16: LIFELONG MENTORSHIP AND MENTEESHIP ■ 379instance, the multifaceted mentoring model was specifically developed to contribute
to greater productivity of researchers, especially minority researchers, in the fields of
biomedical and social sciences (Rabionet, Santiago, & Zorrilla, 2009). This multifaceted
mentoring model includes establishing multi- institutional collaborations, offering sys-
tematic and continuous training based on competency development, and creating inter-
disciplinary research teams in which mentors and mentees work together. Attention to
these three processes produces synergy and provides the solid foundation needed to
foster long- standing mentor– mentee relationships.
The adaptation of this model to doctorally prepared advanced nursing practice
encourages the DNP student to search for additional mentors as needed to accommo-
date DNP projects, objectives, practice plans, and professional goals. Fundamental to
this model is the understanding that mentoring is a synergistic process in which men-
tors and mentees could jointly advance their commitment to scholarly pursuit; thus,
mentoring is envisioned as a process of multifaceted and multi- institutional collabora-
tion for a systematic engagement. This model also exposes students to valid perspec-
tives from a variety of mentors, and can inspire and empower the mentee and mentors
(Graves & Hanson, 2014).
When used in field supervision as “multiple mentoring” (Moran, Burson, &
Conrad, 2014, p. 225), it offers a platform for researchers and clinicians from diverse
disciplines to appreciate what they share and to explore what is beyond their discipli-
nary domains. Importantly, the multifaceted and multiple mentoring models have the
potential to be replicated in various contexts, and can form a bridge to networking for
future research, practice, and other scholarship for both the mentee and mentor.
■ EFFECTIVE MENTORING
MENTORING PROCESS
One example of effective mentoring is the process that the University of Rochester,
School of Nursing, uses to improve the diversity of their faculty and support more mi-
nority and male enrollment in all of its nursing degree programs. Supported by the grant
of New Careers in Nursing (NCIN) from the Robert Wood Johnson Foundation (2015),
the mentorship process begins with the students, all of whom are second- career nurses,
choosing their faculty mentor. The dean meets with NCIN students each month, each
session with a special focus. The overriding theme of each session is to support and ad-
vise each other. The NCIN program has produced anther initiative, LIFT: Elevating Each
Other, consisting of brown- bag luncheon sessions on leadership and diversity. Since the
start of the program, seven NCIN graduates, all from underrepresented groups, have
joined the faculty (Robert Wood Johnson Foundation, 2015).
Another example of effective mentoring, synthesizing the peer mentoring and
multifaceted mentoring models, is the process used by the University of St. Francis
College of Nursing DNP Program in Joliet, Illinois. Students in its post- master’s DNP
program begin their studies with mostly decades of experience as nursing leaders:
many own their own businesses; others who have published, are educators, or may
have served in key positions in professional organizations or in acute care hospitals.
They are new again to the graduate student role, and are acculturating to the new role
of DNP, but they are practicing specialists, mostly board- certified advanced practice
registered nurses (APRNs), in their own right. They learn about the background, prac-
tice, and research interests of faculty at orientation, and both faculty and students are