The Mentorship Program - Research Paper Example

?Outline of Topics 4.0. Project Implementation Plan 4 Introduction 4.2. General Steps in Implementation 4.3. Resource Identification 4.4. Project Assessment Tools 4.5. Theoretical and Practical Program Foundations 4.6. Conclusion 5.0. Project Evaluation Measures 5.1. Introduction 5.2. Relevant Outcome Measures 5.3. Value of Outcome Parameters 5.4. Evaluation Data and Resources 5.5. Evaluation Applicability 5.6. Conclusion Project Implementation Plan Introduction No formal model denotes standard implementation of nurse mentorship in health facilities. Salami (2010) presented both formal and informal mentorship as manifesting sufficient efficacy in reducing turnovers of nurses, where the former is created through administrative partnership, while the latter is through unstructured mutual understanding. Marginally, the paper adapts formal mentoring program as resolution to high turnovers in The Jackson Veteran Health Administration (JVHA). Several steps are succinctly followed to determine overall reliance and appropriateness of proposed structure. General Steps in Implementation On mentorship program in JVHA, aspects on job satisfaction and social interaction in surgical wards are investigated. Complete project draft requires consensual approval from the Office of Policy and Planning and Office of Human Resource and Administration before proceeding (United States Department of Veterans Affairs, 2010). The program is also to obtain financial and administrative support through this department accordingly (Canadian Nurses Association, 2004). As the overall details of the program are smoothly planned out, the plan is ready for pilot implementation. With 1-year mentor program, phases orientation, training, and evaluation are performed. The committee-in-charge prepares for mentoring tasks ahead, with 16 staff nurses as mentors for the whole three work shifts--the number of mentees depend on job vacancies in surgical ward (VA hospital, 2011). In orientation, the program is extensively introduced and functional expectations are mutually established. This lasts for 15-20 weeks, as initial theories and practical nursing applications are reviewed and applied. In training, mentors serve as mentees’ active partners and support them in clinical practice and social interactions. As training proceeds, mentors not only act as role models for mentees to emulate, trusting associations support mentees’ psychological status. Through months of collaborative partnership, mentors gradually wean as educational coach, and more as referred guide to practice. Periodically, communication patterns from nurses to involved administrative personnel are maintained through constant inspections and written memos. In evaluation, collected data determines whether the program fulfilled the parameters on work satisfaction. Should results meet expected outcomes, the program can proceed as formal policy in JVHA. Resource Identification Availability of resources in clinical areas is part of preparatory task. Block, Claffey, Korow, and McCaffrey (2005) emphasized mentors as prime indicator in a positive working environment. They are instructed on “phases of a mentor relationship, how to individualize the relationship...deal with any issues the mentor/mentee pair encounters,” while reviewing personal and professional attitudes (Hurst & Koplin-Baucum, 2005). Together with mentors, administrative personnel objectively monitor the progress of the program and existence of conducive functional environment (Al-Hussami, 2008). Resources are composed of materials during information campaigns and episodic post-tests. Written questionnaires are administered, requiring stocks of paper for reproducing copies. Sufficiently, resources for experiential learning are already available in actual settings, from medical equipments to patient charts, as well as conference halls for scheduled meetings. Aside from mentor compensation (minimum of $2/hour) and minimal educational expenditures, projected expenditure is lesser (Almada, Carafoli, Flattery, French, & McNamara, 2004; Canadian Nurses Association, 2004). On right time for implementation, a research conducted on a pediatric medical facility indicates night shift is ideal time to foster mentoring relationship, as this schedule enable partnered nurses to fully function in a peer-relationship climate (Halfer, Graf, & Sullivan, 2008). This way, nurses can be familiar with less stressful settings before gradually exposed to busy environment of earlier work shifts. Project Assessment Tools In addressing whether the program performs as planned, several measures can be employed. Ideally, a monitoring committee checks the program’s progress, done separately from mentors who are obligated to do so. Since this affects cost-effectiveness, Hayes and Scott (2007) suggested a “one-hour seminar discussion” per week to review experiences and clarify important points in work performance--where post-tests results are also scrutinized. In the presence of significant administrative staff, mentors voice out their feedback on attitude of mentees and areas for improvements. Administrative staff can also review pertinent papers and records executed by mentees during their working shifts. Mills and Mullins (2008) further recommend the evaluation on “job satisfaction, professional confidence...and outcomes with regard to [mentor] training” (p. 5). The focus with the evaluation must work both ways, on mentors and mentees alike. Theoretical and Practical Foundations Nurses entering the workforce are underestimated--plagued by insecurities and lack of professional confidence. Social interaction is impeded, compounding problems with colleague conflicts. In this light, mentoring program is founded on the theory of empowerment. Nurses are given full manipulation to “information, resources, support, and opportunity to learn...