Effective mentors help shape careers, build confidence, and pass along the knowledge that strengthens organizations for the future. Yet while mentorship is widely recognized as a cornerstone of professional growth, many mentors step into the role with little formal preparation. Recognizing this gap, 2026 DNP program graduate Kasandra Johnson set out to explore how targeted mentor education can better equip mentors to build successful mentoring relationships.
Johnson reported that mentoring skills are not generally taught within student curricula and that six mentor competency domains have been identified as key knowledge and skills for mentors: effective communication, aligning expectations, assessing understanding, addressing diversity, fostering independence, and promoting professional development (Fleming et al., 2013).
Johnson’s DNP research project used evidence-based research to determine whether education in mentor competency skills improves mentors' knowledge of the competency domains and prepares them for mentorship relationships. She conducted her project at IU Health University Hospital.
Methods
A solicitation email was sent to staff members who have expressed interest in serving as mentors, with an embedded link to the pre-educational questionnaire. The pre- and post-intervention questionnaires were used to assess the intervention's impact on the mentor’s knowledge within the mentor competency domains. The pre-educational intervention questionnaire captured 10 demographic data elements, and the 15 self-reported knowledge-level questions were consistent with those in the post-educational intervention questionnaire. Qualtrics was used to collect the questionnaires, and the educational intervention was embedded in the organization’s online learning system. The study design utilized a mixed-methods approach, combining qualitative and quantitative data.
Results
Females accounted for 78% of the study participants, and 78% were between the ages of 36 and 55. A significant number of participants held a bachelor's degree or higher (93.2%). Based on the Likert scores, the median score before the pre-educational intervention was at least “3” (average knowledge) in all areas. The median Likert score for the post-educational intervention increased to “4” (above-average knowledge) across all areas. Qualitative responses identified time constraints, a lack of structured mentor resources, and the need for refresher training.
Conclusion
The findings from this project study were consistent with those identified in the research studied. Training within the mentor competency domains improved the knowledge of both experienced healthcare and non-healthcare mentors, regardless of prior mentor experience or training. Continued education in evidence-based mentor competency increases knowledge and awareness of mentor competency skills, provides guidance, and aids in future program expansion.
We spoke with Johnson to learn more about why she chose the DNP program and what inspired her project.
What inspired you to pursue a DNP?
I knew several years before I entered the program that I wanted to complete my Doctor of Nursing Practice degree. My master’s degree was obtained in business with a specialization in healthcare management. After speaking with the admissions counselors, I learned that entering my master's degree program would diversify my nursing leadership career trajectory by adding business knowledge and acumen. Ultimately, I wanted my terminal degree to be in nursing, and the MBA-to-DNP bridge program at the IU School of Nursing provided me with that opportunity.
How did you become interested in this topic?
As a nurse, I have served in a mentor capacity across several areas of specialty. I have provided formal and informal mentorship in healthcare settings and beyond. The organization’s desire to expand staff members' access to mentorship aligns with my understanding of the benefits of effective mentorship. Research shows a clear correlation between mentors' knowledge improvement and the effectiveness of mentorship. The shared interest in mentorship allowed me to focus my research on best practices in preparing those mentors.
What are your hopes for your future impact on the nursing profession?
I intend to continue working in nursing leadership, embracing my role as a transformational leader and further developing my leadership skills. I have renewed adoration for research and best practices. I desire to help establish an organizational research board focused on evidence-based practices to improve healthcare outcomes and promote positive organizational culture change.
