Developing Deliberative and Reflective Mentoring
This is the third chapter in a new book entitled Interprofessional Evidence-Based Practice: A Workbook for Health Professionals and presents a mentoring theory for interprofessional EBP programs derived from a grounded theory study, which the Minnesota Nurses Foundation provided $10,000 in funding, conducted from January of 2012 through February of 2013. This is the report of the research that was conducted.
Mentoring is an important interprofessional evidence-based practice program element. Because mentoring in interprofessional evidence-based practice programs is not well described in the literature, we studied the mentoring process because of a grant received from the Minnesota Nurses Association Foundation. The program evaluation research was part of St. Catherine University’s partnership with North Memorial Medical Center in Robbinsdale, Minnesota to develop and implement an interprofessional evidence-based practice program. This chapter provides an overview of the grounded theory qualitative study that involved mentor and evidence-based practice scholar and team member interviews, surveys, and field notes of team observations. The results of the program evaluation indicated that evidence-based practice teams were able to complete their projects successfully and on time as a result of program coordinators and mentors engaging in a deliberative and reflective mentoring practice. In this chapter, coordinators and mentors learn how to develop an interprofessional evidence-based program structure involving regular coordination and mentor meetings designed to bring team performance issues, task struggles, and opportunities to awareness. In addition, program coordinators and mentors are encouraged to keep field notes about their observations of team functioning, team learning, and resource needs as another mechanism to focus the mentoring process. Mentors are then equipped to guide their teams to solutions to maintain project momentum.
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