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Busby KR, Draucker CB. Institutional factors that affect faculty mentoring in academic nursing programs. J Prof Nurs 2024; 54:164-170. [PMID: 39266085 DOI: 10.1016/j.profnurs.2024.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Revised: 07/16/2024] [Accepted: 07/17/2024] [Indexed: 09/14/2024]
Abstract
BACKGROUND Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. PURPOSE To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors. METHOD A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis. RESULTS Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring. CONCLUSION The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.
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Affiliation(s)
- Katie Ruth Busby
- University of Colorado Colorado Springs Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80923, USA.
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2
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Kingsley-Smith H, Farrier CE, Foran D, Kotze K, Mahtani K, Short S, Scott AM, Lyons O. Leadership development programmes in healthcare research: a systematic review, meta-analysis and meta-aggregation. BMJ LEADER 2024:leader-2024-000976. [PMID: 38991736 DOI: 10.1136/leader-2024-000976] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Accepted: 06/11/2024] [Indexed: 07/13/2024]
Abstract
BACKGROUND Academic institutions benefit from researchers adopting leadership positions and, subsequently, leadership development programmes are of increasing importance. Despite this, no evaluation of the evidence basis for leadership development programmes for healthcare researchers has been conducted. In this study, the authors reviewed leadership development programmes for healthcare researchers and aimed to identify their impact and the factors which influenced this impact. METHODS The authors searched MEDLINE, EMBASE, CINAHL and PsycINFO between January 2000 and January 2023 for evaluations of leadership development programmes with healthcare researchers. The authors synthesised results through exploratory meta-analysis and meta-aggregation and used the Medical Education Research Study Quality Instrument (MERSQI) and Joanna Briggs Institute (JBI) Checklist for Qualitative Studies to identify higher-reliability studies. RESULTS 48 studies met inclusion criteria, of which approximately half (22) met the criteria for higher reliability. The median critical appraisal score was 10.5/18 for the MERSQI and 3.5/10 for the JBI. Common causes of low study quality appraisal related to study design, data analysis and reporting. Evaluations principally consisted of questionnaires measuring self-assessed outcomes. Interventions were primarily focused on junior academics. Overall, 163/168 categorised programme outcomes were positive. Coaching, experiential learning/project work and mentoring were associated with increased organisational outcomes. CONCLUSION Educational methods appeared to be more important for organisational outcomes than specific educational content. To facilitate organisational outcomes, educational methods should include coaching, project work and mentoring. Programmes delivered by external faculty were less likely to be associated with organisational outcomes than those with internal or mixed faculty, but this needs further investigation. Finally, improving evaluation design will allow educators and evaluators to more effectively understand factors which are reliably associated with organisational outcomes of leadership development.
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Affiliation(s)
- Harry Kingsley-Smith
- Oxford University Clinical Academic Graduate School, University of Oxford Medical Sciences Division, Oxford, UK
| | - Christian E Farrier
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Daniel Foran
- Oxford University Clinical Academic Graduate School, University of Oxford Medical Sciences Division, Oxford, UK
| | - Koot Kotze
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Kamal Mahtani
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Sarah Short
- Nuffield Department of Surgical Sciences, University of Oxford Medical Sciences Division, Oxford, UK
| | - Anna Mae Scott
- Bond University Faculty of Health Sciences and Medicine, Gold Coast, Queensland, Australia
| | - Oscar Lyons
- Nuffield Department of Primary Health Care Sciences, University of Oxford Medical Sciences Division, Oxford, UK
- Green Templeton College, University of Oxford, Oxford, UK
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Miller L, Izumi S, Denfeld Q, Rosenkranz SJ, Hansen L. An ecosystem approach to mentoring research faculty in schools of nursing: The pacific northwest interdependence mentoring model. Nurs Outlook 2024; 72:102147. [PMID: 38447280 DOI: 10.1016/j.outlook.2024.102147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2023] [Revised: 01/26/2024] [Accepted: 01/30/2024] [Indexed: 03/08/2024]
Abstract
BACKGROUND Mentoring can facilitate faculty career development and retention. Given ongoing challenges in academic nursing (e.g., shrinking number of experienced mentors), it is necessary to revisit and improve upon existing mentoring models and practices to support current and future nurse researchers. PURPOSE To describe the development of a new faculty-to-faculty research mentoring model. METHODS Construction of a model describing mentoring needed by research-focused nurse faculty based on analysis of the literature alongside the authors' personal experiences. FINDINGS The Pacific Northwest Interdependence Mentoring Model (PIMM) describes academic nursing as an ecosystem that fosters caring, trust, solidarity, equity, openness, and interdependent relationships among research faculty, administration, institutions, and funding sources. DISCUSSION Although mentoring environments differ in unique strengths, weaknesses, mission, culture, and values, the PIMM's approach could be applicable for many schools of nursing and beyond to support the growth of the nursing discipline.
