An evaluation study of a mentoring program to increase the diversity of the nursing workforce.

Abstract: Focus group methodology was used to evaluate faculty mentors (n=10) and student mentees (n=30) perceptions of a formal mentoring program. Prior to implementing the mentoring program, faculty preparation involved cultural competence and mentor workshops. Overall, both mentors and mentees had positive perceptions of the program. Three themes emerged from each group. The mentor themes were role modeling, caring and academic success and the mentee themes were support system, enhanced perceptions of the nursing profession, and academic enrichment. In addition, there were similarities between the mentors and the mentees when asked what constituted a good mentor and a good mentee. Key Words: Mentoring Program, Diversity, Nursing Workforce, Evaluation Study Increasing the diversity of the nursing workforce in the United States of America (U.S.) is a mandate for nursing faculty preparing nursing students to competently care for the increased diversity of patients and families seen in the healthcare arena. Currently 30% of those seen in health care settings are of diverse ethnicity, yet only 12% of the current nursing workforce is diverse (American Association of Colleges of Nursing [AACN], 2001). It is estimated that by 2020, nearly one-half of the population of the U.S. will be a mixture of various ethnic groups. Therefore, the challenge for nursing and health care providers is to prepare a workforce that mirrors the faces and values of those who seek care. Wilson, Andrews, & Lerners (2006) purported that despite attempts taken at the local, state, and national levels to diversify the nursing work force, there has been little change in the racial and ethnic composition of practicing nurses. Retention of students from vulnerable populations has been an ongoing challenge for many nursing faculty, therefore, mentoring by experienced and caring faculty was one answer to promote student success. The purpose of this program evaluation study was to determine the effectiveness of a formal mentoring program, entitled Preparing the Next Generation of Nurses Mentoring Program (NGN), which can be adapted to other nursing programs. The unique quality of this program evaluation is that it describes and compares the perceptions of both the faculty mentors and student mentees over a three-year period. Another unique quality is the deliberate and extensive preparation that the faculty underwent to become faculty mentors. The impetus for developing a formal mentoring program in a southern university with a high percentage of diverse students was the increase in attrition rates, poor test performance, and a drop in nurse licensing exam scores among minority and English-as-second language (ESL) students. This mentoring program focused on the academic enhancement of junior and senior level nursing students. Together, faculty mentors and student mentees explored the reasons for students' difficulties and identified strategies to improve their performance and eventual graduation from the nursing program. REVIEW OF THE LITERATURE Mentoring has been described as a relationship between a young adult and an older more experienced adult to guide, support and counsel (Kram, 1985). It involves a helping relationship, emotional support, personal interaction and role modeling (Scott, 2005). The mentoring process requires the development of a purposeful relationship to empower and nurture an individual over time (Vance & Olson, 1998; Gilmore, Kopeikin, & Douche, 2007). Developing an effective mentoring relationship involves a high degree of trust, involvement and personal time between the mentor and mentee that focuses on the mentees' career and educational advancement and time for the mentees to express themselves (Buckley, 1980; Mertz, 2001; Whelly, Radtke, Burgstahler, & Christ, 2003). Mentoring also has been purported as an important strategy for supporting nursing student success in their programs (Gilmore et al. …