Purpose: The purpose of this presentation is to describe the HMISMM and discuss its application in a second-career program in nursing.

Conceptual Framework: This model was developed using Mezirow’s Transformative Learning Theory, principles of adult learning, and a modern mentoring framework.

Methods: Recognizing the unique and special needs of adult second-career nursing students, the HMISMM was developed to facilitate the transformative learning process and to enhance successful completion of the program. A sophisticated mentoring program based on the HMISMM provides a high level of student support. In this model, mentoring is tailored to adult learners where self-directedness is the goal and the student is involved in a “nursing process” of learning--assessment, diagnosis, planning, implementation, and evaluation. Mentors act as facilitators, guides, and role models. The HMISMM consists of a program mentor, who organizes and manages the mentorship program and has specified interactions with students, and seven specialized student mentors: learning mentors, writing mentors, peer-to-peer mentors, academic mentors, professional mentors, and spiritual mentors. Faculty-to-faculty mentors work with faculty. Many of their roles overlap and interact in the effort to promote wholistic and collaborative development of students. Some mentors appear at transition points in the program and are only needed for a short time; others remain with the students throughout the program and beyond. All play important roles in the development and success of the students in their transition to professional registered nurses.