394chapter SIXTEEN
Refl ective Response 2
Debra A. Simons
The authors provide a compelling case regarding the importance of mentorship for
successful role assimilation and professional development. The increase in Doctor of
Nursing Practice (DNP) programs suggests unprecedented growth in DNP- prepared
advanced practice nurses. This growth warrants the need to build collaborative part-
nerships and linkages between mentors and mentees. The two cases presented in this
chapter provide distinct mentoring styles, mentee responses, and associated outcomes.
David, a DNP student, was able to accomplish his capstone goals because he developed
collaborative partnerships with multiple mentors. The synergy and reciprocity between
the mentors and the mentee allowed mutual goals to be achieved. The transformation-
al mentoring moved from introductions to respect networking, support of scholarship,
and collaborations. In contrast, Patricia, a PhD-prepared nurse and new faculty mem-
ber, received traditional dyad and assigned mentoring. She was assigned a mentor who
was unresponsive to her needs. Moreover, when she reached out to another mentor, she
was not welcomed. This type of mentoring can have a devastating impact on a mentee,
which can result in stagnation of professional growth and stagnation in doctoral nurs-
ing practice.
The American Association of Colleges of Nursing (AACN) has perpetuated con-
fusion within our country as well as internationally about the practice doctorate in
nursing (Cronenwett et al., 2011) because a master of science and PhD degree is more
readily understood globally. A new type of practice doctorate adds confusion. Some
universities accept non- advanced practice nurses (APNs) in DNP programs that ulti-
mately assume faculty positions. Therefore, students who graduate from a DNP pro-
gram may not necessarily be APN, which was the original intent of the degree. The DNP
degree has also expanded its vision to prepare graduates to use translational research
to create clinical strategies that improve practice and health outcomes (Brown &
Crabtree, 2013). The wide variety of DNP programs and graduates necessitates the need
to move away from traditional mentoring to transformational mentoring using multiple
mentors, as a “one- size- fits- all” approach is no longer realistic. One also needs to con-
sider where the DNP graduate is developmentally on his or her own individual career
trajectory.
As an example, my own professional role development needs have changed
dramatically over time. At first, my developmental needs focused on honing my clin-
ical knowledge and skills and later transitioned to learning the executive role and