Trust and interdependence

Trust relationships in the world of the mentor seem to feature a marked interdependence. I'll consider this with respect to the relationships between mentor-student, mentor-university link, mentor-colleague and mentor-patient.

In the mentor-student relationship, the interdependence is concerned with the mentor depending on the student to practise in a responsible and reliable way (do no harm to patients) and to report back to peers and university staff in a way that is fairly representative of the experience they have had on placement, and that is respectful of some of the difficulties and subtleties of professional practice. The student depends on the mentor to show them good practice, open doors to learning experiences (make them available, e.g. access to patients and other professionals), and to assess their performance fairly.

In the relationship between the mentor and the university link person, the mentor depends on the university link person/people to provide the right information and training/updating when needed, and support and back-up in cases of difficult student-related issues. They also depend on the university sending students in manageable numbers and appropriately, in terms of matching learning needs to the practice area. Mentors rely on the university to prepare students appropriately for their forthcoming practice experiences. The university depends on mentors to provide the appropriate practice experience, communicate with them as necessary, and assess students appropriately.

In the relationship between the mentor and their immediate colleagues, the mentor depends on colleagues to show goodwill, cooperation and support towards the student, and to deputise in their absence. Mentors often depend on the opinions of and evidence provided by colleagues in assessing the capabilities of students. As having a student may be seen as competing or interfering with day-to-day practice, the mentor also relies on colleagues to be tolerant and accepting of their position and responsibility. There is probably less dependence in the other direction, unless colleagues are also mentors, in which case giving support can be reciprocated mentor-to-mentor. In some senses, then, the relationship between mentors and close colleagues could be unbalanced or unidirectional in terms of dependence.

With patients, mentors depend on patients allowing students to take part in their care. Patients depend on the mentors to delgate and supervise appropriately to deflect risk of harm.

Where there is obvious interdependence, this must be different to situations where the mentor is more dependent, for example, on colleagues to provide support. Where does trust come into this? Is it easier to make yourself vulnerable, knowing that the other can also be vulnerable?