31 Mentorship in Contemporary Practice: The Experiences of Provisionally Registered Pharmacists (PRP) and Preceptors
Fui Thing Goh1, Sheryl Chien Yee Chai1, Shirlie Chai1, 2
1Pharmacy Department, Miri Hospital, Sarawak
2Clinical Research Centre Miri
Corresponding author name and email: Fui Thing Goh (gohfuithing@moh.gov.my)
ABSTRACT
Introduction: It is imperative for the Malaysian pharmacist to register with the Pharmacy Board of Malaysia in order to practise. Pharmacy graduates may opt to undergo the one-year compulsory provisionally registered pharmacists (PRP) training at private pharmacy facilities, such as private hospitals, research and development industries, and community pharmacies that are accredited by the Pharmacy Board of Malaysia or government hospitals. Mentorship is especially crucial to provisionally registered pharmacists’ training experience as it prepares them for their role as qualified and competent fully registered pharmacists.
Objectives: This paper aims to explore the expectation of preceptors and provisionally registered pharmacists (PRPs) on the provisional training in Miri Hospital and to study the relationship between years of working experience as a pharmacist and their positive response rate.
Methods: We conducted a cross-sectional study in the Pharmacy department in Miri Hospital using the purposive sampling method. The expectation of both preceptor and PRPs was evaluated based on a self-administered questionnaire. There are two different sets of questionnaires for preceptors and PRPs, respectively.
32 Results: There were positive relationships between the preceptors and the PRPs in Miri Hospital. There was a moderate negative correlation (r= -0.533) between years of working experience as a pharmacist and the positive response rate, with a significance level of P=0.002.
Conclusions: The years of working experience as pharmacists is negatively correlated with the positive response rate. However, there were negative experiences, suggesting there was still room for improvement in strengthening the mentorship experiences.
Keywords: provisionally registered pharmacists; pharmacists; pharmacy; preceptors;
mentorship
33 INTRODUCTION
Mentorship is a relationship where experienced personnel in an area of expertise, who will guide a less experienced person by building trust and modelling positive behaviours. It is a useful process as both the mentor and mentees will be able to gain knowledge, enhance professional development as well as build a culture of teamwork in the workplace (1). The previous study showed that persons who were under good mentorship are more likely to stay with their organisation for more than five years compared to persons who were not mentees (2).
Pharmacists in Malaysia must register with the Pharmacy Board Malaysia in order to practise.
Pharmacy graduates may choose to undergo the one-year compulsory Provisionally Registered Pharmacists (PRPs) training at private pharmacy facilities, such as private hospitals, research, and development industries, and community pharmacies that are accredited by the Pharmacy Board of Malaysia (3) or government hospitals.
In pharmacy training, attachment in various facilities requires fully registered pharmacists (FRPs), who act as the preceptors, as well as the mentors to guide the PRPs. Mentorship is especially crucial to PRPs’ training experience as it prepares them for their role as qualified and competent FRPs in the future. Work-based learning offered by mentorship enables the mentees to develop skills and knowledge at a more rapid pace as there is no need to re-invent the progression pathway (1). Throughout the mentorship, FRPs facilitate the PRPs’ ability to apply professional knowledge in real-life practice arena and engage in evidence-based practice in order to achieve quality use of medicines (4).
The professional relationships between the preceptors and PRPs will also keep the PRPs motivated and enhance their self-learning progress (5). Besides, mentoring may induce the feeling of having more power, create greater job satisfaction, accelerate learning curves, reduce workplace stress, and promotes self-worth (6). Most importantly, successful learning progress that enhances the quality of health care would benefit the patients (4). On the other hand, negative mentoring can lead to workplace absenteeism, loss of valuable career time and development, a sense of betrayal as well as personal damage (6). Negative events also tend to have more significant impacts compared to positive events (6).
34 The preceptors who work in the hospital might be a more relevant role models compared to the academic staff whom the PRPs came across in the university setting (7). Despite several studies focusing on mentorship practices, there are no studies related to mentorship experiences in pharmacy practice. We work towards achieving positive training outcomes under proper mentoring and reducing negative mentoring experiences. Therefore, our research targeted against PRPs who undergo training in a government hospital setting under the guidance of FRPs as their preceptors, to highlight the improvements in bridging the gap between rhetoric and reality for mentorship. The objective of this study is to explore the expectation of preceptors and PRPs on the provisional training in Miri Hospital and to study the relationship between years of working experience as pharmacist and the positive response rate.
