
the role and responsibilities of the mentor in enhancing the learning
experience of nursing students. The essential attributes of the mentor
and various phases of the mentor-student relationship are discussed.
Authors
Parveen Azam Ali is a PhD student, University of Sheffield, and
registered general nurse, Swinton Lodge Care Home; Wendy Panther
is care centre manager, Swinton Lodge Care Home, Swinton, South
Yorkshire. Email: cmp07paa@sheffield.ac.uk
Keywords
Clinical placements; Education; Mentoring; Practical experience
These keywords are based on the subject headings from the British
Nursing Index. This article has been subject to double-blind review.
For author and research article guidelines visit the Nursing Standard
home page at www.nursing-standard.co.uk. For related articles
visit our online archive and search using the keywords.
DEVELOPMENT AND PROGRESSION in
one’s chosen career or field of practice are vital
for nurses. Successful completion of
pre-registration programmes is the first step and
registration with the Nursing and Midwifery
Council (NMC) is the first milestone of the
nursing profession. It might not take long for a
newly qualified nurse to start feeling confident
in practice and gain experience and competence
in the field. Once this is achieved, mentorship
might be the next stage of progression.
Mentoring is an important role that every nurse
has to assume, formally or informally, sooner or
later in their professional life. The experience
can help many nurses to identify areas of
progress and decide their future course of
action, for example to pursue a career as a nurse
educator, nurse practitioner or nurse manager.
NURSING STANDARD
While considering mentorship as a way of
progression in the profession, it is important for
the nurse to think critically and objectively
about what this role entails.
Nurses who are considering becoming
involved in student supervision and mentorship
in any clinical setting should have knowledge of
the importance of mentorship, its process and
basic principles. Although mentorship
programmes aim to help staff understand the
concept of mentorship, thinking clearly and
critically about the role before joining such
programmes is important. Reading about the
concept, talking to experienced nurses and those
undertaking mentorship courses can help. This
knowledge can encourage nurses to reflect on
and understand their attitude to and aptitude
for mentorship which, in turn, could improve
their academic performance and enhance
self-satisfaction.
Some of the essential questions that nurses
should ask themselves before joining a
mentorship programme are presented in this
article. The concept of mentorship, the role and
responsibilities of mentors, and the issue of
mentor-student relationship are discussed.
Understanding these issues can help nurses to
clarify their understanding of the role and make
informed decisions.
Importance of mentorship
Clinical experience plays an important role in
developing nursing students’ learning. The
interaction with patients and their families during
this experience helps nursing students to develop
technical, psychomotor, interpersonal and
communication skills (Billings and Halstead 1998,
Dunn et al 2000, Adams 2002, Chan 2002,
Banning et al 2006). It provides students with
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art & science clinical education
opportunities to practise the theory they have
learned outside the practice setting and helps them
to develop a professional identity (Fishel and
Johnson 1981). To enhance the clinical
experience, it is important to provide students
with appropriate support, guidance and
supervision in the clinical area (English National
Board and Department of Health (ENB and DH)
2001a, Andrews and Roberts 2003). An effective
mentor who can help students to clarify any
misconceptions, raise questions and work in a safe
clinical environment can provide such facilitation.
Evidence suggests that various factors, such as the
mentor-student relationship and the mentor’s
knowledge, competencies, attitude and
communication skills play an important role in
students’ learning (Wright 1990, Baillie 1993,
Campbell et al 1994, Andrews and Chilton 2000,
Andrews and Roberts 2003, Pellatt 2006).
Background
The concept of mentorship emerged in nursing
literature from 1980 onwards, when it was first
applied to learning in the clinical environment.
However, it has been suggested that Florence
Nightingale might have been the first nurse
mentor (Pellatt 2006). The ENB and DH (2001b)
defined mentorship as ‘…the role of the nurse,
midwife or health visitor who facilitates learning
and supervises and assesses students in the
practice setting’. Since mentors spend most time
with students in the clinical area, they are in the
best position to judge students’ capabilities and to
guide and assist them in developing and achieving
their learning objectives.
The NMC (2006) state that nurses who take
on the role of mentor must be registered with
the NMC and be on the same part of the register
as the student they assess. Mentors are expected
to have been on the register for at least 12
months and have completed an NMC-approved
mentor preparation course, or a comparable
programme. They are required to support
students’ learning in an interprofessional
environment and to assess and judge their
proficiency. Mentors should be able to support
