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Newly hired nurses to critical care units need time and guidance to develop the confidence and knowledgeable experience to recognize and instinctually intervene in these moments. Regardless of being a new graduate or just new to the hospital or unit, adapting to the unfamiliarity or physical newness of these microsystems adds to the difficulty with all the new processes and policies, monitoring equipment as well as any other foreign equipment used within the microsystem. Many newly hired registered nurses report a disconnect in these intense and fast paced settings leading to a lack of professional confidence (Ortiz, 2015). Research shows to varying degrees, 35% - 60% of newly hired nurses will leave their first place of employment within a year of their hire date (Flinkman, Isopahkala-Bouret & SalanteraÌ8, 2013). Frequently, newer nurses report feeling unwelcomed or underprepared, frustrated, and bullied in their new microsystems (Hawkins, Jeong & Smith, 2019). At a local community hospital, turnover rates are increasing enough that executive leadership has dubbed the issue a "revolving door" problem of nurses being hired but leaving shortly after. . It was discovered that mentoring programs have been utilized to help new nurses develop confidence, gain insight into their health care systems, and develop quality nursing skills; mentoring also has increased job satisfaction and retention, benefiting not only the health organization, but also the patients these nurses care for (Hodgson and Scanlan, 2013). A mentorship program was proposed to this community hospital's stakeholders, and permission was granted to implement a program and measure its results.
"Practice based on evidence can decrease the uncertainty that patients and clinicians experience in a complex and ever changing healthcare system (Melnyk & Fineout-Overholt, 2005). Evidence-based practice supports and informs clinical, administrative, and educational decision making, considers internal and external influences on practice, encourages critical thinking in the application of evidence to care of the individual patient, patient population, or system and uses the latest research evidence to produce high quality care (Newhouse, Dearholt, Poe, Pugh, & White, 2007). The purpose of this evidence-based practice change project is to blend the mentorship program with the new graduate nurse's orientation program to help reduce the stress of the novice nurse during the transition period and to determine the impact of mentoring of the novice nurse on retention which may directly impact the quality of care and safety of patients in the clinical setting and improve patient satisfaction. Mentoring is practiced in many professions and in many different ways. A mentoring relationship is one in which two individuals grow and develop respect for each other's knowledge level, abilities and capabilities. The relationship may last for an indefinite period of time. Also invaluable experiences and values may be gained and shared in the relationship. The literature provides evidence that the mentoring process for new graduate nurses can provide professional supports to ease the transition from student nurse to practicing nurse and improve retention rates (Halfer, Graf, & Sullivan, 2008) thereby improving patient care which may directly impact patient satisfaction. Background The nursing shortage is no new subject and will continue to escalate to crisis proportions as baby boomers leave the profession to retirement and/or nurses leave the profession to non-nursing related jobs due to dissatisfaction with their nursing role. Also surveys have indicated that registered nurses (RN's and Chief Nursing Officers believe the nursing shortage has negatively affected the quality and safety of patient care (Buerhaus, Donelan, Ulrich, Norman, & Dittus, 2006) which also impacts patient satisfaction in the clinical setting. The United States nursing shortage is expected to grow to over 250,000 registered nurses by the year 2025 (AACN Fact Sheet, 2009). Additionally, nationwide nurse turnover rates are at an all time high ranging approximately 55% to 61% and 35% to 69% of new graduate nurses leave their respected place of employment within the first year (Persaud, 2008). Also the cost of replacing one registered nurse can range anywhere from $30,000 to $145,000 depending on the geographic location and/or specialty area (Block, Claffey, Korow, & McCaffey, 2005). " ... " -- from Overview.
