Expanding Roles in Professional Development
Transcript Expanding Roles in Professional Development
Mentors and Preceptors:
Expanding Roles in
Linda Thornbrugh BSN, RN
Anne Burnett MSN, RN-BC, CRRN
Purpose: To present a successful application of mentor and
preceptor roles for expert nurses pursuing professional development activities.
Describe mentor and preceptor roles
Identify supporting nursing theory
Adapt traditional mentor/preceptor roles for the expert
nurse clinician who is a novice presenter
Correlate application of roles with successful outcomes
Analysis of process and program
Purpose and Learning Objectives
For VHSO nursing staff, will educational
support from an Evidence Based Practice
(EBP) Council mentor and preceptor
increase staff participation in EBP projects
resulting in professional nursing
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Literature Search Skills
Narrow date 20062012
Full Text Only
• Literature review includes currently available
information on the subject
•Applying that information to the area of interest.
What was tested?
Strengths of the Study
Weakness (es) of
Roles and Responsibilities of the
student nurse mentor.
Casey & Clark; British Journal
of Nursing 20(15) pp933-937
Mentoring: A meaningful
collaboration between two people.
Seislove, Journal of Trauma Nursing
Nursing school instructors,
educators, &/or staff
Defined role and
responsibilities of the
mentor. Listing some
benefits of a formal
Editorial continuing a
theme on professional
Peer reviewed Journal
Article giving the
research support for
Nurse Midwifery Council
Not a study
Experiential exploration on
the role of a mentor in
30 articles, 20 research
studies, 10 non-research
topical articles from 1981
Integrative Lit review;
total of 1486 nurses in
the review studies.
3 studies were too wide
audience & used pilot
Some studies limited by
convenience samples. Used
President’s message for
Journal of Trauma Nursing
Staff nurses’ experiences as
preceptors and mentors: An
Omansky, Journal of nursing
management, 18, pp.697-703.
information for setting up
orientation programs for
Scholarship and mentoring: An
Turnbull, International journal of
nursing practice (16), pp.573-578.
Explores study participant Descriptive of mentoring
experiences of mentoring & & how it can be used to
increasing scholar activities.
Describes mentoring skills development barriers.
and the need for more
Appraising the Evidence
23 subjects, interview
format using a
Dr. Jean Watson developed her
Theory of Human Caring proposing the
idea that human interactions are at the core
of nursing as a caring profession.
Caritas 6 and 7 speak to mentoring and preceptor process.
Use creative scientific problem-solving methods for caring
Share teaching and learning that addresses the
individual needs and comprehension styles.
Dr. Jean Watson
A nursing mentor is an experienced nurse
who shares knowledge with less experienced
nurses to help advance their careers.
The mentor has a long term impact on the mentee and
affects all areas of the mentee's career.
There is no assigned time limit.
The definition of preceptor implies a teaching relationship.
This teaching relationship ends when the novice is
considered educated and able to perform independently.
Task oriented with a finite time frame.
Nursing clinical skills check list mandated by
required proficiencies relative to a clinical
Nursing department monitors and tracks skills
Relationship with the mentor or preceptor is
limited to that assigned by the checklist
Mentored Professional Projects vs.
Nursing Clinical Skills Competency
Nurses are already considered proficient to
expert in their practice area according to
Benner’s Stages of Clinical Competence
Well acquainted with hospital policies and
Not based on current clinical position/skill
How is it different from Hospital
Expert staff nurses may be assigned:
To councils and committees
Performance Improvement Projects
Systems Redesign Projects
How does it Apply to Seasoned Nurses?
Professional mentors and preceptors focus on
professional role development
Assist with appropriate venues for presentations
Facilitate abstract edit and presentation materials
Completely voluntary for both participants
Can be an ongoing relationship over years
Professional Mentors & Preceptors
Determine focus within a project
Seek venue for novice presenter
Develop abstract to fit submission format
Assist with presentation requirements
Making it Work
Abstract formats vary by venue
Read each call for abstracts carefully
Be prepared to give additional information
1. Some type of CV
2. Brief bio sheet
3. Conflict of Interest statement
VHSO Number of presentations
80% of presentations by nursing staff
outside of senior nursing leadership
FY12 YTD = 20 Presentations
Develop Nursing in-services
for all interested staff
Encourage expert nurses to
share their experiences as
1 Article currently in final peer review for FY 12
Where do we go from here?
A Mentor is a Friend at Work
Focus: Help protégé's focus on the job at hand
Relationship: Help build relationships between the VA and protégé
Involvement: Involved in the protégé's successful employment
at the VA
Enjoyment: Help the protégé find enjoyment here at the VA
Nurture: Nurture the protégé's progress within the VA
Direction: Give advice to direct the protégé through the maze of the VA
Attention: Give undivided attention to the protégé success at the VA
Training: Provide training and skill enhancement opportunities.
Willingness: Always be willing to help, it’s the VA WAY!
Orientation: Guide the protégé through the VA orientation process
Retention: Our overall goal is to retain the protégé employed at the VA
Key: We will be the “key "to the protégé's success in the VA
Annie Yaktiyol BSN,RN - staff nurse
Alspach, J. G. (2000). From staff nurse to preceptor: A preceptor development
program (2nd ed.). Aliso Viejo, CA: AACN.
Benner, P. (2001) From Novice to expert. Commemorative edition. Upper Saddle
River, NJ: Prentice Hall Health.
Casey, D., & Clark, L. (2011). Roles and responsibilities of the student nurse mentor:
An update. British Journal of Nursing 20(15) pp933-937.
Chitty, K.K. (2001)Professional Nursing: Concepts and Challenges, third edition. W B
Saunders Co, Philadelphia, PA.
Fawcett, D.L. (2002) Mentoring: What it is and how to make it work. AORN Journal.
McEwen, M., Wills,E. (2007) Theoretical Basis for Nursing (2nd Ed.).
Omansky, G.(2010). Staff nurses’ experiences as preceptors and mentors: An
integrative review. Journal of Nursing Management 18, 697-703.
Seislove, E. (2011). Mentoring: A meaningful collaboration between two people.
Journal of Trauma Nursing, 18(3), pp139,140.
Turnbull, B. (2010). Scholarship and mentoring: An essential partnership?
International Journal of Nursing Practice (16), pp 573-578.
Watson Caring Science Institute, International Caritas Consortium retrieved
3/11/2012 from: http://www.watsoncaringscience.org/caring_science/10caritas.html