Q&A: The Evolving Role of Mentorship in Nurse Anesthesia Education

Mentorship is playing an increasingly vital role in nurse anesthesia education. As programs face faculty shortages, educator burnout, evolving academic expectations, strong mentoring relationships can help faculty thrive, strengthen academic cultures, and develop future leaders. 

In this Q&A, Hallie Evans, DNP, CRNA, APRN, CNE, FAANA, Senior Director of Education and Professional Development at AANA, share insights on building intentional mentorship programs, promoting educator well-being, and preparing the next generation of nurse anesthesia faculty leaders.

Why is mentorship becoming increasingly important in nurse anesthesia education today, and what role does it play in preparing future leaders, program directors, and clinical coordinators?

The role of nurse anesthesia educators continues to expand. Faculty are expected to teach, mentor, advise, conduct scholarship, support accreditation efforts, participate in committees, and often assume leadership responsibilities, all while maintaining clinical expertise. Mentorship helps educators navigate these evolving expectations more effectively by providing guidance, sharing institutional knowledge, and helping avoid a trial-and-error approach that can slow professional growth.

Strong mentoring relationships can help educators navigate academic responsibilities, expand their leadership capabilities, and prepare for future opportunities within the profession. Mentorship also plays a critical role in succession planning. Future program directors, clinical coordinators, and other leaders need competencies such as communication, self-awareness, collaboration, strategic thinking, and the ability to give and receive constructive feedback. These skills are developed over time and are often best cultivated through intentional mentoring relationships.

What are the biggest challenges new nurse anesthesia educators face during their first few years, and how can mentorship strengthen faculty retention and long-term engagement?

One of the biggest challenges new educators face is realizing that excellence in clinical practice does not automatically translate to excellence in education. Most new faculty have never designed curricula, mapped content to COA standards or the National Certification Examination (NCE), developed assessments, analyzed testing data, or participated in academic governance. There is often a steep learning curve that extends far beyond classroom teaching.

Another challenge is simply knowing where to turn for guidance. Many educators find themselves “figuring it out as they go,” which can contribute to frustration, isolation, and burnout. In clinical practice, CRNAs work within highly collaborative teams focused on patient safety. Academia often requires new faculty to learn unfamiliar organizational structures, processes, and expectations that can feel overwhelming without support.

Mentorship helps bridge that gap by helping educators feel supported, valued, and connected to the profession. It can strengthen faculty retention by creating opportunities for growth, collaboration, and professional development. Programs that foster a growth mindset among faculty, similar to the approach used with residents, create supportive environments where educators can learn, develop, and thrive.

Even without formal mentorship programs, institutions can support faculty through peer mentoring, faculty development initiatives, educational conferences, and collaborative learning opportunities. Investing in educator development is ultimately an investment in long-term faculty engagement and success.

How can programs create mentoring structures that effectively support both new and experienced educators?

The first step is assessing faculty needs through surveys, conversations, or formal needs assessments to identify areas where support is most needed across career stages. Programs can then develop mentoring structures that align individual strengths with developmental goals. For example, an experienced educator may provide guidance on curriculum design, while a newer faculty member may share expertise in educational technology or learner engagement strategies.

Mentorship agreements or contracts can strengthen these relationships by establishing clear expectations, goals, communication plans, and accountability measures. Structured mentoring helps both parties understand their roles and creates a foundation for productive, mutually beneficial relationships.

Another effective approach is mosaic mentoring, which encourages educators to build a network of mentors rather than relying on a single individual for support. Instead of expecting one mentor to serve as an expert in teaching, scholarship, leadership, career development, and well-being, educators can seek guidance from multiple individuals with different strengths and perspectives. This approach expands access to expertise, reduces the burden on any one mentor, encourages collaboration, and recognizes that professional development needs evolve throughout a career.

How can mentorship build faculty confidence in teaching, testing, and assessment design, and does that ultimately translate into a better experience for residents?

Mentorship builds confidence by creating a trusted environment where educators can receive constructive feedback and ask questions. Effective mentors help faculty refine their teaching strategies, strengthen assessment design, interpret learner performance data, and align educational activities with program outcomes.

