Starting practice right: a look into a new graduate mentorship program  

BySharon Fassino, NNP-BCSuzette Stone, PNP-BC

IntroductionsNothing to Disclose

Share experiencesHave you had a mentor in the past? What did you take away from that experience?

Objectives

1. Discuss mentoring process of new graduates for advance practice providers

2. Overview of mentor programs for new graduates advance practice providers

3.  Review results of mentorship program at TCH: what we have learned?

History of Mentoring Greek Mythology

Athena, Goddess of Wisdom

Guided & nutured the future King, while dad was away in the Trojan War

Demonstrated this intense relationship between novice and expert

What is mentoring?

"Mentoring is to support and encourage people to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person they want to be."

Eric Parsloe,

The Oxford School of Coaching & Mentoring

Mentoring Concept Within Nursing

The CNA (2004) states,

"Mentoring involves a voluntary, mutually beneficial and usually long-term professional relationship. In this relationship, one person is an experienced and knowledgeable leader (mentor) who supports the maturation of a less-experienced person with leadership potential (mentee)"

Preceptor Versus Mentor

Preceptor is clinically focused

Mentor will assist in: Adapting to new work environmentsEnriches clinical practice with a deeper holistic focus on nurturing

Mentoring can stimulate new perspectivesSelf conceptExpand vision of health care systemBroaden role definition

(Morton-Copper & Palmer, 1993’ Verdjo, 2003)

Meta-Analysis of Mentoring Voluntary

Intense

Committed

Extended

Dynamic

Interactive

Supportive

Trusting relationship between two people

Mutuality Hayes, 2005

Novice BennerExpert

Role Succes

s

Professional

Socialization

Theoretical Framework for Professional Growth

Definition of Mentor by Hayes, 2005

Promote the newcomer’s career advancement, educational and personal development. The desired outcome of the process are meeting goals, role fulfillment, and self-efficacy for the novice.

Mentoring Styles

COACHING GUARDIAN

NETWORKING COUNSELING

MENTORMENTOR NURTURENURTURE

STRETCH STRETCH

Mentor Life Cycle Process

Prepare

Begin

Continue

Celebrate

Prepare

Assess the “Need” or “Added Value”

Interest Based Relatioships

Size of Institution

Mapping Career

Develop Strategic Plan

Involve Stakeholders

Create Bylaws and Committee

Choose Training Materials

Prepare

BEGIN

Define Program Find Committed Mentors

Evaluate the Match Align expectations

Begin

GoalsEvery New Hire

Monthly Meetings

GoalsEvery New Hire

Monthly Meetings

ObjectivesNetworkingMentorship

Professional Support

Continue

Monthly 1:1 Meetings

Use Monthly Format Questions

Group Meetings

Topics not introduced in school

Program Administration

Monitor Progress with Individuals

Monitor Progress with Group

Continue

Celebrate

Evaluate the success/ challenges

Right Fit (Interest, Personality, Experience)

End formalized relationship

One Year Mark

Recruit Mentees to Mentor

Ongoing

Easier with Success

Professional Credit

Credentialing/ Re-certification

Professional Practice Model : Organization Priorities or Building Strategic Relationships

Storytelling

Celebrate

Why mentoring forAdvance Practice ?

State of the science: Program Outcomes Different Models

Why mentoring forAdvance Practice ?

Staff Satisfaction, multiple studies

Leadership DevelopmentIncreased Productivity, Brown & Olshansky

Quality of Care Briggs, Simpson, & Rayens, 2001

70% of NPs wanted Verbal feedback on charting, Sheahan et al, 2001

Retention of employees, Schaffer, Tallarica & Walsh, 2009

Greene and Puetzer (2002) state that the mentor may introduce the new staff nurse to the philosophies, goals, policies, procedures, and professional developmental challenges within a new work environment.

Areas of Mentoring Advance Practice

On-boarding

Research

Quality Improvement

Leadership

Different Models

Within TCHAPP to APPMD to APP

APP Leader to APP

Informal versus Formal

Text

Mentor-Mentee Relationship

Characteristics Of Mentor

Confidential

Motivator

Subject Matter Expert

Non- judgmental

Visionary for Mentee Potential

Integrity

Urge to give back to the profession or institution

by bringing along newcomers !

