National Association of Hispanic Nurses Mentorship Academy

1. National Association of Hispanic Nurses Mentorship Academy Vivian Torres-Suarez, RN, MBA, BSN 2008 RWJ Executive Nurse Fellow Academy Director

2. “Treat people as if they were what they ought to be and you help them to become what they are capable of being” Johann W. von Goethe:

3. Mentorship “ Mentorship is a gift of caring and wisdom that nurses give to other nurses as they navigate the career stages from student to novice to expert.” Connie Vance, Ph.D., RN

4. Background of the Mentorship Academy • RWJ Executive Nurse Fellowship Program • Institute of Medicine Future of Nursing Report • Our responsibility to mentor other nurses • Need to increase the diversity of our nursing workforce: Hispanics makeup 17% if society while Hispanic nurses are only 3.6% of 3 million nurses • Literature Search • Limited for Hispanics: Alicea-Planas(2009), Villaruel, Canales, Torres (2001) • McKimm. Jollie and Hatter (2007) • Questionnaire Survey and Results • NAHN- NY Survey • Advisory Board • Presentation to the NAHN President and Board

5. Goal of the Mentorship Academy The goal of the Mentorship Academy is to establish and maintain a formal mentoring process that advances Hispanic nurses’ career and education.

6. McKimm, Jollie and Hatter (2007) • Traditional form of mentoring: one to one • To encourage and support ethnic minority and disadvantaged groups • To encourage and support women break through the glass ceiling • Both the mentor and the protégé benefit from the relationship

7. Key Principles • Realize that people can change and want to grow • Recognize individual differences • Encourage collaboration not competition • Encourage scholarship and a sense of inquiry • Reflect on past experiences as a key understanding • Looking forward and develop the ability to transfer learning and apply it to new situations

8. Mentoring Skills • Negotiating and Influencing • Listening • Giving constructive feedback • Intervention • Motivating and encouraging • Self-awareness • Coaching/Teaching • Reflecting • Non-judgmental • Non prejudicial

9. What does it take to be a Protégé? • Willing to learn and develop • Willing to participate • Ambitious • Keen to succeed • Able to accept power and risk • Loyal to the process • Commitment • Conscientious • Able to develop alliances • Flexible and adaptable • Self-aware • Well organized • Able to accept a challenge • Able to receive constructive feedback

10. Stages of Mentorship • Stage 1: Initiation, orientation, or courtship phase • Stage 2: Getting established, adolescence, nurturing or honeymoon phase • Stage 3: Maturing, developing independence or autonomy phase • Stage 4: Ending, termination

11. Building the relationship Mentor: • Needs to be friendly, supportive, helpful and encouraging, nurture growth and learning in the protégé • Challenge, stimulate and encourage Protégé: • Will become more confident and independent • Set realistic goals and expectations with the mentor • Ask questions, keep engaged with the mentor

12. Mentorship Academy Structure • Application Process is completed by the Protégé and Mentor candidates • Selection Process is followed and Letters of acceptance into the program are sent to all • Concepts of the mentorship program are shared in a conference or presentation • Protégés to develop personal and professional goals • Selection of Mentor by the Protégé • Must agree to participate in the program for 1 year

13. Mentorship Academy Structure (con’t) • Must agree to meet no less than once a month • Exchange of contact information and determine how the communication will occur, i.e. email, text, phone, Skype, Face book, or in person • Monthly progress reports • Regular meetings with the Mentor and Protégés to review overall progress and share experiences • Annual Survey of the experience in the Academy • Report and present accomplishments to the Chapter board and at an annual event

14. Status Report 15 protégés and 15 mentors applied to the Academy States represented: California, Florida, Arizona, New York, New Jersey, Maryland, Texas, Illinois, Hawaii, Oregon, Kansas, Conn., Maine, Vietnam A total of 9 protégés/ mentors pairs are active Range from recent Associate degree graduates to Ph.D. graduate 2012 El Paso Chapter Launched a program 2013 Five (5) El Paso cohorts completed Launched in NYC Chapter in February 2013 The biggest challenge was time, yet most met monthly Have accomplished many of their goals or have set goals with their mentors’ assistance. 14

15. Chapter–based Mentorship Program • Select an Advisory board or taskforce that can take the concepts of the Mentorship Academy and implement them. • Call for Applicants for Mentors and Protégés (determine how many for each cohort) • Selection of the Mentors based on set criteria, experience and education • Selection of the Protégés based on set criteria, new graduates and experienced nurses with set goals to excel in education or career • Select a “cheer leader” that monitors the progress of the protégés so that no one is lost in the process due to lack of time or commitment. • Provide progress reports at Chapter meetings regularly. • Report back to National the results of the program and the successes achieved on a quarterly basis. • Each Chapter Program reports to the NAHN Mentorship Academy

16. Mentorship to Leadership • Must see ourselves as leaders • Visionaries that inspire and motivate others to realize their potential • Development and Empowering relationships • Help others realize their potential • Must be open to learning from each other • Powerful effect on each other and our communities to be transformational mentor-leaders

17. Mentorship Academy Advisory Board • Helen Ballestas • Michele Crespo-Fierro • Aida Egues • Jennifer Figueroa • Caroline Ortiz • Wanda Montalvo • Daniel Suarez

18. Conclusion: Q and A “I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Maya Angelou