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Affiliation(s)
- Lyndsey Miller
- Oregon Health & Science University School of Nursing, Portland, OR.
| | - Shigeko Izumi
- Oregon Health & Science University School of Nursing, Portland, OR.
| | - Quin Denfeld
- Oregon Health & Science University School of Nursing, Portland, OR.
| | | | - Lissi Hansen
- Oregon Health & Science University School of Nursing, Portland, OR.
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Jung SY, Kim JH. The experience of good mentoring focused on overcoming turnover intention among millennial nurses. Front Med (Lausanne) 2024; 11:1288829. [PMID: 38384410 PMCID: PMC10879327 DOI: 10.3389/fmed.2024.1288829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Accepted: 01/08/2024] [Indexed: 02/23/2024] Open
Abstract
Introduction Millennials are emerging as a prominent demographic in the nursing workforce. It is necessary to create an environment that harmonizes the advantages of each generation in a nursing workforce in which various generations coexist. As the importance of mentoring programs for millennial nurses grows, it is believed that the effectiveness of mentoring to support millennial nurses can be enhanced by identifying the attributes of good mentors as perceived by nurses. This study aimed to explore the attributes of good mentors according to millennial nurses in the nursing workforce with a focus on overcoming turnover intention problems. Methods Four focus group interviews were conducted to collect data, which were subsequently analyzed using Braun and Clarke's thematic analysis method. A descriptive qualitative design involving 22 millennial nurses employed at a tertiary hospital, Hospital A, in Seoul, Republic of Korea was utilized. Results and discussion Four themes emerged from the analysis: the concept of a significant others, the presence of a driving force to endure, the importance of a guide to a harmonious life, and the value of a partner for growth. The participants themselves identified these themes. To prevent turnover intention among millennial nurses, mentors should employ diverse strategies, and institutional supports are crucial. Furthermore, since it is unrealistic to expect all ideal mentor characteristics to be present in one person, mentor development education is also necessary. This information is valuable for designing mentor development programs and for establishing a solid framework for effective mentoring programs.
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Affiliation(s)
| | - Jung-Hee Kim
- College of Nursing, The Catholic University of Korea, Seoul, Republic of Korea
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5
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Naughton S, Clarke M. Post-CSCST fellowships: beyond subspecialization. Ir J Med Sci 2023; 192:2023-2027. [PMID: 36279039 DOI: 10.1007/s11845-022-03197-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 10/18/2022] [Indexed: 06/16/2023]
Abstract
The transition from higher training to consultanthood is a crucial point in the medical training pathway. Despite comprehensive higher training programs, studies of new consultants have reported a disparity in their sense of preparation for non-clinical and clinical duties. Post- "Certificate of Satisfactory Completion of Specialist Training" (CSCST) fellowships have traditionally been undertaken as a means to access subspecialty clinical training which is otherwise unavailable in higher training programs. However, fellowships have a role beyond this subspecialization model, particularly in meeting the non-clinical training needs of new CSCST graduates.The design and goals of fellowship posts should be considered in this context, to align them with the reported needs of new consultants. Special consideration should be given to defining roles of independence for the fellow and to the nature of the mentorship relationship, distinguishing these posts from higher specialist training. Well-designed post-CSCST fellowships have an important role in facilitating the successful transition to consultanthood.
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Affiliation(s)
- Sean Naughton
- DETECT, Early Intervention in Psychosis Service, Avila House, Block 5, Blackrock Business Park, Carysfort Avenue, Blackrock, Co. Dublin, Ireland.