[paired with] feelings of competence, autonomy, job meaningfulness” (Larkin, Cierpial, Stack, Morrison, & Griffith, 2008). The program is anchored on the belief that novice nurses can be experts when guided to be one. If presented otherwise, new nurses tend to be dissatisfied with their career, hence, high rate of turnover in clinical institutions. Practically, theoretical integration of empowerment is only an area in the whole context of nurse mentorship. Considering all aspects, the program is adequately feasible. Potential mentors are already available in work areas, while costs for educational materials are reduced as focus is on interaction and skills enhancement. Since it is cost-effective, financial support is easier to obtain-- helps institutions decrease expenses with low staff retention. Long-term professional relationships are established, at affordable costs. Conclusion Implementing the nurse mentorship program challenges both mentors and mentees to do their best. Several processes and considerations must be accounted for in planned implementation; but with its promise of success against nursing shortage, this encourages clinical institutions to try this method. Indeed, the project is easier to execute if given the right resources and organizational support. Project Evaluation Measures Introduction The set project objective serves as gauge in predicting possible study outcomes. To achieve this, relevant measures are employed by way of creating outcomes parameters. In this paper, two measures are utilized, retention rates and job satisfaction; monitor the turnover rate of JVHA’s staff nurses in surgical wards from 27% to 10%--through the 1-year nurse mentorship program. Relevant Outcome Measures As a primary measure, generating retention rates are done by recording the number of resigning nurses, at any point within the experimental year, and are deducted from the original figure recorded at the start of the year (Altier & Krsek, 2006). Regardless of reason for leaving, these nurses are treated as casualty of the mentor program. Simply, the outcome tool seeks to narrow down the range with which the program is successful. High retention rates mean that the program had been effective in resolving problems with keeping efficient nurses within the organization; contrarily, this also proposes that low rates means something might be wrong either in planning or implementing phase of mentor project. Secondarily, targeting needs of nurses in clinical field must be considered. In Figure 1 (please see Appendix A), direct correlation between implementation of mentor program with high level of job satisfaction is indicated. Moreover, Figure 2 (please see Appendix B) shows clear association with intents of leaving with environmental climate and colleague interaction. Indicatively, satisfactorily meeting personal and professional conditions (organization fit and work environment) suggests reduction in turnover intent. The diagram employed several collection methods: “Corwin’s Nursing Role Conception Survey...Conditions for Work Effectiveness Questionnaire and Schultzenhofer Professional Nursing Autonomy Scale” (Beecroft, Dorey, & Wenten, 2008). Identifying these, program modifications can be performed to fit the nurses’ need for empowerment in functional and social environment. Value of Outcome Parameters Regardless of simplified tool in obtaining retention results, there is adequate reliability and validity in the method. The tool is broad in concept and can be applicable in most variables, from gender, age, and cultural race, and validly targets exact number of nurses leaving clinical institutions through retention ratings. Moreover, there is great sensitivity to change, as for every resignation tendered, this can be traced and computed as part of retention rates. Indeed, calculating retention rates help determine whether mentor program is successful in its intent to address problems with retention. On multi-system approach in work satisfaction, studies exhibit the presence of stable validity and reliability on all procedures involved. Psychometric techniques had been judiciously applied and yielded strong valid and reliable attributes (Beecroft, Dorey, & Wenten, 2008). In the context of sensitivity to change, there is every indication that selected tools are significantly affected by deviations in behavioral work patterns. With slight disagreements or dissatisfaction in roles and function, turnover intents increase; hence, the surveys are purposely created to assess risk patterns for turnover in nurses. Despite its indirect association with retention outcomes, job satisfaction serves significant predictor on nurses’ tendency to leave. In the evaluation of projected mentor outcomes, variables in job satisfactions are important clues for strengths and areas of improvement. Evaluation on Data and Resources Prior to evaluating efficacy of nurse mentorship program, information requirement must be formulated that targets resolution to high turnover rates. The research group utilizes a multi-dimensional survey, with the inclusion of quantitative and qualitative research to design, to assess implementation process, as well as clinical experience and psychological response to the program. Theoretical and