Just as residents are encouraged to view feedback as an opportunity for growth, educators also benefit from ongoing coaching and reflection. Mentorship helps normalize continuous learning and encourage reflective practice.

As educators become more confident and effective, residents benefit directly. High-quality instruction, meaningful assessments, and timely feedback create stronger learning experiences and better preparation for certification examinations. Ultimately, investing in educator development contributes to improved educational outcomes and supports the delivery of safe, high-quality patient care.

What barriers commonly prevent mentorship programs from succeeding, and how can institutions address those challenges?

One of the most significant barriers to successful mentorship is a lack of institutional support. Effective mentoring requires dedicated time, resources, and recognition. When mentorship is treated as an informal expectation rather than a valued professional activity, it can become an added burden for already busy faculty.

Another common challenge is relying on a single mentor to meet all of a mentee’s professional needs. No one person can serve as an expert in every aspect of education, leadership, scholarship, clinical practice, and personal development. Creating opportunities for educators to build a network of mentors can provide more comprehensive support and a broader range of perspectives.

Institutions should also think creatively about where mentorship can come from. Some of the most valuable mentoring relationships may exist outside the nurse anesthesia program. For example, an engaging history professor may provide valuable insights into active learning strategies, while a researcher from another discipline may offer expertise in scholarship and grant writing. Expanding the definition of mentorship broadens opportunities for growth and support.

How can mentorship improve collaboration and reduce the “silo mentality” that can exist among faculty, and how do mentoring relationships evolve from directive guidance into collegial partnership over time?

CRNAs are accustomed to working within collaborative, interdisciplinary teams in the operating room. Bringing that same mindset into academic settings can help reduce silos and strengthen faculty culture. Faculty are most successful when they view one another as partners working toward shared goals rather than individuals working independently.

Mentorship can encourage collaboration by creating opportunities for faculty to work together on shared initiatives and contribute to common goals. These experiences help build trust, strengthen professional relationships, and foster a shared commitment to resident and program success.

Leaders also play an important role in promoting collaboration by setting clear expectations for professionalism, teamwork, and mutual respect. When challenges arise, faculty should receive coaching and constructive feedback that supports growth and accountability.

Over time, mentoring relationships often evolve from providing guidance and support to becoming collegial partnerships. As educators gain experience and confidence, conversations typically shift from answering questions and navigating challenges to exchanging ideas, solving problems collaboratively, and supporting one another’s continued growth. Establishing clear goals, expectations, and regular opportunities to evaluate progress can help ensure the relationship remains meaningful and beneficial for both individuals.

How can mentorship help reduce burnout, isolation, and emotional exhaustion among educators, while also supporting resilience, well-being, belonging, and psychological safety within educator teams?

Burnout, isolation, and emotional exhaustion are challenges that many educators encounter at some point in their careers. Mentorship can serve as an important protective factor by helping educators feel connected, supported, and understood during periods of stress and uncertainty.

Effective mentors can help educators navigate challenges, maintain perspective during times of uncertainty, and recognize when additional support may be needed. They can help normalize difficult experiences, encourage healthy coping strategies, and support educators in recognizing what can be changed versus what must be adapted to.

It is also important for educators to develop their own “toolbox” for maintaining well-being. Whether that includes exercise, mindfulness practices, hobbies, time with loved ones, or other restorative activities, having intentional strategies for managing stress can help strengthen resilience over time.

Beyond individual support, mentorship contributes to a culture of belonging and psychological safety. Trusted mentoring relationships create opportunities for educators to discuss challenges openly, seek feedback, share experiences, and continue growing professionally. When faculty feel valued, connected, and supported, they are better equipped for thrive personally and contribute positively to their teams and learning environments.

Conclusion

As nurse anesthesia education continues to evolve, mentorship remains a powerful tool for supporting educators, strengthening academic cultures, and preparing future leaders. By fostering intentional mentoring relationships, programs can help faculty navigate new challenges, build confidence, develop leadership skills, and maintain a sense of connection and purpose throughout their careers. Ultimately, investing in mentorship is an investment in educator success, resident learning, and the future of the nurse anesthesia profession.