Mentoring in Nursing: A Dynamic and Collaborative Process by Sheila C. Grossman PhD APRN-BC FAAN

By Sheila C. Grossman PhD APRN-BC FAAN

"This booklet effectively combines scholarly paintings with functional, easy-to-understand recommendation that has charm even past nursing and healthcare. It presents a view of mentoring that's a lot deeper than so much readers might count on. the relationship the writer makes among empowering mentors and mentees and winning companies presents readers with a feeling of desire for development and alter within the office setting. Bravo!"--Doody's clinical Reviews

Thoroughly up-to-date with new content material and vast revisions, this award-winning textual content presents educators and practitioners with the views and abilities they should deliver the following iteration of educators, researchers, and clinicians to the leading edge of nursing—whether in academia, the medical institution or well-being care facility, and/or via their specialist nursing association. thoroughly new content material includes:

  • Best practices in mentoring and menteeing
  • Real-life exemplars of potent mentoring
  • Discussion of most up-to-date learn on mentoring, precepting, and training
  • Relationship of mentoring tradition and fit environments in healthiness care
  • Creating collaborative mentorships with the interdisciplinary future health staff
  • Working throughout generations in nursing: mentor to mentee
  • Maximizing potent management via mentoring
  • Future implications for mentoring within the career
  • Annotated bibliography of key references

Topics which were revised contain perceptions of definitions and parts of the mentoring method, empowering as opposed to allowing others, the mentor and mentee standpoint of mentoring event, types and techniques of alternative sorts of mentoring, making a mentoring tradition, options of mentoring for private development, and dimension of mentoring results.

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Additional info for Mentoring in Nursing: A Dynamic and Collaborative Process

Sample text

Rather, faculty can mentor in groups, assist students in finding a preceptor in their clinical rotation, and advise students in groups as well as individually as the situation arises and also in anticipation of specific events. Graduate faculty need to mentor their students in the more traditional way or find a preceptor who will be working with the graduate student and could serve as a mentor. Doctoral students should have a classic mentor in order to be successful with their research. Nursing faculty engaged in research are the best mentors for students.

Context, 14, 15. , & Wallis, M. (1999). Mentorship in nursing: A literature review. Journal of Advanced Nursing, 29, 201–207. Bell, C. (1998). Managers as mentors: Building partnerships for learning. San Francisco: Berrett-Koehler. Bennetts, C. (2000). The traditional mentor relationship and the well being of creative individuals in school and work. International Journal of Health Promotion and Education, 38, 22–27. Bennis, W. (2004). The seven ages of the leader. Harvard Business Review, 82, 46–53.

2002). “Only connect”: Transforming ourselves and our discipline through co-mentoring. Journal of Business Communication, 39, 342–364. Schweibert, V. (2000). Mentoring: Creating connected, empowered relationships. Alexandria, VA: American Counseling Association. Shea, G. (1997). Mentoring: How to develop successful mentor behaviors. Menlo Park, CA: Crisp Learning. Shea, G. (1999). Making the most of being mentored. Menlo Park, CA: Crisp Learning. Sheehy, G. (1976). The mentor connection and the secret link in the successful woman’s life.

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