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland.
| | - Mary Clarke
- DETECT, Early Intervention in Psychosis Service, Avila House, Block 5, Blackrock Business Park, Carysfort Avenue, Blackrock, Co. Dublin, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
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Chaney A, Martin A, Cardona K, Presutti RJ. Nurse practitioner and physician assistant onboarding in a family medicine practice. J Am Assoc Nurse Pract 2022; 34:522-528. [PMID: 34014894 DOI: 10.1097/jxx.0000000000000611] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2020] [Accepted: 03/29/2021] [Indexed: 11/25/2022]
Abstract
ABSTRACT The nurse practitioner (NP) and physician assistant (PA) professions are rapidly growing. Historically, these professions have filled a health care delivery gap caused by lack of health care access and physician shortages. Many medical practices are more accustomed to adding new physicians as compared with adding new NPs or PAs. This article describes one institution's approach to develop and implement a successful NP/PA onboarding program. Several key components are discussed, including (1) established roles and responsibilities, (2) a clear timeline of the onboarding period including a foundational curriculum, (3) the mentor-mentee relationship, (4) the onboarding checklist, and (5) the onboarding itinerary. The objective was to have our NPs/PAs on a regular patient calendar within the 6-month period. The success rate with this has been 86%. In addition, there has been a 90% retention of NP/PA hires over the past 3 years. The authors believe this approach to NP/PA onboarding serves the patients well, providing excellent patient outcomes and patient experience.
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Affiliation(s)
- Amanda Chaney
- Department of Transplant, Mayo Clinic, Jacksonville, Florida
| | - Angela Martin
- Department of Family Medicine, Mayo Clinic, Jacksonville, Florida
| | - Kathy Cardona
- Department of Family Medicine, Mayo Clinic, Jacksonville, Florida
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Exploring mentoring and nurse faculty: An integrative review. J Prof Nurs 2022; 38:26-39. [PMID: 35042587 DOI: 10.1016/j.profnurs.2021.11.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 11/16/2021] [Accepted: 11/19/2021] [Indexed: 11/20/2022]
Abstract
BACKGROUND Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs. PURPOSE The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty. METHOD Whittemore and Knafl's (2005) methodology for integrative reviews guided this work. Electronic databases that were searched using the following terms: mentorship, mentors, mentor, nursing faculty, faculty, educational personnel, nurses, nursing, and nursing education. Primary research studies were included that examined mentoring relationships among nurse faculty, mentoring program components, and mentoring outcomes in academia. RESULTS A total of 18 studies were included in the review. Five main topics were identified: (1) prevalence of mentoring programs and relationships, (2) priorities within mentoring programs and relationships, (3) perceived quality of mentoring programs and relationships, (4) outcomes of mentoring programs and relationships, and (5) challenges within mentoring relationships. CONCLUSION More research is needed to inform nurse faculty and leaders as they design effective mentoring programs and support the development of collaborative and enriching mentoring relationships.
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Bolduc P, Day PG, Behl-Chadha B, Karapanos M, Carson-Sasso V, Simpson EH, Hebert S. Community-Based HIV and Viral Hepatitis Fellowship Evaluation: Results from a Qualitative Study. J Prim Care Community Health 2022; 13:21501319221138193. [PMID: 36377210 PMCID: PMC9666842 DOI: 10.1177/21501319221138193] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
PURPOSE The UMass Chan Medical School/New England AIDS Education and Training Center Community-Based HIV and Viral Hepatitis Fellowship was launched in 2014 to train physicians and nurse practitioners to become experts in outpatient management of HIV, hepatitis B and C, and latent tuberculosis. The purpose of this study was to identify areas of strength and improvement and understand fellows' perceptions of the program and its impact on their current positions and career trajectories. METHODS Qualitative study utilizing a semi-structured interview guide with (11) fellowship graduates (8 MDs; 3 NPs). 45 to 60 min interviews were conducted in April and May 2021, recorded and transcribed. Transcripts were analyzed for representative themes and general patterns in the data. RESULTS Results indicate high satisfaction with the fellowship, which left a positive and indelible impact on their careers and patient care. Fellows highlighted the program's commitment to health equity, its role in transforming them into leaders and advocates for HIV in primary care, and their ability to balance their work and training demands with their personal lives and needs. The fellowship motivated them to become more involved in public health initiatives, serve marginalized communities and reduce their health disparities. They expressed confidence in their ability to independently manage outpatient HIV, viral hepatitis B and C, and latent tuberculosis, and found areas of overlap with their work in primary care. CONCLUSION As the care of people with HIV becomes more commonplace in primary care clinics, it is imperative that primary care providers receive the necessary training and education to meet this need. Our study of 11 former fellows shows that the Community-Based HIV and Viral Hepatitis Fellowship offers such training, spreads it to other institutions, and can be a model for other programs nationwide.
