Methods: The practicum course is divided into two parts. During part A, students develop a self-directed learning agreement. In part B, students report on their projects and submit all evidence of fulfillment of their learning agreement. The model was initially developed through a qualitative study that included content analysis of student reports (n=263 representing 28 part A classes) of characteristics of effective mentors and then Part B student confirmation of the identified categories. I organized the major categories of characteristics of effective mentors into a pyramid-shaped mentorship model for online program practicum experiences. The base or foundation of the pyramid was comprised of mentor characteristics including background, experience, and education. The central core of the pyramid was formed by mentor qualities and ways the mentor interacts with the mentee (resourceful, inspires and challenges, caring relationship). I presented this model at an international conference and dialogue with the audience suggested the need to refine the model.
Consistent with the collaborative approach used for initial development, to allow for student collaboration in model refinement, I posted the model and supporting materials in five (n=65) practicum B classes for student input. Based on their recommendations, I reorganized the mentor qualities and characteristics within the pyramid. They believed that the bottom of the pyramid that includes the two cornerstones is the foundation of the model. Thus, the two cornerstones are now nursing knowledge and nursing experience, for without these two key elements, there is not a profession known as nursing. Interconnected between the two cornerstones, in the middle and a very important part of the foundation is caring. The core of the model is now Resourceful with the apex being Inspire and challenge. Professional ladder categories (educator, clinician, researcher, manager) support the base and the core of the model. Once these changes were made, I posted the model in four (n = 52) practicum B classes and students confirmed that this model represented their positive experience with their mentor.
The model was again shared at an international conference two years after the first presentation. Student quotes indicated that the pyramid structure was too rigid to capture the essence of mentorship. Other images shared and discussed were a tree, lighthouse, and rainbow. I have continued to gather information (17 "A" n=221; 21 "B" n=207). The tree model is the one that most students connect with although there is interest in further exploring the lighthouse image. Students find that the image that resonates with them assists them to communicate about the model more clearly with their mentors (Scogin, 2016).
Since refinement, I implemented the model by presenting it to students in the first practicum course. Students are encouraged to use the model as they select their mentors and form working relationships. When students check in at required times during their 6-month project, I ask them about the use of the model and whether it helps or hinders. Their narrative responses are analyzed as well as data about frequency of use (Frahm, et al., 2013).
Results: Students in part A of the practicum have been using the model to help them select an appropriate mentor for their project experience. Additionally, they have been sharing the model with their mentors and using it to establish a relationship and determine the best ways that they can work together throughout the project. Students and mentors report that this provides clarity on how to work together, and gives them additional ideas for creative approaches to use. They find that the model facilitates reciprocal communication between the mentor and mentee (Sherman & Camilli, 2014). Since using this model, I have had fewer students report negative mentoring experiences during practicum check-ins or in part B.
Conclusion: Mentors play a critical role in guiding, supporting and challenging students to grow personally and professionally throughout the practicum experience, culminating in attainment of a master’s degree in nursing. This refined mentorship model that is specific to a practicum conducted in the context of an online program facilitates appropriate selection of mentors and suggests ways that mentors and mentees can work effectively together.