Evidence-based research and papers

Background

While mentorship programmes for professionals are growing in number, the lived experiences of mentor and mentee participants could be captured so as to better inform best practices and considerations for thriving relationships.

Objective

This study evaluated the lived experiences of mentors and mentees in a nationwide programme for pharmacists administered by a professional organisation in the United Kingdom, specifically examining the nature of relationships comprising those experiences.

Methods

A phenomenological approach was adopted, with semi-structured interviews conducted remotely between November 2019 and June 2020. Potential participants approached via a gatekeeper, employing purposive and convenience sampling. Transcribed data was examined using a combination of inductive and deductive thematic analysis and codes were assigned independently by two researchers, to increase rigour in analysis.

Results

A total of 20 participants described their perceived role in their respective mentoring partnerships, gave their own account of the definition of mentoring and discussed the crucial role of trust and understanding in developing a successful mentoring relationship. 

Mentors’ beliefs on their perceived role in the relationship largely guided their approach to the structure of the interactions. The concepts of personal growth and development of peers were often discussed by the participants, along with the acknowledgment that mentoring is a relationship that ideally lasts potentially a lifetime, should the relationship be successful. 

Mentors felt a sense of pride in giving back to the profession. An unintentional unbalanced power dynamic was often reported and both mentors and mentees acknowledged frustrations when they perceived their partner was not showing the same level of engagement and commitment.

Conclusion

Pharmacists participating in a nationwide mentoring programme expressed considerable enthusiasm with their contribution, underscoring the programme’s flexibility, its emphasis of mentoring versus merely advising, and its responsibility for enhancing or reconnecting with their professional identity as well as fostering more positivity and liveliness in their professional roles.

The programme might consider additional training to mentors to promote their own self-efficacy in mentoring, which among other things could curtail perceived potential power imbalances within mentor-mentee dyads and lead to a more dynamic and contextualised mentoring experience.

Authors

Helen Chang (RCPharm), E Mantzourani, G Fleming, R Auckland, N Christopher.

Background

Mentoring has been shown to facilitate professional development in pharmacy students, offering exchange of invaluable knowledge, experiences, and allowing formation of relationships (Sin, Pathickal and Li, 2015). 

Mentoring programmes delivered by academic institutions through local formal and informal schemes are generally well-received by pharmacy students, helping mentees grow personally and professionally (Waghel et al, 2017). 

There is limited evaluation of national mentorship schemes for pharmacy students within the UK.

Rationale

An online survey was conducted in June 2018 with pharmacists, preregistration trainees and pharmacy undergraduate students to explore their mentoring needs. 33 students responded, articulating their need for support to find an appropriate mentor for personal and professional advice; for help with career planning; for exploring professional opportunities.

Description

RCPharm designed, developed and implemented a new mentoring service to support students in achieving needs identified in the survey. 

The RCPharm service is provided via a platform (i.e., a technology infrastructure), enabling students to find suitable mentors based on their individual development needs. 

This study explored student-reported needs, collected upon registration with the service. From 1 October 2019 to 29 February 2020, 43 students registered (12.39% of total mentees). 

Descriptive analysis of data showed that students were primarily seeking support from mentors with expertise in career advice (67%), Pre-Registration training (65%), and continuing professional development (51%). 

Students were also seeking mentors with skills in CV building (58%), developing self-confidence (47%), interviewing (35%), and study skills (35%).

Implications for pharmacy education

Results from this study revealed that students who sought mentorship via the RCPharm service were mainly focussing on support for successful and confident transition to the next career stage. 

Future research should focus on identifying further areas of support for students. This will inform the formation of guidance and tools to facilitate tailored professional development at the early stages of pre-foundation training.

Reference list

• Sin, JH, Pathickal, SM and Li, M (2015) – Establishment of a peer-mentoring programme for student pharmacists, American Journal of Health-System Pharmacy, 72, pp. 1610–1611.
• Waghel, RC et al (2017) – Reflections on a year-long student- and pharmacist- paired mentorship programme, Currents in Pharmacy Teaching and Learning, 9, pp. 713–718.

Part one: considerations for organisations

Abstract

Mentoring programmes have been offered by organisations within and outside of healthcare for years. This commentary examines the literature under the prism of design fundamentals for these programmes, drawing particular considerations for schemes aimed at pharmacy professionals.

