1. Sharing the Journey in Nursing Practice©
Partners in Nursing Practice
Designing Career Maps for Nurses in Transition
Elizabeth Campbell, MSN, RN
Thomas Gunning, BFA, ASN, RN
Ann Marchewka, PhD, RN

2. The Power of Context … Future Nurse Initiative Carnegie Report
Examine nursing workforce capacity to meet demand
Include change in public policy at local, state and national level
Carnegie Report
Examine nursing education’s capacity to meet demand
Address the structural / program inadequacies
Affordable Care Act
Demand for 32 million
Design for Supply “Shortage”
IOM Report
Enhanced and Reconceptualized Role / Education
Examine Innovative Solutions
Carnegie Report – 3 major findings
conduct of a major study whose goal would be to produce a transformational report on the future of nursing
examine the capacity of the nursing workforce to meet the demands of a reformed health care and public health system

3. Mentoring
Applying Evidence in Practice … “Knowing is not enough; we must apply. Willing is not enough; we must do” - Goethe

4. The Value of Mentoring Mentoring provides
Retention by means of a personal relationship
Staff development and career guidance
Job satisfaction, decreased horizontal violence and a healthy workplace environment
The opportunity for a seasoned nurse to pass the torch in career development

5. Pathways to Success for New Graduates
Supportive preceptorship and clinical skills acquisition
Acceptance into the social network
Orientation sets the stage, and mentoring should foster inclusion into the social network
The more people you know…more inclusion into the work community and the greater probability of retention
Support for stress in the workplace

6. Mentoring the Nurse in Transition
Mentoring a colleague in transition provides:
Professional and personal challenges
Chance to development leadership and teaching skills
Shared expertise
Opportunities for reflective practice
Opportunities to update practice with new technology, knowledge and skills
Creativity in thought
Adaptation theory applied in the changing face of nursing and navigating the twists and turns of a career (Roy)

7. Desired Outcomes of Mentoring
Recruitment of quality candidates
Retention of talent
Increase in professional competency
Reduction in turnover and orientation costs
Cost-effective staff development
Decreased horizontal violence or.. “nurses eating their young”
Job satisfaction produces patient satisfaction and quality care

8. Mentors v. Preceptors Older than learner
Possesses wisdom and experience
Career networking
Facilitator
Guide
Advisor
Role model
Willingness to teach and learn skills
Experience
Competent practitioner
Teaching and support
Orientation and socialization
Role model

9. Mentor v. Preceptor Learner Outcomes
Self-actualization
Guide to establish own place in the profession
Enhanced problem-solving
Generativity v. Stagnation
Personal satisfaction in sharing knowledge
Preceptor
Bridge theory to practice gap
Achievement of planned learning outcomes
Skills and knowledge
Anxiety reduction
Professional role enhancement (self)

10. Mentors v. Preceptors MENTOR Chosen May have no formal preparation
Life, education, work experience
Type of relationship: close, personal friendship
Not an evaluator
PRECEPTOR
Selected
Assigned to learner
Prepared for role
Competent practitioner
Support needed from peers, educators, manager
Functional not intimate relationship
May evaluate

11. How Can a Mentor Help? Shifting Context (envision a positive outcome)
Listening
Identifying Feelings
Productive confrontation (critique of behaviors)
Providing appropriate information /solutions
Delegating authority
Encouraging exploration of options (thinking outside the box)

12. Tools of Mentoring Sharing… knowledge and experience Challenging
Insight
Observations
Suggestions
Giving the Big Picture
Sharing messages
Challenging
Asking questions
Asking for plans
Asking for decisions and ideas

13. Mentoring at Hallmark Purpose:
To provide the newer nurse within our health care system with a seasoned colleague who can provide emotional support and professional guidance in making career choices and transitioning to the professional role
To provide a vehicle for retention of talent within the organization
To create a network of professional relationships and supports that optimize a welcoming and receptive culture at HHS

14. Designing Our Questionnaires
New Graduates in the Class of 2007
Many second, third and more careers
Some prior mentorship exposure
Interest and expectation of the support that could be provided
Call to arms to design a program, rather than purchase one off the shelf

15. What Should the Program Look Like?
Discussion at new graduate internship program
Focus groups
Marketing materials
Literature Review
Work-group to devise materials

