391chapter SIXTEEN
Refl ective Response 1
Marlene Rosenkoetter
The authors have presented a noteworthy and in- depth discussion of the issues and
conflicts surrounding the mentor– mentee relationship for Doctor of Nursing Practice
(DNP) students and faculty. From my own experience, there seem to be several basic
concepts that impact that relationship. The first is “willingness,” namely willingness to
be mentored and willingness to be a mentor. Many DNP students are well- established
and highly skilled practitioners, administrators, or faculty members. Many have years
of nursing experience, but are now returning at a more novice level as new doctoral
students. They are faced with returning to their workplace with a degree that may not
be well- received, or believed to be equivalent to the PhD. It may not provide them with
PhD level or type of credentials for tenure and promotion, and may not be deemed
an essential degree for advanced practice by their peers. Questions continue to remain
among some advanced practice nurses regarding the appropriateness of requiring them
to hold the DNP and use the title “Dr” (Miller, 2008), and it may continue to take time
before the DNP is accepted by other disciplines as the equivalent of the PhD (Apold,
2008). Silva and Ludwick (2006) made a strong case for questioning the ethics of having
the degree. Yet, the more experienced students may have clinical skills that exceed those
of some of their nursing faculty.
At the initial point of entry into the DNP program, students may experience role
shock, role ambiguity, role confusion, and role changes. The faculty member as a men-
tor is possibly addressing some of these same issues, having been expected to take
on the role of mentoring students in a program that is clearly continuing to evolve.
Students must be willing to be mentored, to be challenged, and to take responsibil-
ity for a new level of practice in their own environments. Faculty members need to
be intuitive, reflective, and sensitive not only to the needs of students, but also sensi-
tive to and aware of their own strengths and weaknesses. The DNP student will most
likely need and have several mentors across the span of the educational program. There
may be one in a clinical subspecialty, evidence- based practice, research, teaching, or
administration, to mention a few. The key to a successful relationship seems to evolve
around the most basic principles of professionalism— collaboration, collegiality, coop-
eration, and commitment— all of which are based on mutual trust and ethical beliefs
and practices. One of the current problems is that DNP students are being prepared for
advanced practice, but enter academia as faculty members. Many are not prepared for
the role of teacher, mentor, researcher, or research participant. The need for mentoring