The central argument presented is that mentoring can be used as a vehicle to support pharmacists to learn from others and each other, to reinforce and own their professional identity so that the uniqueness of the pharmacy profession is established within a global health landscape of constant change.

In this first part of a series of papers, a wealth of literature, theories, and evidence are presented aiming to inform the general structure and logistical considerations for both in-person and distance mentoring programmes.

The work was led by:

• Dr Efi Mantzourani MFCI MRPharmS MSc PhD FHEA, senior lecturer in pharmacy practice, Cardiff University.
• Professor Shane P Desselle, RPh, PhD, FAPhA, Touro University California College of Pharmacy.

Abstract

Developing a mentoring programme is multifactorial, and organisations developing such programmes must be reflective in considering their own organisational culture to determine the goals and outcomes assessment of a mentoring programme that aligns with the organisation’s mission and values.

Part one of this series of papers on devising mentoring programmes for pharmacy professionals paid mind to their structure, logistical concerns, and basic design consideration. Designing a programme, though, cannot be successful without consideration of the people involved, and the very human process that is mentoring and being mentored.

This second-part paper takes into account the human needs of mentors and mentees, both independently and as pairs or groups involved in a potentially intimate and caring relationship that lasts anywhere from several months, to potentially a lifetime should the relationship be successful.

As such, this commentary pays careful attention to the evolving roles each person plays and what this means to administrators overseeing or assessing the results and implications from such a programme so as to strive for maximum organisational effectiveness for employing institutions and self-actualisation for persons involved in the programme.

The work was led by:

• Dr Efi Mantzourani MFCI MRPharmS MSc PhD FHEA, senior lecturer in pharmacy practice, Cardiff University.
• Professor Shane P Desselle, RPh, PhD, FAPhA, Touro University California College of Pharmacy.

The below abstract was accepted and presented at the Life Long Learning in Pharmacy conference in 2021.

Abstract title

Understanding the mentoring needs of hospital and community pharmacists at different career stages. 

Authors

Kina Vyas,  Helen Chang.

Keywords

Career development, community, hospital, mentees, mentoring, mentoring needs, pharmacists.

Background

Mentoring is a process in which a skilled or experienced person supports a less skilled or less experienced person. It has been shown to have a positive impact on personal and professional development. RCPharm implemented a new national mentoring programme in 2019 to support the professional development of pharmacists across all career stages and all pharmacy settings.

Objective

To identify and compare the mentoring needs of community and hospital pharmacists at different career stages.

Methods

Demographic data (practice setting and stage of practice) and development needs of pharmacist mentees registered on the RCPharm mentoring platform between 1 September 2019 and 28 February 2021 was collated. Descriptive analysis of the data was performed to identify areas of commonality. 

Results

Community pharmacists (n=302) were primarily seeking support in the areas of careers; revalidation; and education, training, and development. Hospital pharmacists were also seeking support with careers and revalidation, however, were additionally seeking support with management and leadership skills.

Early career pharmacists (0-5 years, n=222), and experienced pharmacists (6-10 years, n=105) across both sectors were mostly seeking support with their careers. Pharmacists with substantial experience (ten-plus years, n=194) were seeking support with management and leadership skills.

Discussion

This study suggests that community and hospital pharmacists share similar mentoring needs. Hospital pharmacists additionally require support in management and leadership. Pharmacists appear to have different developmental needs at specific career stages, which evolve over time. Future research should explore factors influencing mentoring needs.

Reference list

• Anderson E, Shannon A (1995) – Toward a Conceptualization of Mentoring. In: Kerry T, Mayes A, eds. Issues in Mentoring. New York: Routledge, 25–34.
• Merriam S (1983) – Mentors and Protégés: A Critical Review of the Literature. Adult Education Quarterly, 33(3), 173.
• Noe RA, Greenberger DB, Wang S (2002) – Mentoring: what we know and where we might go. Research in Personnel and Human Resources Management. 21. 129–73. 

The abstract below was accepted and presented at the Pharmacy Education Conference, Manchester, UK, September 2022.

Authors

Kina Vyas, Helen Chang.

Abstract title

An evaluation of peer-facilitated sessions to enhance mentoring skills.

Background

Mentoring is a key tool in facilitating professional development. The RCPharm mentoring programme unites members to advance pedagogical knowledge. Recent mentoring research in pharmacy has highlighted a desire for mentors to have access to peer support. To enhance the skills of experienced mentors, RCPharm created and delivered a series of peer-support sessions.