16. The Questionnaires For the mentor and mentee Strengths and weaknesses
Career goals
Expectations of the program
Personal hobbies and interests
Past careers, past experiences if any with mentoring
Commitment level and meeting schedule

17. The Matching Process Reviewing the questionnaires
Allowing a mentee to pick a mentor if desired
Some ground rules
The developmental plan
On or off the unit matches
“No-fault divorce” clause

18. Objectives of Each Mentor Pair
To facilitate the professional development of new nurses and ease their transition into practice
To foster a supportive, caring environment that encourages professional growth and guidance
To provide the seasoned nurse with an opportunity to contribute to the growth of a colleague (Generativity v. Stagnation)
To provide a supportive environment within the Hallmark community and a healthy workplace environment for nursing

19. Expectations of Each Mentor Pair
Attend program orientation
Complete questionnaires for matching according to common interests, personality and style
Together, establish a development plan for the newer nurse
Mentors should encourage the networking of their colleague in order to facilitate career growth
Maintain contact on a mutually agreed upon basis
Complete evaluation tools as requested

20. Creating a Mentoring Agreement
Objectives for a mutual effort
Tentative and subject to change
Defines how the pair works together
Sets a tone, and expectations for achievement
Mutual and agreeable to both parties
Suggest written format, even if informal, to revisit progress towards goals

21. Key Points of the Agreement
Frequency of meetings
Frequency of self-evaluation of progress
Frequency of contact with the coordinator as a check-in
Attendance at meetings if scheduled
Seeking out educational programs to attend together
Crafting a developmental plan
Problem-solving strategies

22. What Does an Agreement Look Like?
List your expectations
List how often, when and where you will meet
Modes of communication; phone, face to face or
Potential obstacles to meeting: schedules, family lives, etc.
Some discussion about how to give and receive constructive feedback
Reminders about confidentiality
Other players, and other concerns

23. Sample Focuses In a Newer Nurse’s Plan
Time management and organizational skills
Conflict management with co-workers
Teambuilding and communications skills
Clinical skill development (not necessarily by the mentor)
Confidence building bother personally and professionally
Exposure to cross-training or observational experiences
Brainstorming about continued educational plans
Leadership skills
Settling into the organization and the larger nsg community

24. Focuses of the Seasoned Nurse as a Mentee
Where do I go from here?
How do I get there? (Roadmap)
Letting go of the familiar and embracing a new role, fear of change
Educational avenues
Developing as a professional in organizations and certifications
What even are my options?
Analyzing strengths and weaknesses
Developing leadership skills

25. Philosophical Framework of Mentoring
Synergy Model
Matching competencies of staff to care delivery and matching competencies of colleagues in professional support
Benner’s Novice to Expert model
Focus and philosophical framework of our preceptor and professional development program
Generativity v. Stagnation (Erickson)
Seasoned nurse sees the value in passing the torch, and learning new skills in the process to remain actively engaged in his/her own career development

26. Getting Started Do staff want to be mentored? Do staff want to mentor?
What is the view of new graduate support and support for nurses in transition?
Administrative support
Budget (or lack thereof…)
Inviting staff to join the merry band

27. Sustainability The mentored should want to mentor
The mentored should invite their friends
Structure vs. non-structure and a place for each
Building a cohort
Planning an educational schedule to introduce new ideas

28. Bibliography
Benner, P. (1984). From Novice to Expert. Excellence and power in clinical nursing practice. Menlo Park, CA: Addison Wesley.
Campbell, E., Gunning, T. “ Sharing the Journey © Hallmark Health Nurse Mentorship Program, 2008, unpublished materials.
Erickson, E.H. (1963). Childhood and Society.
New York, NY: Norton.

29. Bibliography
National League for Nursing.(2006) Mentoring of nurse faculty. Position statement. New York: NLN. Available at: httpp://
Scott, E. and Smith, S. Group Mentoring: a Transition to Work Strategy (2008), Journal for Nurses in Staff Development . 24 (5),
Shea, G. (2002) Mentoring: How to Develop Successful Mentor Behaviors. New York, NY. Skillsoft Corp.
Vance, C., & Olson, R.K.,(1998) The Mentor Connection in Nursing. New York, NY: Springer Publishing.

30. Bibliography
Younge, O., Billay, D., Myrick, F., Luhanga, F. “Preceptorship and Mentorship: Not Merely a Matter of Semantics”,(2007) International Journal of Nursing Education Scholarship, 4 (1), 1-13.