An innovative mentorship course was developed specifically for freshmen undergraduate students residing in a dedicated nursing learning community at a large academic institution. The mentorship course was developed by a graduate assistant assigned to the nursing learning community in collaboration with a faculty member and the director of pre-licensure nursing programs. This articulated, undergraduate course was built on the premise of Benner’s (2001) novice (undergraduate students) to expert (dedicated graduate assistant and faculty member) model which conveys that through experience mentors progress to higher levels of performance. The course was offered to second semester freshmen students in the nursing learning community as a path towards leadership through mentorship. Ten students out of forty freshmen nursing learning community residents expressed interest in investing in their leadership potential by becoming student mentors for the upcoming freshmen. Eight students enrolled in the course. Two students withdrew due to scheduling conflicts. Six students completed the hybrid 1-credit curriculum and will be mentors with assigned freshmen mentees in the nursing learning community throughout the 2017-2018 academic year.
The course, titled “Major and MentoR:Nursing Student Mentorship” was developed in an effort to help students understand how they conceptualize mentorship and be better prepared for and able to articulate the reciprocal and collaborate learning relationship between mentor and mentee. Mentors must be willing to share things about themselves both positive and negative in order to build trust and connection with mentees. In an effort to facilitate self-discovery among the enrolled students the graduate assistant created a private course blog with biweekly assignments focused on the ways in each student uniquely transitioned to college and how the presence of a mentor would have aided them in the process. The students convened in class every other week for one hour with the graduate assistant and a faculty member who specializes in mental health nursing. During class sessions the blog posts were highlighted in a PowerPoint presentation and reviewed in detail to assist students in visualizing their leadership potential through mentoring others.
Faculty and student interaction, both formal and informal, are noted as key elements to students’ ability to conceptualize leadership (Dunn, Odom, Moore, & Rotter, 2016). The same graduate assistant in the classroom maintained a weekly presence in the nursing learning community space in the evenings approximately 10 hours per week. This unique graduate assistant assignment encouraged the idea that faculty and student interaction, both informal and formal, are noted as key elements to students’ ability to conceptualize leadership (Dunn, Odom, Moore, & Rotter, 2016). The goal is to continue this program with the ongoing presence of a graduate assistant in the nursing learning community to support the newly established mentors and encourage their journey from novice to expert mentor and future nursing leader. Becoming a mentor is often an essential step in a nurse’s leadership development. The mentors are prepared to reciprocate a supportive presence to the new students within the nursing learning community. Helping students discover their untapped potential as mentors will only enhance their personal and professional success.
Research has shown campus living and learning communities foster a successful transition to academic life by providing curricular structure, meaningful relationships, sustained interactions, engagement, and deeper learning experiences. Living and learning communities have been known to cultivate strong academic and social connections as well as community and a sense of belonging (Spanierman, et al, 2013). Mentoring holds the potential to be a rewarding experience for all involved. A research study is intended in the fall of 2018 in order to draw on the students’ experiences and provide a deeper understanding of how their participation in the mentorship course and subsequent role as mentors in the nursing learning community has influenced their personal and professional growth as well as their leadership capabilities.