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Affiliation(s)
- Philip Bolduc
- New England AIDS Education and Training Center and Department of Family Medicine and Community Health, University of Massachusetts Chan Medical School, Worcester, MA, USA.,Family Health Center of Worcester, Worcester, MA, USA
| | - Philip G Day
- Department of Family Medicine and Community Health, University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - Bittie Behl-Chadha
- Office of Survey Research, Commonwealth Medicine, University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - Melissa Karapanos
- Office of Survey Research, Commonwealth Medicine, University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - Vanessa Carson-Sasso
- New England AIDS Education and Training Center and Department of Family Medicine and Community Health, University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - E Hatheway Simpson
- New England AIDS Education and Training Center and Department of Family Medicine and Community Health, University of Massachusetts Chan Medical School, Worcester, MA, USA
| | - Scott Hebert
- New England AIDS Education and Training Center and Department of Family Medicine and Community Health, University of Massachusetts Chan Medical School, Worcester, MA, USA
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Tang W, Wu D, Yang F, Wang C, Gong W, Gray K, Tucker JD. How kindness can be contagious in healthcare. Nat Med 2021; 27:1142-1144. [PMID: 34127853 DOI: 10.1038/s41591-021-01401-x] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Weiming Tang
- School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.,University of North Carolina Project-China, Guangzhou, Guangdong, China.,SESH Global, Guangzhou, China
| | - Dan Wu
- SESH Global, Guangzhou, China.,Dermatology Hospital of Southern Medical University, Guangzhou, China
| | - Fan Yang
- University of North Carolina Project-China, Guangzhou, Guangdong, China.,SESH Global, Guangzhou, China.,Institute of Population Research, Peking University, Beijing, China
| | - Cheng Wang
- Dermatology Hospital of Southern Medical University, Guangzhou, China
| | - Wenfeng Gong
- Bill and Melinda Gates Foundation, Beijing, China
| | - Kurt Gray
- Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
| | - Joseph D Tucker
- School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA. .,University of North Carolina Project-China, Guangzhou, Guangdong, China. .,SESH Global, Guangzhou, China. .,Clinical Research Department, Faculty of Infectious and Tropical Diseases, London School of Hygiene and Tropical Medicine, London, UK.
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Implementation and Evaluation of a Cloud-Based, Evidence-Based Nurse Mentor Training Program. J Nurses Prof Dev 2021; 38:82-87. [PMID: 33788808 DOI: 10.1097/nnd.0000000000000723] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
As part of an ongoing commitment to professional development, this American Nurses Credentialing Center Magnet-designated pediatric academic medical center provided a 1.5-hour self-paced vendor mentor training e-course to nurse mentors. A pretest-posttest design demonstrated that mentor training significantly improved mentor knowledge, skills, confidence, beliefs, and overall score, but not values. The results support that nurses benefit from mentor training, and a self-paced asynchronous e-course is a cost-effective educational strategy to increase the adoption of mentoring behaviors.
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Mathe TL, Downing C, Kearns I. South African student nurses' experiences of professional nurses' role-modelling of caring. J Prof Nurs 2021; 37:5-11. [PMID: 33674109 DOI: 10.1016/j.profnurs.2020.10.010] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2020] [Indexed: 02/06/2023]
Abstract
BACKGROUND Student nurses are expected to implement a caring practice in order to become professional nurses. Caring has remained the art and science of nursing, which student nurses learn from professional nurses during clinical practice. The South African Nursing Council mandates professional nurses to teach and supervise student nurses to master the art of caring during clinical practice. Caring is taught through role-modelling of daily nursing activities. RESEARCH PURPOSE This study was performed to gain an understanding of South African student nurses' experiences of professional nurses' role-modelling of caring. METHODS Phenomenological, qualitative research. Purposive sampling of fourth-year student nurses. DATA COLLECTION focus groups, observations and field notes. The data were analysed using Giorgi's modified Husserlian five-step method. Ethical principles were respected. RESULTS Three themes were identified. Theme 1: inconsistency in the clinical environment; Theme 2: effective and ineffective role-modelling of caring and Theme 3: carelessness cascading. CONCLUSIONS The study facilitated an understanding of student nurses' experiences of professional nurses' role-modelling of caring. Recommendations to facilitate professional nurses' role-modelling of caring in a public hospital were formulated: Mentorship training, recognition system for professional nurses, clinical support for student nurses, open channels of communication, random nurse leader rounds, employee wellness program, workshops and positive learning environment promotion.
