The qualities of an effective mentor from the student nurse's perspective: ®ndings from a longitudinal qualitative study Morag A. Gray CertEd DipCNE MN PhD RGN RCNT RNT Head of Department, Faculty of Health and Life Sciences, Napier University, Edinburgh, Scotland and Lorraine N. Smith BScN MEd PhD RN RMN Head of Department, School of Nursing and Midwifery Studies, University of Glasgow, Glasgow, Scotland Accepted for publication 17 July 2000 GRAY GRAY M.A. & SMITH SMITH L.N. (2000) (2000) Journal of Advanced Nursing 32(6), 1542±1549 The qualities of an effective mentor from the student nurse's perspective: ®ndings from a longitudinal qualitative study Parker and Carlisle (Journal of Advanced Nursing 24, 771±778) argue that there is a scarcity of empirical research focusing on issues such as supernumerary status and mentorship in Project 2000 courses from the students' perspective. This paper presents the ®ndings of a longitudinal cohort study using Grounded Theory to discover the effect(s) of mentorship on student nurses following the introduction of the 1992 programme of education leading to a Diploma of Higher Education in Nursing and registration with the United Kingdom Central Council (UKCC). The cohort consisted of 10 students from a large Scottish College of Nursing & Midwifery who were interviewed on ®ve occasions during the three years of their course. Students also kept a diary to record their thoughts and experiences regarding mentorship during their practice placements. In addition, a further seven students volunteered to participate by diary only. Data were analysed with the aid of NUD.IST and subjected to the constant comparative method of analysis. Findings indicate that Diploma students quickly lose their idealistic view of their mentor and over time develop an insight into the qualities they perceive are required of an effective mentor. Students quickly become aware of the importance of choosing good role models and learning their own mentor's likes and dislikes as they realize this impinges on the outcome of their assessment. As students move into their Branch programme, a gradual distancing from their mentor is evident. This coincides with a development in their con®dence, skills and a holistic perspective of care. Keywords: nursing students, effective mentors, grounded theory, longitudinal study, Scotland, United Kingdom Central Council, Project 2000, nurse educa- tion Correspondence: Morag A. Gray, Head of Department, Faculty of Health and Life Sciences Studies, Napier University, 74 Canaan Lane, Edinburgh EH9 2TB, Scotland. E-mail: m.gray@napier.ac.uk Journal of Advanced Nursing, 2000, 32(6), 1542±1549 Issues and innovations in nursing education 1542 Ó 2000 Blackwell Science Ltd