RESEARCH DESIGN AND METHODS Study design, setting, and population
We conducted a cross-sectional study carried out in the Pharmacy department, Miri Hospital.
We invited all FRPs who was taking the role of the preceptor in provisional training and all PRPs in Miri Hospital to participate in the study. The preceptors consisted of a preceptor from the therapeutic drug monitoring unit, production and manufacturing unit, and the medication therapy adherence clinic, respectively, four preceptors from the clinical pharmacy unit and two preceptors from all other units. There were 13 PRPs who were undergoing their one-year provisional training. We excluded PRPs who had completed the one-year of training from this study. Subsequently, we distributed a total of 19 questionnaires to the preceptors, and 13 questionnaires to the PRPs. Seventeen preceptors and all PRPs responded to the questionnaires.
Study instrument
The self-administered questionnaire assessed the expectations of both preceptor and PRPs.
There were two different sets of questionnaires, consisted of the questions intended for preceptors and PRPs, respectively. We adapted and modified the questions from the previous study research conducted by Myall et al., which focused on mentorship experience in nursing training (8). Each of the questions in PRPs’ questionnaires corresponded to their counterpart questions in preceptors’ questionnaires, to allow the direct comparison on the views of both parties. The responses rated on a five-point Likert scale (Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree) represent the respondents’ view on the statements. Each set of questionnaires consisted of 10 questions, including both open-ended and closed-ended questions to collect both quantitative and qualitative data.
35 Statistical analysis
We analysed the quantitative data obtained from both questionnaires using the SPSS Statistics Version 21 and expressed the results as frequencies and percentages. The correlation between years of working experiences and the positive response rate analysed using Pearson’s correlation test, with a significance level of P<0.05. The calculation of the positive response rate for each respondent is as follows:
number of questions with a′ gree′or ′strongly agree′
total number of questions x 100%
The mean percentage of more than 50% positive response rate was considered a positive relationship in this study. For the qualitative data gathered from the open-ended questions, we organised and presented the individual responses.
Ethical consideration
We registered this study with the National Medical Research Register (NMRR-19-2877-50617) and ethical approval for this study obtained from the Medical Research and Ethics Committee (MREC), Ministry of Health Malaysia.
RESULTS
A total of respondents, which consisted of 17 preceptors and 13 PRPs, participated in this study.
Table 1 summarised the demographic characteristics of the respondents.
Table 1: Demographic characteristic of respondents (n=30)
Characteristics n (%)
Gender
Male 9 (30.0)
Female 21 (70.0)
Age (years)
24-28 16 (53.3)
29-33 5 (16.7)
>33 9 (30.0)
Working experience as pharmacist (years)
0-5 18 (60.0)
6-10 9 (30.0)
>10 3 (10.0)
36 Preceptors’ experiences
In this study, all preceptors thought that orientation is necessary for PRPs in their respective pharmacy units. Most of the preceptors (94.1%) agreed that proper orientation helps PRPs in getting more prepared in their first week of attachment. The majority of them viewed that they had given PRPs proper orientation before their attachment. Table 2 presents the preceptors’
responses.
From the aspect of support and guidance, more than half of the preceptors (64.7%) reported that they had given the PRPs enough support and guidance throughout the attachment.
However, one of the preceptors stated that a high workload and the lack of documentation and guideline refrained him/her from guiding the PRPs sufficiently. The preceptor also claimed that the attitude of some PRPs who is unwilling to learn new knowledge stops him/her from giving support.
Most preceptors thought that they had provided a conducive learning environment and facilitated a constructive learning experience for the PRPs. Nevertheless, less than half of the preceptors claimed to have spent enough time with the PRPs to maintain the quality of their attachment. Twelve preceptors stated that workload, shift works, and staff shortage had decreased the amount of time they could to spend with the PRPs. On the contrary to most of the preceptors (64.7%) who considered themselves well informed of the issues and changes in contemporary pharmacy practice, one of the preceptors believed that he/she was not well informed of the issues and changes, and not prepared for the role as a preceptor.
Some of the preceptors (41.2%) perceived that the PRPs had shown sufficient initiative in learning throughout their attachment. More than half of them had frequently received questions/clarifications from the PRPs regarding matters they were in doubt. Nearly half of the preceptors would always receive feedback answers from the PRPs for questions asked.
Nonetheless, two preceptors felt that their effort was under-appreciated by their PRPs, whereas 58.8% of the preceptors were unsure whether their effort was appreciated. One-third of the preceptors thought that there were mutual respect and understanding between them and their mentees. 70.6% of them had always been greeted appropriately by the PRPs.
