Abstract
Introduction: Globally, many countries have adopted mentorship programs to support new and less experienced nurses in enhancing their skills (Hoover et al., 2020). In Rwanda, mentorship has been a part of the professional development of nurses and midwives (Musabwasoni et al., 2020; Nyiringango et al., 2021). Mentorship offers numerous benefits, serving as a tool for professional growth and fostering camaraderie among nursing and midwifery professionals. From 2016 to 2020, a clinical mentorship program named Training, support, and Access Modal (TSAM) was implemented to help nurses and midwives improve their competencies in providing maternal and neonatal care at selected health facilities in Rwanda (Ngabonzima et al., 2020). This study aimed to explore the lived experiences of nurses and midwives who participated in the TSAM mentorship program as mentees.
Methods: This study used interpretive phenomenology (van Manen, 2023). The author conducted 28 in-depth individual interviews to explore participants’ experiences. Audio-recorded Kinyarwanda interviews were transcribed and translated in English. The author organized and conducted initial coding with NVivo software and performed a thematic analysis based on Crist and Tanner's (2003) framework. Western University (project ID: 111866) and the University of Rwanda (No 359/CMHS IRB/2019) institutional review boards approved this study.
Results: More results from this study were presented elsewhere. Participants identified key qualities of an effective mentor, which include: 1) facilitation skills, 2) advocacy skills, 3) role modeling skills, and 4) interpersonal skills.
Conclusion: In numerous low- and middle-income countries, clinical mentors play a crucial role in the ongoing professional development of nurses and midwives, which can help alleviate workforce shortages. Health institutions must foster a mentorship culture and allocate dedicated time for mentors and mentees to engage with one another. Additionally, funding is essential to facilitate mentorship activities in these countries.
Notes
References:
Crist, J. D., & Tanner, C. A. (2003). Interpretation/analysis methods in hermeneutic interpretive phenomenology. Nursing Research, 52(3), 202–205. https://doi.org/10.1097/00006199-200305000-00011
Hoover, J., Koon, A. D., Rosser, E. N., & Rao, K. D. (2020). Mentoring the working nurse: a scoping review. Human resources for health, 18, 1-10. doi: 10.1186/s12960-020-00491-x
Manzi, A., Magge, H., Hedt-Gauthier, B. L., Michaelis, A. P., Cyamatare, F. R., Nyirazinyoye, L., Hirschhorn, L. R., & Ntaganira, J. (2014). Clinical mentorship to improve pediatric quality of care at the health centers in rural Rwanda: A qualitative study of perceptions and acceptability of health care workers. BMC Health Services Research, 14(1), 275. https://doi.org/10.1186/1472-6963-14-275
Musabwasoni, M., Kerr, M., Babenko-Mould, Y., Nzayirambaho, M., & Ngabonzima, A. (2020). Assessing the impact of mentorship on nurses’ and midwives’ knowledge and self-efficacy in managing postpartum hemorrhage. PubMed. https://pubmed.ncbi.nlm.nih.gov/32892176/
Ngabonzima, A., Kenyon, C., Hategeka, C., Utuza, A. J., Banguti, P. R., Luginaah, I., & F Cechetto, D. (2020). Developing and implementing a novel mentorship model for maternal, newborn and child health in Rwanda. BMC Health Services Research, 20(1), 924. https://doi.org/10.1186/s12913-020-05789-z
Nyiringango, G., Kerr, M., Babenko-Mould, Y., Kanazayire, C., & Ngabonzima, A. (2021). Assessing the impact of mentorship on knowledge about and self-efficacy for neonatal resuscitation among nurses and midwives in Rwanda. PubMed, 52. https://doi.org/10.1016/j.nepr.2021.103030
Van Manen, M. (2023). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Routledge.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Continuing Education, Workforce, Mentoring and Coaching, Mentorships, Rwanda
Recommended Citation
Kasine, Yvonne, "Qualities of an Effective Mentor in Clinical Practice: Insights From Nurses and Midwives in Rwanda" (2025). International Nursing Research Congress (INRC). 258.
https://www.sigmarepository.org/inrc/2025/presentations_2025/258
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Qualities of an Effective Mentor in Clinical Practice: Insights From Nurses and Midwives in Rwanda
Seattle, Washington, USA
Introduction: Globally, many countries have adopted mentorship programs to support new and less experienced nurses in enhancing their skills (Hoover et al., 2020). In Rwanda, mentorship has been a part of the professional development of nurses and midwives (Musabwasoni et al., 2020; Nyiringango et al., 2021). Mentorship offers numerous benefits, serving as a tool for professional growth and fostering camaraderie among nursing and midwifery professionals. From 2016 to 2020, a clinical mentorship program named Training, support, and Access Modal (TSAM) was implemented to help nurses and midwives improve their competencies in providing maternal and neonatal care at selected health facilities in Rwanda (Ngabonzima et al., 2020). This study aimed to explore the lived experiences of nurses and midwives who participated in the TSAM mentorship program as mentees.
Methods: This study used interpretive phenomenology (van Manen, 2023). The author conducted 28 in-depth individual interviews to explore participants’ experiences. Audio-recorded Kinyarwanda interviews were transcribed and translated in English. The author organized and conducted initial coding with NVivo software and performed a thematic analysis based on Crist and Tanner's (2003) framework. Western University (project ID: 111866) and the University of Rwanda (No 359/CMHS IRB/2019) institutional review boards approved this study.
Results: More results from this study were presented elsewhere. Participants identified key qualities of an effective mentor, which include: 1) facilitation skills, 2) advocacy skills, 3) role modeling skills, and 4) interpersonal skills.
Conclusion: In numerous low- and middle-income countries, clinical mentors play a crucial role in the ongoing professional development of nurses and midwives, which can help alleviate workforce shortages. Health institutions must foster a mentorship culture and allocate dedicated time for mentors and mentees to engage with one another. Additionally, funding is essential to facilitate mentorship activities in these countries.
Description
Clinical mentors may help new and less experienced nurses and midwives improve their competencies to provide quality care in LMICs. An effective mentor's qualities include facilitation, advocacy, role modeling, and interpersonal skills.