PhD in Nursing Program  
Mentoring Of Students Guidelines

Faculty mentoring of students is an important component of doctoral education. Doctoral education without mentoring relationships is incomplete (Davidhizar, 1988). Bowen’s (1985) definition of mentoring is commonly used in the literature:

Mentoring occurs when a senior person (the mentor) … undertakesto provide information, advice and emotional support for a junior person (the protégé) in a relationship lasting over an extended period of time and marked by substantial emotional commitment by both parties. …The mentor uses both formal and informal forms of influence to further the career of the protégé (p.31).

Mentoring has been consistently identified as a crucial element in the success of future scientists. Mentoring skills must be developed and honed to foster natural ability and inclination. “Mentoring is an interactive, interpersonal process between a dyad of expert and newcomer” (Goran, 2001, p.21). Mentoring can enable the development of leadership potential and significantly contributes to the development of competent researchers and professionals in nursing. The faculty of the Ph.D program in Nursing at Florida International University highlight mentoring as a major component of the Ph.D. student experience.

Career or instrumental functions of mentoring include coaching, providing challenging assignments, protection, sponsorship, and exposure and visibility. The most critical aspect of mentoring for Ph.D. students includes planned research experiences that further knowledge and the program of research. Intense work with a faculty mentor is recommended for doctoral students to facilitate concept development, research design and methods, and development and application of research skills. Guidance and supervision on projects such as grant writing, management of data sets, research team work, manuscript writing, and presentation and publication of research fosters the transition of doctoral students into their research careers. The mentor and protégé’s meet regularly to plan assignments, tasks, and to interact to address the psychosocial dynamics of the Ph.D. experience. The psychosocial response to Ph.D. study is a critical component of the Ph.D. in nursing mentoring relationship. Discussion of stressors, uncertainties, strategies for success, and expansion of ideas facilitates the growth process of Ph.D. education. Formal and informal socialization to research, leadership experiences and  colleagues in the student’s area of study, as well as fostering intra-collegiality with other disciplines, are an integral aspect of mentoring as well.

Young and Perrewe (2000) name five antecedent factors that have an impact on the mentoring relationships: individual characteristics, relationship factors, environmental factors, career factors, and relationship type. A willingness to engage is essential for the mentor-mentee relationship to flourish. Usually the mentor is responsible for initial engagement activities. Owens and Patton (2003, p.199) provide typical characteristics and behaviors of mentors and protégés (See Table 1).

Table 1

Characteristics and behaviors of mentors and protégés.

The four phases of the mentoring relationship (Kram, 1983) are initiation, cultivation, separation, and redefinition. Perceptual outcomes involve emotions. In a successful relationship, feelings of trust, liking, and identification materialize (Owens & Patton, 2003). The process experience of mentor/protégé must naturally adjust to personality, work styles, and termination. Research and leadership products during the Ph.D. education are planned based on a novice to beginning expert trajectory.

With the different cultures represented at FIU and the Ph.D. focus on diversity in health outcomes, leadership and policy as well as promotion of nurse educators, it is critical for faculty mentors to attend to the diverse cultural issues and concerns of students. It is also essential to honor and value the expertise of faculty and students at all levels and their contributions to the Ph.D. program and the discipline of nursing.

Guidelines for Mentoring of PhD Students at FIU

1. Each student admitted to the PhD program will be assigned a PhD faculty mentor whose research interests match the student research interests. This mentor will be the program and the dissertation chair or co-chair. Other faculty will also provide mentoring in their area of expertise and with professional socialization activities.
2. Faculty will provide mentoring consistent with FIU policies and procedures that facilitate PhD student development. Mentoring of students is the responsibility of all FIU faculty. Attention to culturally diverse experiences will be an important area of mentoring.
3. PhD faculty will develop with the student PhD plan that will meet the student research, educational, health policy, and leadership needs and goals that will produce a PhD graduate ready to begin a research career upon graduation. They will be active in assisting students with publications and presentations.
4. Part of the mentoring relationship includes discussion of adjustment challenges to the PhD education process with the goal of problem-solving for the persons involved.
5. FIU PhD program faculty will provide or arrange regular events, such as brown bag lunches, research presentations, and informal events to facilitate student growth and socialization.
6. Efforts to facilitate PhD student attendance at regional and national research conferences will be encouraged and attempts to seek funds to support these activities will be encouraged.
7. Mentoring of PhD students continues after they become alumni.