Running head: NURSE RETENTION AND CAREER SATISFACTION
Mentoring: How it Impacts Nursing Retention and Career Satisfaction
Irene Balowski, Lori Conn, Candace Graham, Kiya McElveen, and Nicole Phillips
Ferris State University
1
NURSE RETENTION AND CAREER SATISFACTION
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Mentoring: How it Impacts Nursing Retention and Career Satisfaction
According to an international study completed in 2011, there is much concern regarding a
widespread nursing shortage, high nursing turnover rates, and concerns with overall nursing
satisfaction (Lu, Barriball, Zhang, & While, 2012). With these issues, retention of professionals
becomes crucial to maintaining the nursing workforce (Olson-Sitki, Wendler, & Forbes, 2012).
The first year of nursing is known to be turbulent with high levels of mental and emotional
distress (Lavie-Trembly, Wright, Desforges, & Gelinas, 2008). The nursing profession has
considered mentoring as an important link to professional practice. Current literature suggests
the mentoring relationships could be the key to a nurse’s success (Kanaskie, 2006). Programs
have been developed and used to ensure positive and effective professional development of
nurses and to provide nurture and support (Thomka, 2007). This study aims to evaluate best
practice characteristics of nurse mentorship programs and establish what new graduate nurses
find important in a mentoring relationship. It is our desire to use that information to develop a
nursing mentorship program for novice nurses that assists in the “transition shock” (Dyess &
Parker, 2012, p. 616). We predict that new graduate nurses who are involved in a one year
mentorship program will describe significantly higher career satisfaction and have higher
retention rates than new graduate nurses who are not involved in a one year mentorship program.
Literature Review
The literature suggests that retaining nurses in the workforce is still an issue and that
mentoring is not a new concept for improving retention rates (Mills, Francis, & Bonner, 2008).
The origins of mentoring date back to Greek mythology where the mentor is depicted as a wise
advisor (Carroll, 2004). Today in nursing, mentoring is common but carried out in varying ways.
WHAT NEW GRADUATE NURSES SAY ABOUT
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Our study hopes to articulate some of the “best practices of mentoring” (Nick et al., 2012, p. 1)
to impact positively upon career satisfaction and intent of staying in the profession.
The conceptual framework used in our study is the social learning theory of Bandura.
Bandura “highlights the importance of nurse teachers promoting the concept of selfempowerment” (Bahn, 2001, p. 110). Our study is important because “new graduates need to
gain confidence in practice…to be accepted as well-educated, responsive and caring individuals
capable of asking for help when they need it” (Lennox, Jutel, & Foureur, 2012, p. 9). Bandura’s
theory supports nurse mentors who “can make a difference to clinical practice by creating a
climate conducive to introducing appropriate, up-to-date, research-based practices into the
clinical area” (Bahn, 2001, p. 110). Employing the conceptual framework of social learning
theory, we will address the concerns of novice nurses in their year-long mentorship program.
Problem/Purpose Statement
As organizational leaders continue to experience a nurse staffing crisis, resources are
being used to create mentoring programs for nurses (Thomka, 2007). Establishing formal
mentoring relationship is one method that offers the support and nurturing needed for novice
nurses to succeed (Kanaskie, 2006). In order to more thoroughly understand the role of
mentoring in the promotion of nursing retention, it is important to understand the experiences of
those who say they have been mentored (Thomka, 2007). The purpose of this study is to test the
hypothesis: New graduate nurses who are involved in a one year mentorship program will
describe significantly higher career satisfaction and have higher retention rates than new
graduate nurses who are not involved in a one year mentorship program. Data would be
collected through the use of a Likert-scale questionnaire of 20 questions and a series of openended questions aimed to gather information regarding job satisfaction. A convenient sample of
WHAT NEW GRADUATE NURSES SAY ABOUT
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nurses who have graduated in the past six months and are recently employed at a Southwest