Foundation of Mentoring

Establish goals

Manage Meeting Process

Build Trusting Relationship

Receptive to open & honest feedback

Apply key learning into action

Watson’s Theory of Human CaringCaring Moment promotes interpersonal learning

“driven by moral intention to preserve human dignity”

Creating opportunities to mutually learn from one another

“ A caring environment is one that offers the development of potential while allowing the person to choose the best action for himself or herself at

any given point in time.”

- #6 of the 7 assumptions of care

Establishing the 1st Meeting

Establish expectations

Define Confidentiality

Determine Meeting Schedule

Determine how you will evaluate the mentor-mentee relationship

Follow- up Meetings

What do you want to discuss today ?

What success or achievements have you experienced since we last met?

What insights, conclusions, or lessons have you noted?

What challenges are you facing?

What actions need to be taken before our next meeting?

Stages of Mentorship

Shaffer et al, 2000

Initiation

Separation

Cultivattion

Redefinition

Cautions for Mentors

Allow dependency to develop

Monitor Biases

Be realistic with availability

Know your own preferences

Role of a Mentor

Listener

Observer

Storyteller

Sounding Board

Confidant

Encourager

Relationship is driven by the mentee

Characteristics of Mentoring Effectiveness

Encourage broader/strategic thinking

Understand the story behind the story

Challenge assumptions

Focus on core issues

Look for trends and patterns

Mode of AccomplishingAsk powerful questions that provide insight beyond the current contextDemonstrate Powerful Listening Confirm Understanding

Evaluating Mentoring Programs

What we have learnedParticipants motivation and understanding of expectations are vitalPairing should be made on mutual interest A facilitator for the program is necessary Each relationship is uniqueMentors begat mentors

Challenges/Obstacles Time restraints Conflicting prioritiesShort Staffing

Successes

Individual Relationships

APP - APP

APP - MD

Mentor Assessment Tool

Vision for the Future

Wide Open

Adopt Across the TCH House

Develop Institutional Curriculum

Develop APP Leadership Mentoring

Consolidate Resources

Questions ????

References

Battista, V. (2008). The value of a mentor, there’s always something more to learn. Advance for Nurse Practitioner, 6,109-117.  Farwell, A.L. (2009). Practitioner preceptors: a shortage of willing mentors. Journal of Pediatric Practitioners, 23, 198-200. doi:10.1016/j.pedhc.2009.02.009;10.1016/jpedhc.2009.02.009  Haidar, E. (2007). Coaching and mentoring nursing students. Nursing Management, 14, 32-35. doi:10.7748/nm2007.12.14.8.32.c8241  Halloran, L. (2007). Finding a mentor, you need more than one. Advance for Nurse Practitioners, 15,81-88.  Harvard Business School. www.hbsp.harvard.edu Hayes, E.F. (2005). Approaches to mentoring: how to mentor and be mentored. Journal of American Academy of Nurse Practitioners, 17, 442-445. doi:10.1111/j.1745-7599.2005.0068.x  Hill, L.A., & Sawatzky, J.A. (2011). Transitioning into the nurse practitioner role through mentorship. Journal of Professional Nursing, 27, 161-167. doi:10.1016/j.profnurs.2011.02.004;10.1016/j.profurs.2011.02.004  Goleman, D., McKee, A., & Boyatzis, R. (2002). Primal leadership: realizing the poer of emotional intelligence. Boston, MA: Harvard Business School Press.  Poronsky, C.B. (2012). A literature review of mentoring RN-to-FNP transition. the Journal of Nursing Education, 51, 623-631. doi:10.3928/01484834-20120914-03;10.3928/01484832-20120914-03 Zannini, L., Cattaneo, C. Brugnolli, A., & Salani, L. (2011). How do healthcare professionals perceive themselves after a mentoring programme? a qualitative study based on the reflective exercise of writing a letter to yourself. Journal of Advancing Nursing, 61, 1800-1810. doi: 10.111/j.1365-2648.2011.05615.x