Mentoring in Nursing and Healthcare is a practical, interactive resource that promotes active participation and enhances a deeper level of understanding of mentorship. It explores what is meant by the process of mentoring, addresses what a mentor is, what the role entails, and gives practical help on teaching and assessing students in clinical practice. Written primarily for mentors, this book offers a range of theoretical and practical activities and resources that are enhanced by online learning resources. Each chapter focuses on a different aspect of mentorship, including: The role of mentorship The mentor-student relationship The mentor as teacher Experiential learning and reflective practice Learning styles and teaching theories The mentor as assessor Competence and capability Health improvement Career development A core text for mentor preparation and mentor update courses in nursing and allied health, Mentoring in Nursing and Healthcare is an essential guide that supports learning and ongoing professional development. Key Features: Includes not only the latest and most up-to-date NMC standards, but also the Health and Care Professions Council's standards of proficiency Accessible and practice-oriented, with case studies, reflective exercises and activities throughout Has a strong focus on assessment skills Supported by interactive online resources that include test-yourself questions, multiple choice questions, web-links, PowerPoint slides, case studies, and activities at www.wiley.com/go/mentoring
The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.
This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.
Background/Significance: Nurse retention has become a nationwide problem that will only get worse. Nurse turnover costs $22,000-$64,000 per nurse. A hospital can save up to $800,000 a year if they decrease the nurse turnover rate by only 3%. Emergency Departments (ED) are one of the top departments in nursing turnover at almost 20% of their staff. Mentorship programs have been proven to increase nurse satisfaction and retention. However, there is little research that shows emergency departments adapting this practice. Creating and initiating a mentorship program in the ED that takes seasoned nurses and pairs them with newer nurses will help with nurse retention. Matching mentors has been cited as a top reason that mentoring partnerships do not work yet little information is found on how to combat this drawback. Complementing personality traits using the Myers Briggs Type Indicator (MBTI) should lead to a higher level of success. This will help cultivate nurse retention. Purpose: The purpose of this project was to create a mentorship program that is tailored to the ED and that ties in MBTI when matching mentors and mentees. Procedures: This project compiled many different aspects of the current literature and adapted it for the emergency department. Expert reviewers were solicited, and the program was revised based on their feedback. Main Findings: This program is composed of all the components necessary to begin this mentorship program in any ED including: cost benefit analysis, program coordinator necessity and role, educating the mentors and mentees, mentor/mentee expectations and engaging the stakeholders.
"This book is of value to nurses at all levels of their career."--Critical Care Nurse "This is a very practical and easy to read book with many strategies to help new nurses adapt to the stressors of the workplace. It is filled with thought-provoking stories and activities that can foster confidence in tackling workplace issues as well as self-care activities to enhance wholeness and wellbeing. Some suggested strategies for successful outcomes include finding a good mentor, relaxation techniques, using humor, self-reflection, and exercising. There is something in this book for everyone."Score: 96, 4 stars. --Doody's Medical Reviews This essential resource is for nursing and allied health students across the globe who are undertaking-or are about to undertake-their internship and initial work experience. This reference identifies practical strategies for career advancement and for overcoming stressors and challenges in the workplace. With the tools from this book, readers will be able to gain the strength and tactics to break the cycles of hostility and workplace negativity, and thereby change the health system and provide better care for their clients. Key Features: Presents primary narratives and resilience strategies Provides creative resolutions for coping with complex clients, grief, inter-professional tensions, and more difficult issues Contains reader activities that encourage students to become agents of change Highlights resilience strategies; key coping mechanisms; lessons learned; discussion questions; creative thinking exercises; and teacher-related activities
Mentoring is a process that has become embedded into new graduate nurses’ transition to professional practice since the 1980s. The Institute of Medicine’s The Future of Nursing identifies mentoring as a mechanism to increase patient safety and satisfaction. Effective mentoring has been categorized as one of the important components of transforming nurses into leaders, improving retention, and increasing job satisfaction. By recognizing the characteristics of successful mentors, organizations can increase the consistency and success of their mentoring programs. The purpose of this integrative review was to examine successful mentor characteristics and identify the effect of mentors on new graduate nurses’ job satisfaction and retention. The review included the identification and appraisal of relevant literature to substantiate successful mentor characteristics. The analysis of current literature demonstrated clear evidence of mentor characteristics generating four broad themes: professionalism, psychosocial success, interpersonal relationships, and intrapersonal traits. Thematic assignment allowed a clear picture of the relationship between successful characteristics and professional, mature, and emotionally intelligent mentors. Identification of exact mentor characteristics resulted in the best success for job satisfaction and retention of new nurses.