Michigan hospital will be used. Data will be collected one year after employment and again at
two years after employment.
Theoretical Framework
The success of newly graduated nurses’ transition into their role as a professional nurse is
highly dependent on others in the environment in which they start their career. (citation) Mentors
and preceptors help to shape new graduates’ performance through discussion and direct
observation. The acquisition of the new graduate’s knowledge and skills is accomplished in a
social manner.
The Social Learning Theory was developed by Albert Bandura. Earlier versions of his
theory focused on behaviorist ideas leading to further focus on cognitive ideas. Most recently,
Bandura has focused on social factors and the social context in which learning and behavior
occur (Braungart & Braungart, 2011). Bandura postulates that learning is a social process, and
others can serve as role models as to how to act and think (Braungart & Braungart, 2011). More
experienced nurses who demonstrate professional behavior can serve as a role model or mentor
to a newly graduated nurse.
One concept important to the social learning theory is that of vicarious reinforcement.
This type of reinforcement involves whether the role models are perceived as being rewarded or
punished for their behavior. Behaviors of the role model viewed by the observer that are
rewarded or punished may have a direct influence on learning (Braungart & Braungart, 2011).
Another important concept to the social learning theory is self-regulation and control
exerted by the individual in the learning process (Braungart & Braungart, 2011). Bandura (1977)
identified a four-step process that directs social learning. These steps are mostly an internal
WHAT NEW GRADUATE NURSES SAY ABOUT
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process. The first phase is the attentional phase, which involves the observation of a role model
or mentor. The second phase is the retention phase in which the learner processes and
remembers observed behaviors. Third is the reproduction phase. In this phase the learner copies
the behavior of the mentor. Reviewing and performing behaviors along with constructive
feedback improves the reproduction of behaviors. The final phase is the motivational phase. In
this phase, vicarious reinforcement plays a role in motivating appropriate behaviors (Braungart
& Braungart, 2011). The following diagram demonstrates the four phases of the social learning
theory:
Social Learning Theory
EXTERNAL
PROCESSES
INTERNAL PROCESSES
EXTERNAL
PROCESSES
Self-Regulation and Control
Role model
demonstrates
behavior, which
is perceived by
the learner to be
reinforced
(vicarious
reinforcement):
model may
facilitate or
inhibit learning
a behavior
Attentional
Phase
Observation of
role model
Source: Based on Bandura (1977).
Retention Phase
Processing and
representation in
memory
Reproduction
phase
Memory guides
performance of
model’s actions
Motivational
phase
Influenced by
vicarious reinforcement and
punishment,
Covert cognitive
activity,
consequences of
behavior, and
selfreinforcement
and punishment
Performance
WHAT NEW GRADUATE NURSES SAY ABOUT
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The four phases of the social learning theory can be aptly applied to the mentor - mentee
relationship.
The mentee, or newly graduated nurse, needs to give attention to the mentor’s
behaviors. The mentee needs to process and retain the behaviors observed and be able to
reproduce those behaviors. Finally, the mentee needs to be motivated to continue to perform at
an acceptable level. Motivation is dependent on the vicarious reinforcement exhibited by the
mentor. By applying the concepts of the social learning theory, the mentee can gain the
confidence to perform the skills and display critical thinking essential to the role of a
professional nurse.
Research Questions
The purpose of this phenomenological study is to discover best practice characteristics of
nurse mentor programs in health care facilities, develop a new program based on those
characteristics, and increase retention and career satisfaction rates. Through a mixed approach,
there are several research questions identified to construct the conceptual framework of the
study. It allows the theoretical assumptions in the framework to be more exact, indicating what
needs to be known most and first. The following qualitative and quantitative research questions
will be investigated:

What best practice characteristics are found in mentor programs?

What will happen to graduate nurses who do not participate in a mentorship
program?

Will new graduate nurses have significantly increased retention and career
satisfaction after a one year mentoring programs?

What characteristics of mentors, as identified by newly graduated nurses, lead to
improved retention and career satisfaction?
WHAT NEW GRADUATE NURSES SAY ABOUT

What are the most important traits of a mentor?

How will novice nursing graduates describe mentorship program characteristics?

How will nurse retention and career satisfaction rates be affected in graduate
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nurses who participate in a mentorship program?
Summary
In conclusion, mentoring is a succession of steps that builds skills, increases career
satisfaction, and boosts nurse retention. In a two-year pilot study of non-mentored/mentored
nurses, conducted by the California Nurses Foundation, 65% of non-mentored nurses stayed in
their profession. However, 95% of mentored nurses continued in the profession (Fox, 2010, p.
311). The research proposal will first focus on previous mentor programs’ best practice
characteristics. Using those characteristics and incorporating Bandura’s Social Learning Theory,
we will design and develop a fresh mentorship one-year program for novice graduate nurses.
This mentorship model will then be used to test the research hypothesis that states: New graduate
nurses who are involved in a one year membership program will describe significantly higher
career satisfaction and have higher retention rates than new graduate nurses who are not involved
in a one-year program. Bandura’s Social Learning Theory shows support for this research study
and mentoring programs for nursing are thoroughly reviewed via a comprehensive literature
review. The literature support validates the importance of this research proposal.
In chapter two, Bandera’s Social Learning Theory indicates the framework support for
this proposal research study. In addition, the nursing mentoring programs are thoroughly
reviewed via a comprehensive literature review. The literature will demonstrate the validity and
the importance of this research proposal.
WHAT NEW GRADUATE NURSES SAY ABOUT
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References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.
Bahn, D. (2001). Social Learning Theory: Its application in the context of nurse education.
Nurse Education Today, 21, 110-117. Retrieved from
http://dx.doi.org/10.1054/nedt.2000.0522
Braungart, M. M. & Braungart, R. G. (2011). Applying learning theories to healthcare practice.
In Jones & Bartlett (Eds.), Health Professional as Educator: Principles of teaching and
learning, (pp. 51 – 89). Retrieved from
www.jblearning.com/samples/0763751375/Chapter2.pdf
Carroll, K. (2004). Mentoring: A human becoming perspective. Nursing Science Quarterly, 17,
318-322. http://dx.doi.org/10.1177/0894318404269370
Dyess, S. & Parker, C. G. (2012). Transition support for the newly licensed nurse: A programme
that made a difference. Journal of Nursing Management, 20, 615-623.
http://dx.doi.org/10.1111/j.1365-2834.2012.
Fox, K. C. (2010, July). Mentor program boosts new nurses’ satisfaction and lowers turnover
rate. The Journal of Continuing Education in Nursing, 41, 311-316.
http://dx.doi.org/10.3928/00220124-20100401-0401330.x.
Kanaskie, M. L., (2006). Mentoring –A staff retention tool. Critical Care Nursing Quarterly,
29(3), 248-252.
Lavoie-Tremblay, M., Wright, D., Desforges, N., Gelinas, C., Marchionni, C., &Drevniok, U.,
(2008). Creating a healthy workplace for new-generation nurses. Journal of Nursing
Scholarship, 40(3), 290-297. doi: 10.1111/j.1547-5069.2008.00240.x
WHAT NEW GRADUATE NURSES SAY ABOUT
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Lennox, S., Jutel, A., & Foureur, M. (2012). The concerns of competent novices during a
mentoring year. Nursing Research and Practice, 2012(Article ID 812542), 1-9. Retrieved
from http://dx.doi.org/10.1155/2012/812542
Lu, H., Barriball, K. L., Zhang, X., & While, A. E. (2012). Job satisfaction among hospital
nurses revisited: A Systematic review. International Journal of Nursing Studies, 49,
1017-1038. doi: 10.1016/j.ijnurstu.2011.11.009
Mills, J., Francis, K., & Bonner, A. (2008). Getting to know a stranger-rural nurses’ experiences
of mentoring: A grounded theory. International Journal of Nursing Studies, 45, 599-607.
Retrieved from http://dx.doi.org/10.1016/j.ijnurstu.2006.12.003
Nick, J. M., Delahoyde, T. M., Del Prato, D., Mitchell, C., Ortiz, J., Ottley, C., ... Siktberg, L.
(2012). Best Practices in Academic Mentoring: A Model for Excellence. Nursing
Research and Practice, 2012(Article ID 937906), 1-9. Retrieved from
http://dx.doi.org/10.1155/2012/937906
Thomka, L. A., (2007). Mentoring and its impact on intellectual capital: Through the eyes of the
mentee. Nursing Administration Quarterly, 31(1), 22-26.
8 current references.
Component and
points possible
(recall that 50% of
this grade is from
discussion postings,
and 50% from the
final product)
Introductory
Background
(3 points)
Below
Expectations
Less than 85%
Meets
Expectations
85 – 95%
Exceeds
Expectations
96 – 100%
Your Score
Brief and/ or
unclear introduction
to the problem
being studied and
its relevance to the
specialty role.
Clear response to
the objective of
introducing the
problem being
studied and its
relevance to the
specialty role.
Scholarly, excellent,
clear and brief
introduction to the
problem being
studied and its
relevance to the
specialty role.
3
WHAT NEW GRADUATE NURSES SAY ABOUT
Abbreviated
Literature Review
(4 points)
Less than five
studies in pertinent
literature are
presented to
substantiate the
importance and
relevance of this
problem. Review of
the literature does
not pertain to the