students in meeting continuing professional
development needs in accordance with The
Code (NMC 2008). This description highlights
the importance the NMC places on the support
of students in the clinical placement area. It also
reflects the fact that the mentor’s own
experience in a particular field is vital to help
the student develop the essential skills for
clinical practice.
36 june 25 :: vol 22 no 42 :: 2008
Roles of a mentor
Morton-Cooper and Palmer (2000) identified
numerous roles that mentors undertake while
guiding and supporting students in the clinical
setting. Some of the most important roles
include the following:
Adviser As an adviser the mentor offers support
and advice to students about their career,
developing social contacts and building
networks. During this process mentors assess
and take into account the student’s capabilities
and limitations.
Role model By being a role model, the mentor
‘…provides an observable image for imitation,
demonstrating skills and qualities for the mentee
to emulate’ (Morton-Cooper and Palmer 2000).
The importance of this role as a positive model
cannot be overestimated.
Coach While acting as a coach, the mentor not
only provides students with constructive
feedback to improve their clinical practice, but
also promotes a flexible approach to accepting
feedback.
Problem solver The role requires a mentor to
help the student critically analyse and solve
problems, thereby promoting the development
of critical thinking, problem solving and
decision-making skills.
Teacher As a teacher, the mentor shares his or her
knowledge and experience with the student,
identifies the student’s individual learning needs
and learning style, and provides a conducive
learning environment to maximise learning.
Supporter The mentor, as a supporter, provides
the student with professional and moral support
whenever required. Such support enables the
student to develop personally and professionally.
Organiser and planner By organising learning
experiences for students to help them achieve the
required competencies, the mentor undertakes
the role of an organiser and planner.
Counsellor The role of counsellor requires
the mentor to encourage self-development in
students by helping them to think about and
reflect on their practice (Gallinagh et al 2000,
Price 2005).
Guide Being a guide, the mentor introduces the
student to helpful contacts and power groups in
the organisation.
Throughout the period of mentorship
mentors assume many or all of these roles to
enhance a student’s learning. The importance
and emphasis of each role varies and depends on
the learning stage and level of personal and
professional development that the student has
already achieved. The mentor therefore requires
the skill of identifying which of these roles is to
be used in which particular circumstances to
optimise the student’s development.
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Formal responsibilities of mentors
There are eight mandatory competencies
delineating the responsibilities of mentors
(NMC 2006) (Box 1). Mentors are expected
to aid students’ progress, assist them to achieve
outcomes relevant to the clinical placement and
co-ordinate students’ teaching and assessment
requirements. They are responsible for
understanding the expected learning outcomes
of the student and participating with the
student in reflective activities. They need
to provide a supportive learning environment
for the student and are expected to help in
maintaining a mutual mentor-student
relationship. In addition, they are responsible
for helping the student to identify and
accomplish their learning needs and objectives.
Mentors have to make certain that the student
has completed a satisfactory number of
mentored hours and is practising in line with
The Code (NMC 2008). Finally, they are
required to participate in formative and
summative assessment and evaluation of the
student’s learning in clinical practice to ensure
accomplishment of clinical competencies
(NMC 2006).
Essential attributes of a mentor
To perform the mentorship role effectively and
to fulfil their responsibilities, mentors should
have certain personal attributes as identified in
the literature. These characteristics include
friendliness, a good sense of humour, patience,
effective interpersonal skills, approachability
and professional development abilities
(Andrews and Wallis 1999, Papp et al 2003,
Wilkes 2006). Although these attributes are
part of an individual’s personality, staff
teaching on professional preparation
programmes and future mentors can play an
active role in developing these attributes.
However, as more mentorship programmes
move towards distance learning, it may be
difficult for staff in educational establishments
to assess whether or not a mentor possesses
these qualities, and if he or she does not, how
they can help the mentor to develop them.
Because of the subjective nature of these
characteristics, it is difficult to ensure that a
mentor has these qualities and this is evidenced
by their absence in the requirements identified
by the NMC (2006) to support learning and
assessment in practice.
Phases of the mentor-student relationship
Evidence suggests that the quality and nature of
the mentoring relationship is fundamental to the
NURSING STANDARD
BOX 1
Mentors’ responsibilities based on competencies and
outcomes for mentors in nursing

