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Background: A growing shortage of healthcare providers makes it imperative to find ways to retain employees. Mentoring of Novice Nurse Practitioners eases role transition and improves job satisfaction by serving as a bridge from academics to practice. For a mentorship to be successful, mentees must possess the knowledge and self-efficacy skills needed to be active partners in the mentor/mentee relationship. Problem: An Adult Emergency Department (AED) in a large teaching hospital that did not have a mentorship program, experienced an increase in turnover of nurse practitioners who were in the first two-years of practice attributed to role transition difficulties. Purpose: To determine if a Mentee Workshop for novice nurse practitioners using Bandura's Self-Efficacy Theory leads to acquisition of knowledge and self-efficacy skills for the mentee to successful in a mentorship and increase staff retention among this group. Methods: This quality improvement project used Plan-Do-Check-Act to guide the development of a Mentee Workshop for Novice Nurse Practitioners. Literature review was performed regarding mentoring programs and mentor/mentee training. The General Self-Efficacy Scale and Turnover Intention Scale was used pre- and post-implementation and analyzed through mode, mean, and range of scores with statistical consultation. Results/Implications: There is a gap in knowledge regarding nurse practitioner mentee training programs. The available literature considers mentoring to be a gold standard of nursing practice and a means to increase retention and self-efficacy. An evidence-based Mentee Workshop may be effective to increase retention and self-efficacy in Novice Nurse Practitioners.
"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.
This qualitative phenomenological case study was designed to investigate the affect that a formal mentoring program had on job satisfaction including a nurse's intent to stay with their current employer and their intent to stay in the nursing profession. The research was intended to determine whether mentoring programs could be used to help avoid the affect of the upcoming predicted nursing shortage in the acute care hospital.
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.
Transformative Learning Theory offers a uniquely inclusive methodology across all levels of nursing education for educators and students focused on common nursing arenas and situations. This is the only book to present practical, innovative strategies for novice and experienced nurse educators to apply Transformative Learning Theory in various curricula, courses, and learning situations. Geared for adult and returning students, the text addresses common learning issues from both learner and teacher perspectives, enabling educators and students to apply Transformative Learning to evaluate their own authentic transformation throughout their careers. Key Features: Offers a uniquely inclusive theory and methodology "Transformative Learning Theory" across degree levels for educators and students Includes practical learning strategies and activities for a broad nursing curriculum Addresses the needs of novice nurse educators with clinical, but limited pedagogical, expertise and experienced nurse educators seeking new frameworks and techniques Provides direct application for classroom, online, or hybrid learning environments Covers all aspects of simulation Designed for graduate nursing education courses
Although there are over three million registered nurses in the United States, the national nursing shortage has reached epic proportions, with a vacancy rate of 9.9%. One of the contributing factors to the nursing shortage is the lack of qualified nursing faculty. While formal mentoring programs have been identified as best practice in supporting the expert nurse clinician in their transition into the novice nurse faculty role, these programs are not consistently implemented in schools of nursing. In this phenomenological study, the perceptions of nursing leaders regarding barriers to the implementation of formal mentoring programs were analyzed. Using a semistructured interview, six nursing school leaders were interviewed focusing on their perceptions of formal mentoring programs for novice nursing faculty. Findings of this study showed that nursing school leaders believe that mentoring programs are effective in supporting the novice nurse faculty in their role transition. Nursing leaders did, however, identify the barriers of human capacity, incentivization, and budgetary constraints to the implementation of formal mentoring programs. These barriers often outweighed the positive effects of formal mentoring programs. Nursing schools can enter academic partnerships with hospitals or secure grant funding to help support the implementation of formal mentoring programs. Additionally, working with novice mentors on how to teach someone to teach will be invaluable to the mentor dyad. Keywords: nurse, novice nurse academic, nurse educator, mentoring, orientation, transition, retention
What does effective mentoring mean in actual practice? How can I be a good mentor? This book answers these questions and is designed to offer nursing and healthcare students a foundation in effective mentoring. Chapters examine the roles and responsibilities of the mentor, and how they enhance the process of mentorship. By examining the relevant competencies and knowledge base, the book provides an essential framework for developing the practice skills needed for successful mentoring.