Aim 

To explore the value of peer support for mentors through facilitated peer-support sessions.

Methods

A series of peer-support sessions were co-designed and delivered by RCPharm and two experienced mentors (pharmacists who had mentored several healthcare professionals), creating a confidential space for discussion and professional development. Sessions focussed on mentors’ skills in managing complex issues when supporting mentee’s professional needs. Attendees were encouraged to share experiences, reflect, and discuss approaches to overcome complex situations.

Following the session, attendees (n=41) completed an online survey about the value of the sessions. The survey comprised quantitative and qualitative questions. Data was thematically analysed.

Ethics approval was not required as this was considered to be a low-risk study.

Results

Across 2021, three peer-facilitated mentoring sessions were delivered.

Survey results (n= 11, 27% of mentors responded) showed 100% of attendees would recommend the sessions to colleagues and 99% agreed the learning outcome of enhancing mentoring skills were met.

Qualitative data fall into three themes:

• Value of peer support.
• Enhancement of mentoring skills and knowledge.
• Learning from peers.

It appears that peer sessions contribute to professional development and the enhancement of mentoring skills.

Discussion

This study suggests peer support is highly valued by mentors, and support in this capacity serves as an appropriate professional development tool.

Mentors appreciate a safe space for confidential discussion of their mentoring approach. These findings could inform and shape national and international peer-support delivery models to a wider audience.

Reference list

• Hudson, P (2013) – Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771–783.
• Mantzourani, E, Chang, H, Desselle, S, Canedo, J, Fleming, G (2022) – Reflections of mentors and mentees on a national mentoring programme for pharmacists: An examination into relationships, personal and professional development. Research in Social and Administrative Pharmacy, 18(3), 2495-2504.
• Braun, V and Clarke V (2006) – Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

The abstract below was accepted and presented at the NHS Education for Scotland Annual Conference, 2022.

Authors

Kina Vyas, Helen Chang.

Abstract title

An analysis of mentoring needs of pharmacy students, pharmacist foundation trainees, and pharmacists in Scotland.

Introduction

Mentoring has been shown to enhance the learning experience of healthcare trainees and registered professionals. It has also been used in academia and the corporate environment to develop knowledge, talents, and capability. The RCPharm mentoring programme provides their members with access to mentors within the pharmacy profession across all career stages and pharmacy settings.

This study identified and compared the mentoring needs of pharmacy students, pharmacist foundation trainees, and pharmacists in Scotland.

Methods

Demographic data and information about the mentoring needs of Scotland-based students, foundation trainees, and pharmacists registered on the RCPharm mentoring platform as mentees were collated. Descriptive analysis of the data was performed within Microsoft Excel to identify areas of commonality and differences.

Results

Between 1 September 2019 and 31 January 2022, 56 Scotland-based students, foundation trainees, and pharmacist registered as mentees on the RCPharm mentoring platform (3% of total mentees). Of these mentees, six were students, 11 were foundation trainees, and 39 were qualified pharmacists. The majority of mentees (51.79%) wanted support with their careers.

Many mentees were also seeking mentoring in the areas of professional development (35.71%), and educational skills (35.71%).

Other areas of need were management and leadership (23.21%), and collaborative working relationships (14.29%). Research and evaluation were areas of expertise that appeared to be low in demand (7.14%). Furthermore, the areas in which mentees are pursuing mentoring support seem to vary for stage of practice and pharmacy setting.

Conclusion

This study highlights that students, foundation trainees, and pharmacists in Scotland require most support with their careers and the least with research and evaluation skills. This aligns with previous studies about the mentoring needs of mentees across Great Britain.

Future research should explore the development needs of specific skills associated with these broader themes, to inform the creation of guidance and resources.

Reference list

• Hudson, P (2013) – Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771–783.
• Song, JH, and Thompson, L (2011 – The Value of Mentoring. Performance Improvement Quarterly, 24(3), 55–76.
• Mantzourani, E, Chang, H, Desselle, S, Canedo, J, Fleming, G (2022) – Reflections of mentors and mentees on a national mentoring programme for pharmacists: An examination into relationships, personal and professional development. Research in Social and Administrative Pharmacy, 18(3), 2495-2504.

The abstract below was accepted and presented at the International Pharmaceutical Federation, Seville (Spain), 2022.

Authors

Kina Vyas, Helen Chang.