Reference no: EM132876397

Canadians consistently rank `health care' and `education' as priorities for our society. At no time in our recent history has this been more evident than now, with the enormous demands the COVID-19 pandemic has placed upon teachers as well as health workers in our hospitals, clinics, and long-term care centres.

In health-care settings, people are engaged in a wide variety of professions and occupations, all of which need to work together effectively, and with mutual respect, in order to achieve the highest level of quality patient care. Although nurses, nurse-practitioners, and other professional staff such as therapists (i.e the `T's-e.g physiotherapists, respiratory therapists, occupational therapists, etc.) often have the greatest contact time with patients---and perform critically important service---physicians and surgeons have higher status and pay, which can lead to friction and conflict if they `pull rank' with other professionals in the health-care team. Also, health care training programs focus upon diagnosis and procedure and often ignore interpersonal and communication skills that would enable them to not only work more effectively with patients and their families but also to more harmoniously and competently interact with fellow members of their health care team.

Based on training and development concepts, and personal experiences with health care providers, what are `realistic' and effective mentoring strategies that might be implemented in health-care settings