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Sharing the Journey in Nursing Practice©

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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.

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