37 When asked to rate the overall performance of PRPs, six preceptors (35.3%) reported that the performance of the PRPs had met or exceeded their expectations. Some preceptors stated that the PRPs should have shown initiative in learning so that they could be well prepared and have confidence in doing work independently. PRPs should also try to apply or practise what they had learned in theory. One of the preceptors expressed hope that the PRPs should be less calculative and put less focus on merely achieving training targets. Overall, 61.5% of the preceptors considered that they served as a role model for the PRPs.
38 Table 2: Preceptors’ responses on their experiences in mentorship (n=17)
No. Questions
n (%) Strongly
Disagree Disagree Neutral Agree Strongly Agree 1(i) Do you think you have given the PRPs proper orientation prior to their
attachments? 0 1
(5.9)
1 (5.9)
11 (64.7)
4 (23.5) 1(ii) Do you think it is necessary to give orientation to PRPs in your current
pharmacy unit? 0 0 0 5
(29.4)
12 (70.6) 1(iii) Do you think orientation help PRPs in getting more prepared in their first
week of attachments? 0 0 1
(5.9)
7 (41.2)
9 (52.9) 2(i) Do you think you have given the PRPs enough support and guidance
throughout their attachment? 0 1
(5.9)
5 (29.4)
9 (52.9)
2 (11.8) 2(ii) If disagree / strongly disagree, please state the factors that hinder you from
doing so. NA
3 Do you think that you have provided an effective learning environment and
facilitated a constructive learning experience for the PRPs? 0 0 5
(29.4)
7 (41.2)
5 (29.4) 4 Are you well informed of the issues and changes in contemporary pharmacy
practice and is prepared for the role as a preceptor?
1
(5.9) 0 5
(29.4)
11
(64.7) 0 5(i) Do you think you spend enough time with the PRPs in order to maintain the
quality of their attachment?
1 (5.9)
3 (17.6)
5 (29.4)
7 (41.2)
1 (5.9) 5(ii) Please state the factors that influence the amount of time you spend with your
mentees (e.g. workload, staff shortage, personal matters, etc.), if any. NA 6(i) Do you think the PRPs have shown sufficient initiative in learning throughout
their attachment?
1 (5.9)
1 (5.9)
8 (47.1)
7
(41.2) 0 6(ii) Do you frequently receive questions/clarifications from the PRPs regarding
matters they are in doubt with? 0 0 6
(35.3)
9 (52.9)
2 (11.8) 6(iii) Do you always receive feedback answer from the PRPs for questions being
asked to them?
1 (5.9)
4 (23.5)
4 (23.5)
7 (41.2)
1 (5.9)
39 Table 2: (con’t)
No. Questions
n (%) Strongly
Disagree Disagree Neutral Agree Strongly Agree
7 Do you think that your effort is appreciated by the PRPs? 0 2
(11.8)
10 (58.8)
4 (23.5)
1 (5.9) 8(i) Do you think there is mutual respect and understanding between you and your
PRPs? 0 1
(5.9)
3 (17.6)
12 (70.6)
1 (5.9) 8(ii) Have you always been greeted by the PRPs in an appropriate manner? 0 2
(11.8)
3 (17.6)
7 (41.2)
5 (29.4) 9(i) Have the performance of the PRPs met or exceeded your expectations? 0 1
(5.9)
10 (58.8)
6
(35.3) 0
9(ii) Please state how would you like them to improve. NA
10(i) Do you think you serve as a role model for the PRPs? 0 0 11
(64.7)
6
(35.3) 0
10(ii) Why do you think so? NA
40 PRPs’ experiences
From the perspectives of PRPs, most of them agreed that their preceptor had given proper orientation before their attachment. All PRPs thought that orientation helped them to be more prepared in their first week of attachment. More than half of the PRPs (69.2%) felt being supported and guided throughout their attachment.
Most PRPs (76.9%) thought that the preceptors had provided them with an effective learning environment, while 84.6% agreed that their preceptors were well informed of the issues and changes in contemporary pharmacy practice and prepared for their role as a preceptor. From the aspect of the amount of time spent with the preceptors, the majority of the PRPs indicated that the amount of time is sufficient to maintain the quality of their attachments, with 7.7%
stated the otherwise and 23.1% gave a neutral response (Table 3).