practical models are closely scrutinized for improvements. Pertinent information range from general satisfaction with work environment (with mentors), including prolonged interaction with peers and higher organizational officers, as well as psychological support in both professional and personal status. Focus of evaluation patterns also includes effect of preliminary training on attitude and competency of mentors in guiding mentees towards professional behaviors. All these are major aspects considered to determine whether each has significant influence in the decision of nurses to stay in the surgical ward of JVHA. As data sets are finalized, self-administered questionnaires are handed out at the start of the program and before it ends, when nurses are off duty--done in less than an hour. For better survey performance, 2-3 clerical staff from administrative pooling section assists mentors in distributing, collating, and recording survey data. Efficient collection and filing of papers, surveys are accomplished in well-organized manner. All must be handy in operating computer programs--for accurate data recording. In final act, human resource and policy and planning department personnel can analyze and interpret the gathered data--since they are trained in recruitment patterns and human behavior. The rest of evaluative tasks, such as organizing and establishing research connections, can be handled by both clerical staff and commissioned mentors. Evaluation Applicability As plans for who and how the evaluation surveys are finalized, the strategy proves practical for personnel involved. The plan hardly interferes with clinical activities of mentor and mentees, as outside personnel are contacted to perform evaluation task. Competency does not suffer during analytic stage, as professional staff helps the clerical staff in interpreting data. Lastly, actual evaluation are not time consuming as each survey are accomplished in less than an hour. Evaluation process is cost-efficient and time-effective; feasible enough in assessing success of nurse mentorship program in JVHA. Conclusion In most account, outcomes and evaluations plans in the study can be accomplished more readily, as resource requirements in each department are easily available within the facility. More than supportive in function, selected personnel from administrative departments, both experts and clerical staff, are important during evaluation. The participation of relevant parties seals the entire assessment process of mentorship program, as well as the retention success in clinical settings. References Al-Hussami, M. (2008). A study of nurses’ job satisfaction: The relationship to organizational commitment, perceived organizational support, transactional leadership, transformational leadership, and level of education. European Journal of Scientific Research, 22(2), 286-295. Almada, P., Carafoli, K., Flattery, J., French, D., & McNamara, M. (2004). Improving the retention rate of newly graduated nurses. Journal for Nurses in Staff Development, 20 (6), 268-273 Altier, M. E., & Krsek, C. A. (2006). Effects of a 1-year residency program on job satisfaction and retention of new graduate nurses. Journal of Nurses in Staff Development, 22 (2), 70-77. Beecroft, P., Dorey, F., Wenten, M., (2008). Turnover intention in new graduate nurses: A multivariate analysis. Journal of Advanced Nursing, 62, 41-52. doi:10.1111/j.1365-2648.2007.04570.x Block, L. M., Claffey, C., Korow, M. K., & McCaffrey, R. (2005). The value of mentorship within nursing organizations. Nursing Forum, 40 (4), 134-140.  Canadian Nurses Association. (2004). Achieving excellence in professional practice: A guide to preceptorship and mentoring. Retrieved from http://www.cna-nurses.ca/CNA/documents/pdf/publications/Achieving_Excellence_2004_e.pdf Halfer, D., Graf, E., & Sullivan, C. (2008). The Organizational Impact of a New Graduate Pediatric Nurse Mentoring Program. Medscape Today. Retrieved from http://www.medscape.com/viewarticle/580649 Hayes, H.M., & Scott, A.S. (2007). Mentoring partnerships as the waves of the future for new graduates. Nursing Education Perspective, 28 (1), 27-29. Hurst, S. M., & Koplin-Baucum, S. (2005). Innovative solution: Mentor program: Evaluation, change, and challenges. Dimensions of Critical Nursing, 24 (6), 273-274. Larkin, M.E., Cierpial, C.L., Stack, J.M., Morrison, V.J., & Griffith, C.A. (2008). Empowerment theory in action: The wisdom of collaborative governance. The Online Journal of issues in Nursing, 13 (2), no pag. Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No2May08/ArticlePreviousTopic/EmpowermentTheory.aspx Mills, J. F., & Mullins, A. C. (2008). The California nurse mentor project: Every nurse deserves a mentor. Nursing Economics, 26 (5), 310-315. Retrieved from http://www.medscape.com/viewarticle/582650 Salami, S.O. (2010). Mentoring and work attitudes among nurses: The moderator roles of gender and social support. Europe’s Jourmal of Psychology. Retrieved from http://www.ejop.org/images/02%202010/7.%20Research%20-%20Mentoring%20and%20work%20attitudes%20among%20nurses.pdf United States Department of Veterans Affairs (2010). Organization. Retrieved from http://www.va.gov/landing_organizations.htm VA hospital: G.V. Montgomery VAMC in Jackson, Mississippi (2011). vA Hospital Report Card. Retrieved from http://va-hospital.findthebest.com/detail/91/ G-V-Montgomery-VAMC#login_page Appendix A Figure 1. General Satisfaction Rate (Almada, et al., 2004) Appendix B Figure 2. Satisfactory Variables Affecting Turnover Intent (Beecroft, Dorey & Wenten, 2008) Read More