Where Have All the Mentors Gone ? By Connie Vance
Nurses have always known that they need each other ’ s presence to learn nursing and become the best nurses they can be . From Nightingale to the present , nurses have taught , protected , and promoted each other ’ s potential and talent . Many generations of nurses have passed wisdom to the next generation . In the late 1970s , the concept of mentorship gained wide momentum as a recipe for career success and satisfaction . The mantra became “ Everyone who makes it has a mentor .”
The first focused mentor study in the nursing profession ( Vance , 1977 ) revealed that leaders had been supported and promoted not only by preceptors and role models , but by active mentors . Previously , precepting and role modeling were nursing ’ s major avenues for career guidance . Students and nurses began to adopt mentoring as the way to ensure successful career progression . Extensive literature ; research studies ; and mentor programs in schools , hospitals , professional associations , and virtual platforms now provide students and novice nurses with knowledge and opportunities for mentorship .
How does one learn and grow in a profession ? In any field , there is a learning gap between “ school learning ” and actual practice . Nursing students , for example , learn about nursing in school , but they need experienced mentors to show them how to be a nurse . This process requires focused attention and sustained relationships . A big gap exists between the need and desire for mentoring and finding it . Current anecdotal and research data reveal that many nursing students and nurses at all levels are not receiving the power and protection of active mentorship . Employers and the profession should be concerned about the lack of a mentoring workplace culture for safe practice , nurse satisfaction , and retention .
“ We need to ensure that new nurses stay in nursing and value the wonder of the nursing profession .” ( Torres-Suarez , 2021 )
Why Mentoring ? The complexity of a nursing career requires the substantial investment of other nurses . The presence of a strong network , consisting of a variety of mentors , is vital to success and satisfaction at every career stage — particularly the beginning and career transition points . Mentoring relationships promote talent and self-confidence . A mentoring culture in the workplace enhances quality performance , satisfaction , and teamwork .
Many nurses and students do not view their teachers , peers , managers , and leaders as mentors . Data from the National Student Nurses Association ’ s ( NSNA ) New Graduate Survey 2021 ( Feeg & Mancino , 2022 ) reveal that about 70 % of new graduates ( N = 2,664 ) claim that they do not have a mentor or have not received mentor assistance with professional and career issues such as job searching advice , inspiration and motivation , encouragement to pursue further education , connecting with professional associations , opening doors to new opportunities , and providing feedback on work performance . Only 30 % of survey participants reported that they received mentoring .
These data raise concerns about the lack of support and guidance for nurses during the first job , particularly in today ’ s challenging workplace . Mentors enable novices ’ enormous potential , gifts , and talents to flourish . Everyone benefits — including patients and the workplace .
Additional data from the 2021 New Graduate Survey presented in a NSNA Faculty Forum , “ New Graduate Transition to Practice : What Faculty Need to Know and Do ,” provide clues to challenges and dangers in the first career stage ( Feeg , January 24 , 2022 ). Only 56 % of new graduates stated they felt adequately prepared for what to expect in beginning practice . At the same time , 66 % reported that they were enrolled in a New Nurse Residency Program that was typically two to four months in length . Data suggests that at least two
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