Results also showed that 84.6% had shown that PRPs thought that they displayed sufficient initiative in learning throughout their attachments. Most of them (92.3%) claimed that they clarified with preceptors proactively whenever they were in doubt, and all of them claimed that they provided feedback answers to their preceptors. About a quarter of the PRPs agreed that there was mutual respect and understanding between both parties. All of them claimed to have greeted their preceptors appropriately.
Two PRPs (15.4%) thought that they met the preceptors’ expectations while most of them remained neutral. However, they had several suggestions for self-improvement. For instance, reading more books in the related field to strengthen their knowledge, actively participate in the discussion to help them to relate what they had learned during their attachment, and to improve their time management skills. Eight PRPs (61.5%) agreed that their preceptors served as their role models, as the preceptors were more experienced and knowledgeable in pharmacy and patient-related care.
41 Table 3: PRPs’ responses on their experiences in mentorship (n=13)
No. Questions
n (%) Strongly
Disagree Disagree Neutral Agree Strongly Agree 1(i) Do you think you have been given proper orientation by the preceptors prior
to your attachments? 0 0 1
(7.7)
10 (76.9)
2 (15.4) 1(ii) If no, please state what you wish your preceptor would have briefed you. NA
1(iii) Do you think orientation help you to be more prepared in your first week of
attachments? 0 0 0 12
(92.3)
1 (7.7) 2 Do you feel being supported and guided throughout your previous
attachment? 0 1
(7.7)
3 (23.1)
8 (61.5)
1 (7.7) 3
Do you think that the preceptors have provided effective learning
environment and facilitated a constructive learning experience throughout your attachments?
0 1
(7.7)
2 (15.4)
8 (61.5)
2 (15.4)
2 (15.4)
4
Do you think that the preceptors are well informed of the issues, and changes in contemporary pharmacy practice and are prepared for the role as a
preceptor?
0 1
(7.7)
1 (7.7)
10 (76.9)
1 (7.7) 5 Do you think that the preceptors have spent sufficient amount of time with
you to maintain the quality of your attachments? 0 1
(7.7)
3 (23.1)
8 (61.5)
1 (7.7) 6(i) Do you think you have shown sufficient initiative in learning throughout your
attachment? 0 1
(7.7)
1 (7.7)
7 (53.8)
4 (30.8) 6(ii) Do you ask/clarify with your preceptor proactively if you have anything in
doubt with? 0 0 1
(7.7)
9 (69.2)
3 (23.1) 6(iii) Do you provide feedback answer anytime later for question that is being
asked by your preceptor and you are unsure of? 0 0 0 11
(84.6)
2 (15.4) 7 Do you appreciate the effort by your preceptor throughout your attachment? 0 1
(7.7)
0 8
(61.5)
4 (30.8)
42 Table 3: (con’t)
No. Questions
n (%) Strongly
Disagree Disagree Neutral Agree Strongly Agree 8(i) Do you think there is mutual respect and understanding between you and the
preceptors? 0 1
(7.7)
2 (15.4)
8 (61.5)
2 (15.4)
8(ii) Do you greet your preceptor in an appropriate manner? 0 0 0 11
(84.6)
2 (15.4) 9(i) Do you think your performances have met or exceeded your preceptors’
expectations? 0 0 11
(84.6)
1 (7.7)
1 (7.7)
9(ii) How do you think you can improve? NA
10(i) Do you think that the preceptors serve as role models for you? 0 1 (7.7)
4 (30.8)
7 (53.8)
1 (7.7)
10(ii) Why do you think so? NA
43 Table 4 displays the positive response rate of the respondents. The respondents with working experience of more than ten years showed the lowest positive response rate. We observed that the longer the working experience as pharmacist (years), the lower the positive response rate.
All PRPs had less than a year of working experience as a pharmacist. In the current study, PRPs had higher positive response rate as compared to the preceptors.
Table 4: Positive response rate of pharmacists with different years of working experience Working experience
as pharmacist (years)
Positive response rate (%)
Min Max Mean
PRP 50.0 92.9 79.7
Preceptor
0-5 46.7 100.0 75.0
6-10 20.0 93.3 60.7
>10 33.3 60.0 51.1
Figure 1 shows that there was a moderate negative correlation (r= -0.533) between years of working experience as a pharmacist and the positive response rate, with a significant level of P=0.002.
Figure 1: Correlation chart of positive response rate vs working experience as a pharmacist
44 DISCUSSION
Mentorship is integral to PRPs’ training experience in preparing them for their role as qualified and competent FRPs. Most preceptors in our study agreed that orientation is essential as the orientation lays a foundation for the PRPs’ development in all pharmacy unit. Without proper orientation, the PRPs may feel uncomfortable in his or her position and may need longer to reach his/her full potential. Orientation is crucial in order to provide the mentees with concise information about their job scope, boost their confidence, help them to be more productive, and promote effective communication between the mentors and mentees (9). In the current study, most of the preceptors viewed that proper orientation given, in which 92.3% of the PRPs had agreed.
