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Aaron Wright
Mentoring Project
August 6, 2015
Effective Mentoring for Healthcare Professionals
Along their career path most healthcare professionals have benefitted from mentoring.
The healthcare field is one in which the student learns not only didactically but also through their
experiences in the clinical field. A student who enters training for the allied health professions
must acquire an exuberant amount of knowledge in order to be an effective team member.
Effective mentors are an integral element for competent, successful healthcare.
Mentors are commonly defined as skilled professionals that advise and teach younger
aspiring future healthcare professionals, the mentee, to develop a strong professional
foundation.1In conversation with medical dosimetrist F. Givens (oral communication, August
2015) stated mentors must not only advise the mentee in their growth as a professional. The
guidance given by the mentor can at times be received as counseling and can give a sense of
purpose for the mentee in the professional environment, explains the clinical lead radiation
therapist S. Walters (oral communication, August 2015).
The mentor can teach mentees through a cumulative conduct of day-to-day actions and
exercise of their profession.1 Mentors living life in a positive manner can be teachers notes S.
Walters (oral communication, August 2015). Teachers however can at times not be positive
effective mentors if they lack the experience within the field according to F. Givens (oral
communication, August 2015). Well-rounded mentors conduct their professional lives in a
positive and professional manner as they are monitored constantly by the mentee. The
knowledge passed to the mentee is rooted in the growth and experience of the mentor during
their professional career.
Encouragement of independent thinking by the mentee is the goal of an effective mentor.1
Mentors allow options for mentees to make independent professional decisions note F. Givens
(oral communication, August 2015). Allowing the mentee to make independent decisions serves
as feedback for the mentor and can have a positive effect explains S. Walters (oral
communication, August 2015). This type of feedback can strengthen the mentor/mentee
relationship as trust and confidence can be instilled. The strong relationship between the mentor
and mentee supports effective teaching.

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Characteristics critical for the mentor to possess include: availability, encouraging
independent decision making, supportive environments, and enthusiasm for accomplishments.1
The mentee can benefit from these characteristics through verbal communication from a strong
positive mentor according to S. Walters (oral communication, August 2015). The willingness to
be transparent of all knowledge in the mentors field can build a supportive atmosphere notes F.
Givens (oral communication, August 2015). When key values and practices are seen by the
mentee then these models can be emulated contributing to positive decision-making and in turn
only add enthusiasm the accomplished goal.
Effective mentoring starts with the mentor themselves creating a community of
knowledge, value, and practice which builds the mentees professional skill set.1 A mentor must
be confident in their scope of expertise explains S. Walters (oral communication, August 2015).
The mentor can learn from the process of encouragement and listening to the mentee according
to F. Givens (oral communication, August 2015). Effective mentors learn from the mentoring
process and transfer their skills for mentees to become positive effective mentors in the future.
From the interviews conducted I learned that not only is important to be a mentor for the
future generations but to be an effective mentor one must be a positive educator. Letting the
mentees make decisions, and encouraging positive outcomes can improve mentees learning in
the clinical setting. I plan to take these points with me in the future for possible mentoring
opportunities that may arise for me.

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References
1. Lenards N. Mentoring. [SoftChalk]. LaCrosse, WI: UW-L Medical Dosimetry Program;
2015.

Appendix A
Interview with Suzy Walters R.T. (T) lead therapist and Clinical instructor at Sumner Radiation
Oncology Center (Transcript)
August 3, 2015
Q: How would you define a mentor?
A: A mentor is someone who guides, or maybe counsels another person. This could be in a job
situation or a personal situation.
Q: How does a mentor differ from a teacher?
A: A mentor may not have the formal training that a teacher would have. A mentor could be
someone with very little education. However, it may be the way in which they live their daily life
that makes them a great mentor.
Q: How would you define effective mentoring or what separates effective from ineffective
mentoring?
A: Effective mentoring would be having a positive effect on the person or people that you
mentor. Having that person learn from you and using it to better themselves would be positive,
effective mentoring.
Q: What skills are needed to become a more effective mentor?
A: A positive attitude, and good communication skills are needed to become a more effective
mentor.
Q: What would you recommend to someone wanting to become an effective mentor?
A: I would recommend that to become a more effective mentor, you have to first be happy and
confident in yourself, you have to enjoy working with other people, and sharing your time with
them in order to be an effective mentor.

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Appendix B
Interview with Frank Givens R.T. (R) (T) CMD, medical dosimetrist for Sumner Regional
Oncology Center (Transcript)
August 3, 2015
Q: How would you define a mentor?
A: A mentor is a person who is usually considered an expert in their field. They are willing to
allow someone to follow and observe them so that person can learn from them. A mentor also
allows that person to grow and make decisions in order to learn and ultimately become a
professional in their field.
Q: How does a mentor differ from a teacher?
A: All mentors are teachers but not all teachers are mentors. Mentors are considered experts in
their field but teachers dont always understand what they are teaching. They may have the book
knowledge but maybe not the hands-on experience in the field.
Q: How would you define effective mentoring or what separates effective from ineffective
mentoring?
A: An effective mentor will allow the trainee to fall and make mistakes along the way. This will
allow the trainee to have real life experiences. The mentor can give the trainee options, but let
them make the decisions and learn from those decisions. Teaching is simply the right way or the
wrong way.
Q: What skills are needed to become a more effective mentor?
A: The skills needed are patience, transparency, and willingness to share all knowledge, even
though the trainee may become your replacement.
Q: What would you recommend to someone wanting to become an effective mentor?
A: Recommendations include be open to teach, train and listen to your trainee, because you can
learn also. Dont be afraid to let someone go in order for them to reach higher goals.