study question or
relevance to the
nurse specialty role.
Problem/ Purpose
Statement with
support for same
(5 points)
The problem/
purpose statements
do not fully include
elements as defined
in Wood text,
Chapter 5. Weak or
absent statements
that do not clearly
provide the
rationale for these
problem
statement(s) and
purpose of the
study. The gap in
research is unclear
or absent.
Clear response to
the objective of
presenting studies
(five) that support
the question and
the relevance to the
specialty role.
Evidence from the
statements that the
student has
adequately critiqued
the studies for
application to the
proposal.
The problem/
purpose
statement(s) are
stated clearly and
include all elements
as defined in Wood
text, Chapter 5.
Supporting content
present from the
literature review to
provide rationale for
these statements.
The gap in the
research body of
evidence is clear
and defined.
Theoretical
Framework
(4 points)
An inappropriate
theoretical
framework is
selected for
examination of the
research problem
and purpose
statements. Minimal
to absent discussion
regarding the
application of the
theory to the
problem and its
relevance to
An appropriate
theoretical
framework is
selected to examine
the research
problem and
purpose statements.
Brief discussion of
the application of
the theory to the
problem and its
relevance to
nursing. A concept
map is included to
10
Scholarly, excellent,
clear abbreviated
review of pertinent
studies (five to
eight) that
substantiate the
importance and
relevance of this
problem to the
specialty nursing
role.
4
Scholarly, excellent,
clear presentation
of the problem/
purpose
statement(s). All
elements (defined in
Wood text, Chapter
5) are presented.
Supporting content
present from the
literature review to
provide rationale for
these statements.
The gap in the
research body of
evidence is clear
and defined.
Evidence that
critical thought into
the research
problem has
occurred, including
the relevance to the
specialty role of the
nurse.
Excellent, scholarly
discussion regarding
the congruency of
the theoretical
framework to the
research problem
and purpose
statements.
Discussion of the
application of the
theory is thorough
enough to discern
the students
understand the use
5
4
WHAT NEW GRADUATE NURSES SAY ABOUT
Research Questions
(4 points)
nursing. Concept
map is not included.
demonstrate the
connection between
the theory chosen
and the problem
proposed for study.
Research questions
are stated in an
unclear or vague
manner; the
questions are not
based upon the
type of research
being proposed.
Necessary elements
of a well written
research question
are missing (see
text references).
The research
questions are not
appropriate for
study, either
because of being
too broad or
because they do not
support the
research problem
and purpose
statements. The
population of
interest is not
clearly defined
within the research
question.
Research questions
are stated clearly
and are appropriate
based upon the
type of research
being proposed.
Most of the
necessary elements
of a well written
research question
are present and
demonstrate that
the students have
been attentive to
the course readings.
The research
question is specific
to the problem/
purpose
statement(s) and
supports the study;
the question is
narrow enough to
be researchable.
The population of
interest is defined
within the research
question.
11
of a theoretical
framework and the
connection between
the theory chosen
with the problem
proposed for this
study. Concept map
included within
paper and discussed
in narrative clearly
depicts the
congruence
between the
theoretical
framework and the
research study
purpose and
problem
statements.
Scholarly research
questions are stated
clearly and are
appropriate based
upon the type of
research being
proposed. All of the
necessary elements
of a well written
research question
are present and
demonstrate that
the students have
been attentive to
the course readings.
The research
question is specific
to the problem/
purpose
statement(s) and
supports the study;
the question is
narrow enough to
be researchable.
The population of
interest is clearly
defined within the
research question. A
brief and scholarly
overview of the type
of research that is
proposed is included
to demonstrate
student attainment
4
WHAT NEW GRADUATE NURSES SAY ABOUT
Summary of
Chapter I
(3 points)
Data and
Information
(2 points)
Spelling and
Grammar, Clarity of
Ideas
Summary
statements are
unclear and
incomplete. Chapter
II is not introduced.
Disjointed
statements that do
not make a clear
connection or
declarative
summary
statements.
Less than seven
scholarly and
appropriate
resources utilized.
Incorrect APA
format to citations.
Ideas presented are
unclear. Errors
present in spelling
and/ or grammar
exceed seven.
Chapter I summary
statements review
Chapter I in a clear
manner and
introduce Chapter
II.
Eight or nine
scholarly and
appropriate
resources utilized.
APA format correct.
Clear ideas
presented. Errors
present in spelling
and/ or grammar
are minimal (five or
less).
12
of course objective
linking problem and
purpose statements
to research
questions and
research
methodology.
Chapter I summary
statements are
clear, concise, and
of critical points.
Chapter II is
introduced.
Ten or more
scholarly resources
utilized. APA format
correct.
Clear ideas
presented. An
enjoyable read of a
scholarly
conversation. No
errors in spelling or
grammar.
DEDUCTIONS OF UP TO 20% will be made to the score received for content
for errors in APA formatting, Spelling & Grammar; Clarity of ideas
No points will be deducted if APA format is excellent, and no errors in grammar, spelling,
punctuation, or sentence structure, and ideas are clearly presented.
The number of points deducted will be determined on the number of errors found within
the paper as a whole, and at what point the student is at in the MSN program.
3
1
Exceeds
24/25