Mentorship requires mutual effort. The preceptors must spend time, energy, and make an effort in the mentoring process, while the PRPs should be dedicated and invest in the relationship.
Some of the preceptors stated that busy working schedules and shifts hindered them from spending quality time with the PRPs. Nevertheless, some of them were willing to spend extra time to meet their PRPs after office hour. Therefore, the PRPs should willingly sacrifice their time to benefit from their preceptors’ experiences and advice. Most PRPs agreed that they had been given enough support and guidance and had spent sufficient time with their preceptors.
On the other hand, the preceptors also had the same view.
Moreover, most PRPs perceived that they had shown sufficient initiative in learning throughout their attachment. However, only seven of the preceptors agreed so. Moreover, some preceptors demanded that the PRPs should take more initiative at work. Findings from this study suggest the expectation of the preceptor concerning PPR initiative was unmet. To address the gap, the PRPs and preceptors should have discussions on ways to improve this situation. For example, the PRP could inquire further if they are unsure of their responsibility, job scope, and expectation of the preceptors, besides those stated during the orientation. Subsequently, PRPs should thrive on meeting the expectations and respond to their preceptors timely and appropriately. Besides, they should be self-motivated and able to work independently. The preceptors should be ready to assist whenever the PRPs need help and guidance. The two-way support system would help to ensure a healthy and supportive professional relationship between the preceptors and the PRPs.
45 Some of the preceptors (41.2%) perceived that the PRPs had shown sufficient initiative in learning throughout their attachment. More than half of the preceptors had frequently received questions or clarifications from the PRPs regarding matters they were in doubt with while nearly half of the preceptors would always receive feedback answers from the PRPs for questions asked. However, most of the PRPs (84.6%) thought that they have showed sufficient initiative in learning. This difference in perception could be due to the failure of both parties in achieving reasonable expectations in mentorship. Therefore, there should be a plan on establishing some realistic expectations that are similar or the same that both the preceptors and PRPs could refer back to when necessary (11).
In this study, almost all PRPs reported that they appreciated the effort by their preceptors;
however, on the other hand, only five of 17 preceptors felt that their effort was appreciated.
The findings could be due to the lack of expression of appreciation. This gap explained by a study done by Kumar and Epley, which showed that people often significantly overestimated awkwardness and underestimated positive consequences that could be brought by the act of expressing gratitude (12). Therefore, PRPs should realise that a sincere expression of appreciation could result in a positive relationship with their mentors. The difference in the perception of appreciation could also be one of the contributing factors to the gap. A positive psychologist Mairéad Foody suggests that, in behavioural terms, gratitude involves a complex interplay between the giver and receiver, with intricate levels of perspective-taking (14). So, PRPs need to recognize their value and how they perceive the appreciation from their preceptors.
In order to be a competent and knowledgeable mentor, one must regularly update oneself with contemporary practice related to one’s practice field (8). Findings revealed that more than half of the preceptors (64.7%) were well informed of issues in contemporary pharmacy practices by attending regular updates. However, some constraints, like staff shortage and lack of time, were identified as preventing them from updating themselves with the latest practice and guidelines (8).
Cruess et al. stated that mentors who modelled positive behaviours are usually valued and viewed as a role model (14). Positive role models boost motivation by modelling a guide to achieving success. Role models are necessary for self-improvement because it serves as a standard to strive for or for comparison. Kirsten et al. found that role modelling is an effective
46 way to support learning and can eventually lead to student satisfaction in their learning progress (15). In our study, most PRPs viewed their preceptors as a role model. In contrast, six of 17 preceptors also viewed themselves as role models for the PRPs. Meanwhile, most of them remained neutral, with some stated that there are still rooms for improvement for themselves, and wish to learn together with their PRPs.
One of the elements in successful mentorship is the quality of the relationship between the mentor and the mentee. A good relationship was perceived based on mutual respect and understanding (8). In this study, most PRPs considered they had a good relationship with their preceptors, and this was well correlated with the views of the preceptors.
The findings of the current study also showed that the longer the year of working experience as pharmacists, the lower the positive response rate. The reason that preceptors with more extensive working experience were heavily involved with administrative roles and had less direct participation in the training of the PRPs. Besides, this could be due to fatigue and loss of motivation in mentoring.
