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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.

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starting practice right a look into a new graduate mentorship program
Starting practice right: a look into a new graduate mentorship program  
  • By
  • Sharon Fassino, NNP-BC
  • Suzette Stone, PNP-BC
introductions
Introductions
  • Nothing to Disclose
share experiences
Share experiences
  • Have you had a mentor in the past?
  • What did you take away from that experience?
objectives
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
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
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
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 Versus Mentor
  • Preceptor is clinically focused
  • Mentor will assist in:
    • Adapting to new work environments
    • Enriches clinical practice with a deeper holistic focus on nurturing
  • Mentoring can stimulate new perspectives
    • Self concept
    • Expand vision of health care system
    • Broaden role definition
    • (Morton-Copper & Palmer, 1993’ Verdjo, 2003)
meta analysis of mentoring
Meta-Analysis of Mentoring
  • Voluntary
  • Intense
  • Committed
  • Extended
  • Dynamic
  • Interactive
  • Supportive
  • Trusting relationship between two people
  • Mutuality

Hayes, 2005

slide10

Theoretical Framework for Professional Growth

Novice Benner Expert

Role Success

Professional

Socialization

definition of mentor by hayes 2005
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
Mentoring Styles

COACHING

GUARDIAN

STRETCH

NURTURE

MENTOR

Stretching

Challenging

NETWORKING

COUNSELING

mentor life cycle process
Mentor Life Cycle Process

Prepare

Celebrate

Begin

Continue

prepare
Prepare

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
begin

Begin

BEGIN

Define Program

Find Committed Mentors

Evaluate the Match

Align expectations

Goals

Every New Hire

Monthly Meetings

Objectives

Networking

Mentorship

Professional Support

continue
Continue

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
celebrate
Celebrate

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
why mentoring for advance practice
Why mentoring forAdvance Practice ?
  • State of the science: Program Outcomes
  • Different Models
why mentoring for advance practice1
Why mentoring forAdvance Practice ?
  • Staff Satisfaction, multiple studies
  • Leadership Development
  • Increased 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
Areas of Mentoring Advance Practice
  • On-boarding
  • Research
  • Quality Improvement
  • Leadership
different models within tch
Different Models Within TCH
  • APP to APP
  • MD to APP
  • APP Leader to APP
  • Informal versus Formal
characteristics of mentor
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
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 caring
Watson’s Theory of Human Caring
  • Caring 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
Establishing the 1st Meeting
  • Establish expectations
  • Define Confidentiality
  • Determine Meeting Schedule
  • Determine how you will evaluate the mentor-mentee relationship
follow up meetings
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
Stages of Mentorship

Initiation

  • Shaffer et al, 2000

Cultivattion

Separation

Redefinition

cautions for mentors
Cautions for Mentors
  • Allow dependency to develop
  • Monitor Biases
  • Be realistic with availability
  • Know your own preferences
role of a mentor
Role of a Mentor
  • Listener
  • Observer
  • Storyteller
  • Sounding Board
  • Confidant
  • Encourager
  • Relationship is driven by the mentee
characteristics of mentoring effectiveness
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 Accomplishing
    • Ask powerful questions that provide insight beyond the current context
    • Demonstrate Powerful Listening
    • Confirm Understanding
evaluating mentoring programs
Evaluating Mentoring Programs
  • What we have learned
    • Participants motivation and understanding of expectations are vital
    • Pairing should be made on mutual interest
    • A facilitator for the program is necessary
    • Each relationship is unique
    • Mentors begat mentors
  • Challenges/Obstacles
    • Time restraints
    • Conflicting priorities
    • Short Staffing
successes
Successes
  • Individual Relationships
    • APP - APP
    • APP - MD
      • Mentor Assessment Tool
vision for the future
Vision for the Future
  • Wide Open
    • Adopt Across the TCH House
    • Develop Institutional Curriculum
    • Develop APP Leadership Mentoring
    • Consolidate Resources
references
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