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
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
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?
"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
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 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
Voluntary
Intense
Committed
Extended
Dynamic
Interactive
Supportive
Trusting relationship between two people
Mutuality
Hayes,
2005
Theoretical Framework for
Professional Growth
Novice
Benner
Role
Success
Expert
Professional
Socializatio
n
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
COACHING
GUARDIAN
MENTOR
NETWORKING
COUNSELING
NURTURE
STRETCH
Mentor Life Cycle Process
Prepare
Celebrate
Begin
Continue
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
Prepare
BEGIN
Begin
Goals
Define Program
Find Committed Mentors
Evaluate the Match
Align expectations
Every New Hire
Monthly Meetings
Objectives
Networking
Mentorship
Professional Support
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
Continue
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
Celebrate
Why mentoring for
Advance Practice ?
State of the science: Program Outcomes
Different Models
Why mentoring for
Advance 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
On-boarding
Research
Quality Improvement
Leadership
Different
Models
Within TCH
APP to APP
MD to APP
APP Leader to APP
Informal versus Formal
Tex
t
Mentor-Mentee
Relationship
Characteristics Of Mentor
Confidential
Motivator
Subject Matter Expert
Non- judgmental
Urge to give back to the
profession or institution by
bringing along newcomers !
Visionary for Mentee Potential
Integrity
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
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
Establish expectations
Define Confidentiality
Determine Meeting Schedule
Determine how you will evaluate the mentor-mentee
relationship
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
Initiation
Cultivattion
Separation
Redefinition
Shaffer et al, 2000
Cautions for Mentors
Allow dependency to develop
Monitor Biases
Be realistic with availability
Know your own preferences
Role of a Mentor
Listener
Observer
Storyteller
Sounding Board
Confidant
Encourager
Relationship is driven by the mentee
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
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
Individual Relationships
APP - APP
APP - MD
Mentor Assessment Tool
Vision for the Future
Wide Open
Adopt Across the TCH House
Develop Institutional Curriculum
Develop APP Leadership Mentoring
Consolidate Resources
Questions ????
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, 442445. 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.13652648.2011.05615.x