LIMITATIONS
The current study presents findings involving the preceptors and PRPs from Miri Hospital.
However, the small sample size could limit the representativeness of the overall pharmacist population in Malaysia. Future larger, multicentre studies may provide greater insight into this topic. Studies exploring the factors affecting the positive response rate among preceptors are useful to discover the unresolved issues in achieving an effective system of mentorship.
CONCLUSION
Mentorship is crucial for training. The study highlighted that there are positive relationships between the preceptors and the PRPs in Miri Hospital. However, there were negative experiences, and gap in expectations, suggesting there is room for improvement in strengthening the mentorship experiences. The findings also highlighted that years of working experience of the pharmacists is negatively correlated with the positive response rate. A guideline for mentorship in the pharmacy field is useful to improve workplace professionalism and patient-centred care.
47 ACKNOWLEDGEMENT
We would like to express our appreciation to Clinical Research Centre colleagues who have generously provided expertise and insight on statistical analysis during the writing of this manuscript.
REFERENCES
1. Shaw M and Fulton J (2012). Mentorship in healthcare. Keswick, Cumbria: M & K Publishers.
2. Www2.deloitte.com. (2019). [online] Available at:
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/About-Deloitte/gx- millenial-survey-2016-exec-summary.pdf [Accessed 5 Aug. 2019].
3. Pharmaceutical Services Programme (2019). Guidelines on Liberalisation of PRP Training in Private Sector for Graduates of Pharmacy Degree Programme. [online] Available at:
https://www.pharmacy.gov.my/v2/en/documents/guidelines-liberalisation-prp-training- private-sector-graduates-pharmacy-degree-programme.html [Accessed 18 Aug. 2019].
4. Green C (2013). 'Evidence-based practice: case study', in Mastering mentorship: a practical guide for mentors of nursing, health and social care students, SAGE Publications, Ltd, 55 City Road, London, pp. 158-174, viewed 18 August 2019, doi: 10.4135/9781526401724.n8.
5. Oosterbroek T (2019). “Everybody knows your name”: Experiences of Belonging in Rural Preceptorship. Online Journal of Rural Nursing and Health Care, 19(1), pp.64-88.
6. Kumar P and Blake-Beard S (2012). What Good Is Bad Mentorship? Protégé's Perception of Negative Mentoring Experiences. Indian Journal of Industrial Relations, 48(1), pp.79–
93. 7.
7. Jack K, Hamshire C and Chambers A (2017). The influence of role models in undergraduate nurse education. Journal of Clinical Nursing. 26(23-24):4707-4715.
8. Myall M, Levett-Jones T and Lathlean J (2008). Mentorship in contemporary practice: the experiences of nursing students and practice mentors. Journal of Clinical Nursing, 17(14), pp.1834-1842.
9. Office of Human Resources (2019). Why is Orientation Important?. [online] Available at:
https://hr.oregonstate.edu/employees/administrators-supervisors/onboarding- process/why-orientation-important [Accessed 6 Oct. 2019].
10. University of Connecticut, Office of Undergraduate Research (2019). What Makes a Great
Mentorship Experience? [online] Available at:
48 https://ugradresearch.uconn.edu/2018/04/05/what-makes-a-great-mentorship-
experience/# [Accessed 6 Oct. 2019].
11. Mentoring Expectations. [ebook] Wartburg College. Available at:
http://info.wartburg.edu/Portals/0/Pathways/Mentoring/Establishing%20Mentoring%20E xpectations.pdf [Accessed 1 Jan. 2020].
12. Kumar A and Epley N (2019). Undervaluing Gratitude: Expressers Misunderstand the Consequences of Showing Appreciation - Amit Kumar, Nicholas Epley, 2018. [online]
SAGE Journals. Available at: https://doi.org/10.1177/0956797618772506 [Accessed 6 Oct.
2019]
13. Razzetti G. Why Appreciation Will Help You See More Opportunities in Life [Internet].
Liberationist - Change Leadership. Available from: https://liberationist.org/why- appreciation-will-help-you-see-more-opportunities-in-life/ [Accessed 1 Jan. 2020].
14. Cruess SR, Cruess RL and Steinart Y (2008). Role modelling – making the most of a powerful teaching strategy. British Medical Journal, 336, 718–721.
15. Jack K, Hamshire C and Chambers A (2017). The influence of role models in undergraduate nurse education. Journal of Clinical Nursing. 26(23-24):4707-4715.