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Affiliation(s)
- Thabiso Lamlile Mathe
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa
| | - Charlene Downing
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa.
| | - Irene Kearns
- Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Doornfontein Campus, Johannesburg, South Africa
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Abstract
TOPIC Various approaches facilitate mentoring for critical care nurses. CLINICAL RELEVANCE Mentoring is an important strategy to help recruit, retain, and develop nurses with critical care expertise. Mentoring benefits nurses at all career stages, from novice to expert. Effective mentoring programs benefit not only mentors and mentees but also organizations and patients by ensuring adequate numbers of nurses with critical care knowledge and skills. PURPOSE Mentoring programs require careful planning to ensure that the objectives of the program align with the needs of the target audience, and that adequate resources are available to support the mentor-mentee relationship. This article identifies opportunities for mentoring in critical care nursing and provides recommendations from the literature for developing an effective program. CONTENT COVERED Various objectives for mentoring programs are described, including supporting retention, providing clinical development, and planning succession. Program logistics are explored, such as selecting mentors, matching mentors with mentees, setting goals and expectations, and evaluating the program. In addition, the article identifies strategies for overcoming common barriers to mentoring, which include a lack of time and poor access to qualified mentors.
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Affiliation(s)
- Joni L Dirks
- Joni L. Dirks is the manager of professional development at Providence Health Care, Spokane, Washington
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13
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Ntho TA, Pienaar AJ, Sehularo LA. Peer-mentees' challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution. Health SA 2020; 25:1435. [PMID: 33101718 PMCID: PMC7564816 DOI: 10.4102/hsag.v25i0.1435] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 07/23/2020] [Indexed: 11/30/2022] Open
Abstract
Background Clinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring. Aim The objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province. Setting The study was conducted at a nursing education institution in North West Province. Methods A qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data. Results Five themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings. Conclusion The findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.
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Affiliation(s)
- Tshepo A Ntho
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
| | - Abel J Pienaar
- Department of Psychology, Faculty of Health Sciences University of Venda, Thohoyandou, South Africa.,Department of Graduate Studies and Research, Faculty of Nursing and Midwifery, Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Leepile A Sehularo
- School of Nursing Science, Faculty of Health Sciences, North-West University, Mmabatho, South Africa
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Anderson CM, Campbell J, Grady P, Ladden M, McBride AB, Montano NP, Woods NF. Transitioning back to faculty roles after being a Robert Wood Johnson Foundation Nurse Faculty Scholar: Challenges and opportunities. J Prof Nurs 2020; 36:377-385. [PMID: 33039073 DOI: 10.1016/j.profnurs.2020.02.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Revised: 02/10/2020] [Accepted: 02/12/2020] [Indexed: 10/25/2022]
Abstract
BACKGROUND There is a dearth of literature describing factors supporting a successful transition from a career-development fellowship to resumption of the full complement of faculty roles. PURPOSE Because little is known about the transition back to the full faculty role, a subset of Robert Wood Johnson Foundation (RWJF) Nurse Faculty Scholars (NFS) was interviewed to evaluate the self-identified challenges and opportunities that the scholars faced and factors contributing to their success when they reassumed the full faculty role. METHODS A subset of scholars from cohorts beginning the RWJF NFS program between 2008 and 2012 (n = 10) was interviewed by members of the NFS National Advisory Committee. NFSs identified challenges and opportunities faced as they transitioned to their faculty roles following completion of the career development fellowship as well as the character of support received from individuals in their organizational influencing the experience of the faculty transition. Evaluation outcomes include recommendations for transition planning for home institutions, colleagues and fellows. RESULTS NFSs identified transition challenges including managing multiple responsibilities and increased teaching demands coupled with loss of protected time and funding for scholarly work. Opportunities for career advancement were influenced by effective mentorship, institutional supports including advocacy and allocation of time and responsibilities consistent with continued research productivity. Issues contributing to a more difficult transition included non-supportive relationships among administrators and colleagues and newly assigned responsibilities that detracted from success in meeting expectations for tenure and promotion. Effective transition from fellow to faculty included plans for continued mentorship and stakeholder engagement of administration, mentors and faculty colleagues. CONCLUSIONS Effective transition from fellow to the full complement of the faculty role benefits both the home institution and scholar. Positive outcomes may be contingent on scholar support and organizational investment during the transition period.
