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Mentors and Preceptors: Mentors and Preceptors: Expanding Roles in Expanding Roles in
Professional Professional DevelopmentDevelopment
Linda Thornbrugh BSN, RNAnne Burnett MSN, RN-BC, CRRN
Describe mentor and preceptor roles
Identify supporting nursing theory
Adapt traditional mentor/preceptor roles for the expert nurse clinician who is a novice presenter
Correlate application of roles with successful outcomes
Analysis of process and program
Purpose and Learning ObjectivesPurpose and Learning Objectives
Purpose: To present a successful application of mentor and preceptor roles for expert nurses pursuing professional development activities.
PICOTPICOT
For VHSO nursing staff, will educational support from an Evidence Based Practice (EBP) Council mentor and preceptor increase staff participation in EBP projects resulting in professional nursing presentations?
Literature Search SkillsLiterature Search Skills
EBSCO Host
Literature ReviewLiterature Review
• Literature review includes currently available information on the subject
•Applying that information to the area of interest.
EBSCO Host
Appraising the EvidenceAppraising the Evidence
Article Title Target Population/ Applicable here?
What was tested? Applicable?
Strengths of the Study Weakness (es) of the study
Roles and Responsibilities of the student nurse mentor.
2011Casey & Clark; British Journalof Nursing 20(15) pp933-937
Nursing school instructors, Nurse management, educators, &/or staff
Defined role and responsibilities of the mentor. Listing some benefits of a formal mentoring program.
Peer reviewed Journal Article giving the
research support for mentoring practitioners.
Nurse Midwifery Council in England.
Mentoring: A meaningful collaboration between two people.
2011Seislove, Journal of Trauma Nursing
18(3), pp.139-140.
President’s message for Journal of Trauma Nursing
Editorial continuing a theme on professional
collaboration.
Not a study Experiential exploration on the role of a mentor in
professional development.
Staff nurses’ experiences as preceptors and mentors: An
integrative review.2010
Omansky, Journal of nursing management, 18, pp.697-703.
Nursing management, information for setting up orientation programs for
student nurses
30 articles, 20 research studies, 10 non-research topical articles from 1981
to 2009
Integrative Lit review; total of 1486 nurses in
the review studies. 3 studies were too wide
audience & used pilot studies.
Some studies limited by convenience samples. Used
mentor/preceptor interchangeably
Scholarship and mentoring: An essential partnership?
2010 Turnbull, International journal of nursing practice (16), pp.573-578.
Nursing academics Explores study participant experiences of mentoring & increasing scholar activities. Describes mentoring skills
and the need for more mentors.
Descriptive of mentoring & how it can be used to
reduce professional development barriers.
23 subjects, interview format using a hermeneutic,
phenomenological approach.
Dr. Jean WatsonDr. Jean Watson
Caritas 6 and 7 speak to mentoring and preceptor process.
• Use creative scientific problem-solving methods for caring decision making.
• Share teaching and learning that addresses the individual needs and comprehension styles.
Dr. Jean Watson developed her Theory of Human Caring proposing the idea that human interactions are at the core of nursing as a caring profession.
DefinitionsDefinitions
MentorA nursing mentor is an experienced nurse who shares knowledge with less experienced nurses to help advance their careers. The mentor has a long term impact on the mentee and affects all areas of the mentee's career. There is no assigned time limit.
PreceptorThe definition of preceptor implies a teaching relationship. This teaching relationship ends when the novice is considered educated and able to perform independently. Task oriented with a finite time frame.
Fawcett, 2002 Chitty, 2001
Mentored Professional Projects vs. Mentored Professional Projects vs. Nursing Clinical Skills CompetencyNursing Clinical Skills Competency
Nursing clinical skills check list mandated by required proficiencies relative to a clinical position
Nursing department monitors and tracks skills competency
Relationship with the mentor or preceptor is limited to that assigned by the checklist completion
How is it different from Hospital How is it different from Hospital Orientation?Orientation?
Nurses are already considered proficient to expert in their practice area according to Benner’s Stages of Clinical Competence
Well acquainted with hospital policies and procedures
Not based on current clinical position/skill
How does it Apply to Seasoned Nurses? How does it Apply to Seasoned Nurses?
Expert staff nurses may be assigned:
To councils and committeesPerformance Improvement ProjectsSystems Redesign ProjectsResearch projects
Professional Mentors & Professional Mentors & PreceptorsPreceptors
Professional mentors and preceptors focus on professional role development
Assist with appropriate venues for presentations or
publications
Facilitate abstract edit and presentation materials
Completely voluntary for both participants
Can be an ongoing relationship over years
Making it WorkMaking it Work
Preceptor Role/Process
FormatsFormats
Abstract formats vary by venue
Read each call for abstracts carefully and repeatedly
Be prepared to give additional information 1. Some type of CV 2. Brief bio sheet 3. Conflict of Interest statement
OutcomesOutcomes
80% of presentations by nursing staff outside of senior nursing leadership
FY12 YTD = 20 Presentations
Increased opportunities for
presentation
Expanded mentor-
preceptor roles
Additional collaborative relationships that enhance professional development
1 Article
Where do we go from here?Where do we go from here?
Develop Nursing in-services for all interested staff
Encourage expert nurses to share their experiences as novice presenters
1 Article currently in final peer review for FY 12
Mentor PoemMentor Poem
A Mentor is a Friend at Work• Focus: Help protégé's focus on the job at hand• Relationship: Help build relationships between the VA and protégé• Involvement: Involved in the protégé's successful employment
at the VA• Enjoyment: Help the protégé find enjoyment here at the VA• Nurture: Nurture the protégé's progress within the VA• Direction: Give advice to direct the protégé through the maze of the
VA
• Attention: Give undivided attention to the protégé success at the VA• Training: Provide training and skill enhancement opportunities.
• Willingness: Always be willing to help, it’s the VA WAY!• Orientation: Guide the protégé through the VA orientation process• Retention: Our overall goal is to retain the protégé employed at the
VA• Key: We will be the “key "to the protégé's success in the VA
Annie Yaktiyol BSN,RN - staff nurse
References:References:
Alspach, J. G. (2000). From staff nurse to preceptor: A preceptor development program (2nd ed.). Aliso Viejo, CA: AACN.
Benner, P. (2001) From Novice to expert. Commemorative edition. Upper Saddle River, NJ: Prentice Hall Health.
Casey, D., & Clark, L. (2011). Roles and responsibilities of the student nurse mentor: An update. British Journal of Nursing 20(15) pp933-937.
Chitty, K.K. (2001)Professional Nursing: Concepts and Challenges, third edition. W B Saunders Co, Philadelphia, PA.
Fawcett, D.L. (2002) Mentoring: What it is and how to make it work. AORN Journal. McEwen, M., Wills,E. (2007) Theoretical Basis for Nursing (2nd Ed.). Omansky, G.(2010). Staff nurses’ experiences as preceptors and mentors: An
integrative review. Journal of Nursing Management 18, 697-703. Seislove, E. (2011). Mentoring: A meaningful collaboration between two people.
Journal of Trauma Nursing, 18(3), pp139,140. Turnbull, B. (2010). Scholarship and mentoring: An essential partnership?
International Journal of Nursing Practice (16), pp 573-578. Watson Caring Science Institute, International Caritas Consortium retrieved
3/11/2012 from: http://www.watsoncaringscience.org/caring_science/10caritas.html
