A survey of mentor relationships in academe.

The purpose of this study was to assess the frequency, characteristics, and importance of the mentor-protege relationship among 477 female nurse academicians. This descriptive study consisted of a self-administered questionnaire packet of a demographic data sheet and a modified format of five mentor scales developed by Gilbert (1985) and Pierce (1983). Findings indicated that a majority (60 per cent) of respondents had one or more mentors. This study profiled the mentor by addressing the following: mentor behaviors, characteristics of the mentor-protege relationships, power and achievement characteristics of the mentor, personal qualities of the mentor, and proteges' achievements. Mentor behaviors reported as occurring most frequently were: discussion of strategies to handle professional situations (49.1 per cent), observing the mentor in professional situations (44.9 per cent), and providing opportunities for participation in professional activities (40.9 per cent). Concerning characteristics of the mentor-protege relationship, it was important for mentors to value proteges as people (72.1 per cent), provide professional advice when needed (66.4 per cent), and believe in the potential of the protege (62.3 per cent). Power and achievement characteristics reported by the protege to be very important included mastery of concepts and ideas (55.2 per cent) and capacity to work hard (52.1 per cent). The personal qualities of the mentor of greatest importance to the proteges were integrity (81.3 per cent), professional values (72 per cent), and trustworthiness (74 per cent). The elements rated as very important in relation to the protege's achievement were gaining confidence (49.3 per cent), enjoying work (42.7 per cent), and resolving conflicts (37.5 per cent).