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Kaleida Health Mentor Program Mentor. Goal To support a culture of retention in the new graduate population via professional mentorship.

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Presentation on theme: "Kaleida Health Mentor Program Mentor. Goal To support a culture of retention in the new graduate population via professional mentorship."— Presentation transcript:

1 Kaleida Health Mentor Program Mentor

2 Goal To support a culture of retention in the new graduate population via professional mentorship

3 Objectives To understand the difference between mentors and preceptors To understand the challenges facing new nurses To understand the mentor role including boundaries, confidentiality, and responsibilities To identify the effect of generational differences on the work environment

4 Mentor Definition: Experienced nurse who shares knowledge with less experienced nurses to help advance their careers

5 Preceptor Definition: Nurse who assumes responsibility for teaching a novice

6 Mentor vs. Preceptor Differences: –A mentor assumes a long-term relationship throughout a career while a preceptor relationship ends with orientation and transition from novice to competent beginner. –A preceptor assists with the development of a clinically competent nurse while a mentor assists with the development of “the right stuff”: heart, courage, brains

7 Relationship between mentor and mentee is built on: Mutual respect Common interest Shared values

8 Mentor Professional role model Communication/demeanor, clinical role model, professional behavior Positive attitude about nursing and organization Mentee must want to emulate mentor Connect with, as nurse and as a person Both committed to professional growth of mentee

9 Characteristics - Mentor Patient Enthusiastic Knowledgeable Sense of humor Respectful of team Committed to profession and organization

10 Knowledge Encompass wide variety of areas Where to park when called in at 2AM Insurance Personalities of MDs Help with sense of belonging in ongoing engagement Help mentee feel sense of control

11 Without Engagement and/or Control Mentee feels like an outsider Performance drops Attitude becomes negative Separation from organization

12 Humor Self deprecating is okay Take the job seriously, but not yourself No need to be perfect

13 Respect Mentor has respect of peers because of competency, flexibility, tolerance, ability to seek and utilize resources. Non-threatening and non-judgmental

14 Responsibilities Build a professional relationship based on knowing the mentee as a person Invite to lunch, nursing grand rounds, professional meetings Access standards, P&Ps, ECCO Access resources library, educators, EAP, Human Resources

15 Communication Open communication – readily expresses feelings Stoic vs. cries easily Assertive vs. aggressive Role of staff nurse at Kaleida

16 Boundaries Confidential – able to express fears, anxieties, insecurities Preceptor has responsibility for clinical practice with educator and manager Break confidence only if safety issue for patient and/or mentee Encourage mentee to contact EAP, Human Resources, manager, director, Diane Ceravolo, Sandy Boneberg

17 Boundaries If intrusive – off hours – set time to contact, can use e-mail if mutually agree Touch base at least weekly for first six months Then two times/month for next six months

18 Value of Mentorship The opportunity to support and nurture the critical values of nurses and nursing – quality, integrity, compassion, and professional loyalty

19 Turnover Statistics ICU 14.6% Med/Surg 14.1% Average hospital nurse turnover nationally 21% Vacancy rate 10.6% nationally

20 Costs of Turnover Nationally Higher cost of deliver of care 69% 54% employees use travelers & agency 51% Emergency Department overcrowding 26% Diversions more than 4 hours per week 25% Closing beds 11% Increase time for surgery 6% Reduction or elimination of services

21 Benner – Theorist – How Nurses Learn Novice to Expert –Novice –Advanced Beginner –Competent –Proficient –Expert

22 Novice Nurse Beginners have had no experience of the situations in which they are expected to perform They are learning and applying the knowledge they have gained from previous clinical experiences and class room theory They are learning vital signs and what they actually mean to patient care They are learning to perform bed baths and performing assessments at the same time

23 Novice Nurse They are learning to answer lights and pass meds at the same time They are learning how to organize their time from going to 1 or 2 patients, as in most clinicals, to 5 and 6 patients They are learning that a peer is often not available to assist with the care of the stable patient, as they have done so in clinical They have relied on their peers for expert support

24 Novice Nurse A novice nurse is often unsure of what to do next. Problem solving and delegation is limited. Nurse and patient relationships need to be developed and tuned. Speaking up and taking orders from a physician is a challenging issue for most novice nurses. Using the SBAR is an excellent tool for this reason.

25 Novice Nurse Challenges Educating families Talking with patients about DNR issues Talking with doctors about the patient’s care Making a referral Patient advocacy Asking for assistance Afraid to ask questions Afraid of being labeled

26 Generational Issues The significant life events that occur in your generation determine how you see and function in the world Each generation brings it’s own gifts and talents to the workplace

27 Baby Boomers (1943-1960) 49-66 years old Vietnam conflict Kennedy assassination Kent State incident People live to work Build their careers first and family around it

28 Generation X (1961-1981) 28-48 years old AIDS Three Mile Island Disaster Challenger explosion Corporate downsizing Rise in crime and divorce rates

29 Generation X Working parents Latchkey children Sesame Street and TV Not as achievement oriented as the Baby Boomers before them Short attention spans Lack of respect for authority Debt

30 Generation Y (1982-2000) Also called the Nexter generation 9-27 years old Small families Parents busy with their children and their activity schedules

31 Generation Y/Nexter They have never experienced a time without TV, telephones, microwave ovens and the internet Most protected and watched over generation Technologically well informed

32 Hints for Instruction Short attention span Prefers bite size information Short term vs. long term Skills vs. knowledge Organized activities

33 Hints for Instruction Teamwork and group activities Rewarded for participation – not achievement Easily bored Instant feedback

34 Teaching Strategies for Both Xers and Nexters Break information into short, manageable bits Give them a way to interact with the information Give lots of feedback Give clear deadlines and expectations Be accessible Explain why they are doing what they are doing

35 Strengthen communication between nurses and physicians Help educate physicians on nurse’s role Remind physicians we are on the same team with shared goals Keep patients the focus of conversations and specifically quality care and safety Promote solidarity within nursing staff Acknowledge positive relationships with physicians Take personal responsibility for communication breakdowns and use tools Promote nursing, professionalism via education and certification

36 Additional resources helpful for mentors: Colonghi, P. (2009). Mentoring? Take the LEAD. Nursing Management, 40(3), 15-17. Curtin, L.L. (2008). On meaning and spirit in leadership. Nurse Leader, 6(5), 32-36, 57. Sherman, R.O. & Murphy, N. (2009). The many merits of mentoring. American Nurse Today, 4(2), 24-25

37 Acknowledgment Generational and Novice to Expert information provided by Abigail Mitchell, RN, MS, Assistant Professor, D’Youville College

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