The Efficacy of the <i>Adaptive Mentorship</i><sup>©</sup> Model

Abstract

In this article the authors describe the Adaptive Mentorship © (AM) model that they designed, applied, and refined during the past two decades. They developed AM to be used within a variety of management, mentorship, coaching, supervisory, or training programs. After employing and researching it within educational settings, they received a federal grant to disseminate the model to a wider audience across the professional and occupational landscape and to investigate its effects. The researchers summarize the results of that experience, including their recent analysis of the judgments of several panels of experts regarding the efficacy of AM model. The authors present these findings for the consideration of practitioners, scholars, and researchers in any field interested in improving the mentorship offered in their own organizations.

Effectiveness of Simulation-Based, Peer Learning Intervention in Continuing Nursing Education: An Explorative Study

“…These modules focused on advanced nursing care, specifically covering topics such as normal labor and new-born care, neonatal resuscitation program, renal replacement therapy (hemodialysis), handling of essential equipment in critical care (ventilators, defibrillator, arterial blood gas machine, syringe pump, and infusion pump) and best practices in phlebotomy and intravenous cannulation. To ensure the quality of these peer-assisted simulation-based interventions, each group of facilitators was guided by two expert doctors (acting as mentors) to develop these modules by adaptive mentorship model, that is, the mentors and facilitators collaboratively tailored the peer learning modules to the specific needs and skill levels of the participant groups [3].…”

Near Peer Learning To Facilitate Nursing Students’ First Medical Surgical Clinical Experience / Apprentissage par les pairs proches de manière à faciliter les premières expériences cliniques en médecine et chirurgie pour les étudiantes en sciences infirmières

“…In preparation for the clinical learning activity, the senior students were provided with two one-hour training sessions prior to the integration of the junior students into the clinical setting. The training session was guided by the Adaptive Mentorship (AM) Model (Ralph & Walker, 2013), implemented as described by Garcon (2014). The model replaces the "one-size-fitall" standard approach by allowing mentors to vary their support or their task response according to developmental needs (competence and confidence) of the learner (Ralph, & Walker, 2013).…”

“…The training session was guided by the Adaptive Mentorship (AM) Model (Ralph & Walker, 2013), implemented as described by Garcon (2014). The model replaces the "one-size-fitall" standard approach by allowing mentors to vary their support or their task response according to developmental needs (competence and confidence) of the learner (Ralph, & Walker, 2013). According to Ralph and Walker (2013), the "support response" is defined as "the degree of "human" or psycho/social/emotional expression they provide the learner", whereas the "task response" refers to "the degree of specific direction given to the learner regarding the technical, mechanical, or procedural aspect of the latter's performance of the task being learned".…”

“…The model replaces the "one-size-fitall" standard approach by allowing mentors to vary their support or their task response according to developmental needs (competence and confidence) of the learner (Ralph, & Walker, 2013). According to Ralph and Walker (2013), the "support response" is defined as "the degree of "human" or psycho/social/emotional expression they provide the learner", whereas the "task response" refers to "the degree of specific direction given to the learner regarding the technical, mechanical, or procedural aspect of the latter's performance of the task being learned". The mentor-learner pair collaboratively determines the existing development level of the learner and the desired support and task response to perform a specific skill-set being learned (Ralph & Walker, 2013, p. 22).…”

Adaptive Mentoring Networks and Compassionate Care: A Qualitative Exploration of Mentorship for Chronic Pain, Substance Use Disorders and Mental Health

“…one-on-one, group and peer mentoring), purposes and duration (e.g. discussing single episodes of care versus longitudinal discussions spanning years) and can be tailored to the mentee’s evolving expertise [ 32 ]. Compassionate provider communities are developed by mentors and mentees engaging in a safe space that allows for supportive and non-judgemental conversations around clinical challenges [ 26–28 ].…”