View
26
Download
0
Category
Tags:
Preview:
DESCRIPTION
Starting practice right: a look into a new graduate mentorship program . By Sharon Fassino, NNP-BC Suzette Stone, PNP-BC . Introductions. Nothing to Disclose . Share experiences. Have you had a mentor in the past? What did you take away from that experience? . Objectives. - PowerPoint PPT Presentation
Citation preview
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
IntenseCommitted
ExtendedDynamic
Interactive
SupportiveTrusting 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
MENTOR NURTURESTRETCH
Mentor Life Cycle ProcessPrepare
Begin
Continue
Celebrate
PrepareAssess 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
ObjectivesNetworkingMentorship
Professional Support
ContinueMonthly 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, 200170% 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
ListenerObserver
StorytellerSounding 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 ????
ReferencesBattista, 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
Recommended