Evaluating the role of mentor for advanced practitioners: an example from community matrons in England

Abstract

This study evaluates the role of mentor for the new community matron role in England and identifies the implications for others in advanced practice roles. With the introduction of 3000 community matrons in England by March 2008, a national pilot education programme was introduced to prepare them for their role. Given the recent requirement by the UK Nursing and Midwifery Council to introduce support at the advanced level of nursing practice, a purposely developed mentorship module was introduced for those supporting the new community matrons.

A mixed-method approach to data collection was used. This involved documentary analysis of a range of sources and, during July 2006, a self-administered postal questionnaire was sent to all community matrons undertaking the pilot education programme (n = 70) with a response rate of 67% (n = 47). Individual telephone interviews were conducted with 17 students, and 6 mentors on the purposely developed mentor module. A focus group interview was undertaken with the education programme development team (n = 5). Quantitative data were analysed using spss and qualitative data analysed using content and thematic analyses.

Despite some initial problems, 96% (n = 45) students had access to a mentor during the programme. Overall, the findings reinforce the value placed on individual support for the role and identify the problems associated when support was absent or unsuccessful. For those who had support, there were different expectations of the mentoring role, variation in the quality of their relationship and the perceived value of education to support the mentors in their role.

The study concludes that supporting pioneers to develop new roles when neither party is clear about its strategic direction, nor fully aware of its impact on service, requires risk taking by both parties, and a genuineness, openness and commitment by both in forging the new pathway.