Mentoring experiences of psychiatric nurses: From acquaintance to affirmation Gertrude Po-kwan Siu a, ⁎ ,1 , Atara Sivan b a Psychiatric Nurse Education Center, Castle Peak Hospital, 15 Tsing Chung Koon Road, Tuen Mun, New Territories, Hong Kong b Department of Education Studies, Hong Kong Baptist University, Baptist University Road, Kowloon Tong, Hong Kong summary article info Article history: Accepted 8 November 2010 Keywords: Mentoring Psychiatric nursing Socialization of psychiatric nurses Mentoring is regarded as involving a voluntary and mutually beneficial relationship in which one person is experienced and knowledgeable (mentor) who supports the maturation of a less-experienced person (mentee). While there have been studies on mentorship in a wide range of areas within nursing, so far studies on psychiatric nursing are scarce. The hallmark of psychiatric nursing is the use of interpersonal process as a means of bringing about positive health changes in the clients. If psychiatric nurses are involved in mentorship, they can, through experiential learning, be nurtured to use interpersonal process as therapeutic tools in their work more effectively. This study examines the mentorship experiences of psychiatric nurses. Personal accounts of 27 psychiatric nurses were analyzed using qualitative methodology. Results of the study shed light on the role of mentorship in facilitating the socialization of psychiatric nurses and revealed the main aspects involved in this process. Four themes experienced by mentees during the mentoring process are the key to its success. These are: becoming acquaintances, developing bond, feeling being included and obtaining affirmation. These themes were found to be progressive in terms of mentees' degree of connection with their mentors and their involvement in the nursing profession. © 2010 Elsevier Ltd. All rights reserved. Introduction Mentoring has been acknowledged as a significant process within the nursing profession. Studies on mentoring in nursing have indicated its benefits to both mentors and mentees. Whereas, these studies have been conducted in a wide range of areas within nursing, examinations of mentorship in psychiatric nursing are scarce. This paper aims at examining the mentorship experiences of psychiatric nurses in their respective processes of professional socialization. Following a literature review on the role of mentorship in the professional socialization of nurses and its additional benefits to psychiatric nurses, the paper reports on a qualitative study under- taken among psychiatric nurses in one mental hospital of Hong Kong. It presents and discusses the results and draws some theoretical and practical implications for facilitating the mentoring process within psychiatric nursing. Literature review Mentoring was found to be an essential part of nurses' professional socialization without which they cannot move along their career path from novice stage to the final expert stage (Benner, 1984). Professional socialization of nurses is defined as the acquisition of a knowledge base and practical skills, and the assimilation of values, norms and accepted modes of behaviour (Hamilton, 1996; Watson, 1981). Literature highlights that mentees' professional socialization and construction of professional identities are shaped by their mentorship experiences (Benner, 1984; Kilcullen, 2007; Megel, 1985). Therefore the use of mentoring has been advocated as a primary strategy to establish supportive work environments and facilitate the ongoing career development of nurses (National League for Nursing, 2006). Mentoring has been acknowledged as a significant process within the nursing profession which is also beneficial to the mentors. The study of Hinton (2009) indicated that successful teaching and nurturing a mentee could be a very satisfying experience for the mentor. Mentoring also helped keep the practising mentors updated and allowed them to network further in the profession through their mentoring work (Hinton, 2009). The study of Grindel and Hagerstrom (2009) revealed that a well-monitored and supported mentorship programme might as well be effective in improving retention of nurses. Mentoring relationships which provide role socialization and means of intra-professional nurturing (Kopp and Hinkle, 2006) are essential to the success of mentoring. Studies of Bally (2007) and Hurst and Koplin-Baucum (2003) reflected that such relationships involved the undertaking of certain roles and responsibilities which include teaching, counseling, confirmation, acceptance, friendship, protection, coaching, and sponsorship. The relationships are intended to achieve safe and competent nursing practice through influencing Nurse Education Today 31 (2011) 797–802 ⁎ Corresponding author. Tel.: +852 3411 5664; fax: +852 3411 7894. E-mail addresses: siupk@ha.org.hk (G.P. Siu), atarasiv@hkbu.edu.hk (A. Sivan). 1 Tel.: +852 2456 7304; fax: +852 2464 3509. 0260-6917/$ – see front matter © 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.nedt.2010.11.014 Contents lists available at ScienceDirect Nurse Education Today journal homepage: www.elsevier.com/nedt