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Affiliation(s)
- Cindy M Anderson
- Martha S. Pitzer Center for Women, Children and Youth, College of Nursing, The Ohio State University, Columbus, OH, USA.
| | | | - Patricia Grady
- National Institute of Nursing Research, NIH, Bethesda, MD, USA.
| | - Maryjoan Ladden
- Robert Wood Johnson Foundation, 50 College Road East, Princeton, NJ, USA.
| | | | - Nilda Peragallo Montano
- School of Nursing, University of North Carolina, 107 Carrington Hall, CB #7460 Chapel Hill, NC, USA.
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15
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Abstract
Mentoring has been recognized in the discipline since the inception of nursing as a profession. The core elements of mentoring are a formal dyadic relationship, reciprocity, mutual respect, professional growth, personal development, trustworthiness, objectives, and a pathway to meet the objectives, clear expectations, shared values, personal connection, provision of a safe place for asking hard questions, navigation of roadblocks, and using lessons learned. Mentoring is important at all stages of professional development. Given that nursing is a profession dedicated to lifelong learning, mentoring can and should be employed at many stages of a career.
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16
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Developing Your Career as a Nurse Educator. Nurse Educ 2020; 45:1. [DOI: 10.1097/nne.0000000000000771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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17
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Gan I. How do nurse managers describe clinical nurses' work arrangements? A qualitative study. Nurs Open 2020; 7:160-169. [PMID: 31871699 PMCID: PMC6917948 DOI: 10.1002/nop2.374] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 07/26/2019] [Accepted: 08/22/2019] [Indexed: 12/04/2022] Open
Abstract
Aim The researcher sought to understand how nurse managers describe nurses in alternative work arrangements. Design The researcher conducted this study using grounded theory. Method Semi-structured interviews. A theoretical sample of 26 baccalaureate-prepared nurse managers located across the United States participated in the study. Results A typology of five work arrangements provides descriptors that contribute toward greater conceptual clarity on nurses' work arrangements. The data reveal that the typology is fluid because nurses can easily switch across work arrangements. Because the rise in alternative work arrangements means that nurses can leave permanent positions-or explore different work arrangements-when circumstances permit or necessitate, nurses who do not receive continued mentoring will likely bring their deficiencies in skill and/or knowledge to facilities where they find future employment. Hence, inadequate mentoring at the unit level has practical consequences for the quality of patient care at the institutional level.
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Affiliation(s)
- Ivan Gan
- Department of Arts & CommunicationUniversity of Houston‐DowntownHoustonTXUSA
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Gan I. How do nurses' work arrangements influence nurse managers' communication? A qualitative study. J Nurs Manag 2019; 27:1366-1373. [PMID: 31211906 DOI: 10.1111/jonm.12817] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2018] [Revised: 06/07/2019] [Accepted: 06/13/2019] [Indexed: 11/28/2022]
Abstract
AIM To understand how nurses' work arrangements influence nurse managers' communication with their nurses. BACKGROUND Transient work relations affect nurse coordination and the way nurse managers work, especially since giving feedback is an important managerial responsibility. METHOD Semi-structured interviews conducted between June 2016 and November 2017. RESULTS Although professional communication on direct patient care is mostly standardized, nurses' work arrangements influence how nurse managers mentor and provide feedback. CONCLUSION Facilities must explore avenues to provide nurse managers with adequate resources so that they can mentor both permanent and temporary nurses to their full professional potential. The implementation of formal mentoring programmes is important to ensure that temporary nurses receive the same information and support that permanent nurses receive and that permanent nurses feel comfortable to critically evaluate information from trusted sources. IMPLICATIONS FOR NURSING MANAGEMENT Nurse managers with limited mentoring resources may have to make practical decisions on whom they mentor, but this practical approach becomes a problem when nurses who do not receive adequate mentoring bring their deficiencies to other facilities. The rise in alternative work arrangements requires a shift in thinking about mentoring as a managerial responsibility to improve nursing care delivery universally and not unit specific.
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Affiliation(s)
- Ivan Gan
- Department of Arts & Communication, University of Houston-Downtown, Houston, Texas, USA
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