Student and mentor perceptions of mentoring effectiveness

The following is an account of a small pilot study conducted over a 3-month period which ascertained the Views of staff nurses and students about the mentoring process. In particular, whether the possession of a teaching qual ification influences the effectiveness of mentors. The research was conduct ed in a district general hospital in North Wales. The findings demonstrate that staff nurses with a teaching and assessing qu alification consistently rate themselves as more effective and supportive t han those without. Other findings show that students consistently rate thei r mentors positively irrespective of whether they held a teaching and asses sing qualification and that students rate their mentors more positively tha n the mentors themselves. Although these findings are not generalizable in the accepted sense they may be applicable to other practice settings. The f indings and discussion indicate several implications for future practice in cluding the need for: More consistency in practice regarding the nature and purpose of mentorship Clear criteria and selection processes for potential mentors, including mor e extensive use of the Measuring Mentor Potential (MMP) scale as a predicti ve tool A review of current mentor preparation programmes to align them with the ne eds of diploma and degree students and to ensure comparability of standards throughout the UK More discussion regarding the nature and purpose of mentorship including fu rther examination of a range of mentorship models. (C) 2000 Harcourt Publis hers Ltd.