Establishing effective working relationships

Facilitation of learning

Assessment and accountability

Evaluation of learning

Creating an environment for learning

Context of practice

Evidence-based practice

Leadership
(Adapted from Nursing and Midwifery Council 2006)
FIGURE 1
Phases of the mentor-student relationship
Initiation Working Termination
phase phase phase
mentoring process and the quality of the learning
experience (Cahill 1996, Andrews and Wallis
1999). If the relationship is based on mutual
respect and a sense of partnership, students’
learning is enhanced. The mentor-student
relationship develops over time and passes
through various phases, namely the initiation
phase, the working phase and the termination
phase (Cahill 1996, Morton-Cooper and Palmer
2000) (Figure 1).
In the initiation phase, the mentor and the
student get to know each other. They work
and observe each other closely, having access
to and providing support to each other, and
influencing the development of the
relationship. Pressure of time and other
commitments could prevent the development
of this supportive relationship.
The second phase of the relationship is
called the working phase in which the student
gets benefits from the relationship and learns
the skills of the clinical placement. As the
mentor and the student spend much of their
time together, a sense of closeness and trust
ensues. Morton-Cooper and Palmer (2000)
maintain that: ‘This is a very active phase and
the intensity of the relationship moves to that
of common understanding and solid
partnership.’ During this phase, the student
gradually becomes independent and starts
taking responsibility, and needs help less
frequently. As the student becomes increasingly
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art & science clinical education
self-reliant and confident, the relationship
moves towards the termination phase.
The third and final phase is the termination
phase during which the mentor-student
relationship ends either positively or negatively
(Morton-Cooper and Palmer 2000). When the
relationship ends positively, a supportive
friendly relationship develops. However, when it
ends negatively, the mentor and student are left
with a sense of emotional tension and general
dissatisfaction. The success or demise of the
mentor-student relationship depends on a range
of factors, which includes the reason for ending
the relationship. Reasons such as successful
progress to the next stage of education, a change
of career for the mentor or student, a period of
absence due to illness or any other problem or a
mismatch of personal qualities all influence the
outcome. In reality, the mentor and student
relationship appears to go through all of these
phases. However, the transition from one phase
to the other is almost unnoticeable.
Building a mentor-student relationship
To establish a good mentor-student relationship,
Bennett (2003) suggests the use of certain
strategies. These include organising an
introductory meeting, orientation of the student
to the clinical placement area, provision of a
good learning environment and offering
appropriate support to the student. An
introductory meeting with the student is crucial
because it helps the mentor to get to know the
student, his or her personality, clinical
experience and learning needs. This
information helps the mentor to devise
appropriate strategies to aid the student’s
learning (Wallace 2003). Such a meeting serves
as an ‘icebreaker’ and helps the student to feel
comfortable with the mentor. In the introductory
meeting, the mentor and the student should
discuss their roles and responsibilities as well as
their expectations of each other. Skilled
management of expectations influences
interpretation of the mentor-student
relationship. If mentors inform the student
about their availability, accessibility and their
expectations of the relationship, this can help to
reduce student anxiety and enhance learning.
Another important factor in developing
an effective mentor-student relationship is
orienting the student to the clinical placement
setting, and introducing the learner to the staff
working there. This helps to relieve anxiety and
enhances the student’s comfort level, which in
38 june 25 :: vol 22 no 42 :: 2008
turn promotes student learning (Wallace 2003).
The provision of a conducive learning
environment for the student is also important.
A good learning environment is one in which
students are treated as respected adult learners,
who have had experience – personal if not
academic – and who can take responsibility for
their learning. Such an environment provides
the student with ample opportunities for
supervised clinical practice, and supports an
exchange of ideas.
A good learning environment also encourages
students to ask questions, and clarify queries and
misconceptions (Wallace 2003). As part of the
support, guidance and supervision given to
students, it is important that they are given timely
and constructive feedback. This helps the student
to develop or modify learning objectives to fulfil
his or her learning needs (Gray and Smith 2000,
Wallace 2003). Giving feedback that is
constructive and promotes learning, as opposed
to critical and destructive feedback, requires the
mentor to be self-aware and have the trust and
respect of the student. To ensure that student
feedback is unbiased, supportive and
developmental, it should be based on observed
behaviour and experience, not on personality
and presumptions.
Challenges for mentors
While fulfilling such demanding responsibilities,
mentors have to face various challenges. These
include limitations on time, dual responsibilities
of patient care and student teaching, high
workload (Bennett 2003), the mentor’s own
personality, the student’s level of learning, the
number of students allocated to a mentor
(Moseley and Davies 2008), and the high level of
commitment required (Mills et al 2005). Other
challenges include collaboration between the
student’s teacher and mentor, the mentor’s
knowledge about the theoretical aspect of
learning, learning theories, assessment methods
and ways to provide constructive feedback.
Conclusion
Mentorship is an integral part of the
experienced nurse’s role – either formally when
mentoring nursing students on clinical
placement, or informally when helping less
experienced colleagues to develop their
practice. Nurses have increasing responsibility
for assessing students and therefore it is
essential that nurses who are considering
becoming mentors appreciate the expectations,
responsibilities and accountability involved in
this role. They need to recognise that once they
take on the role of mentor, they will need
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managerial and institutional support, and
relevant in-service training and higher
education opportunities to equip themselves
with up-to-date knowledge (Wilkes 2006).
Managerial and institutional support might be
lacking in a system that is under constant pressure
to improve its clinical output and provide a
cost-effective service. However, the need to
support students who are the nurses of the future
cannot be consistently considered a secondary
priority in clinical practice if these nurses are to be
fully prepared to undertake their clinical roles.
Whether nurses actively seek out the role
of mentor, or find themselves in the position
of supervising, managing and helping less
experienced colleagues, knowledge of the roles
and responsibilities, and competence in the
skills and abilities required, enables
professional development on an individual
and professional basis NS

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