SJH Education Collaborative: 2012 upcoming initiatives

Presented by: Susan DePasquale & Phil Dean Clinical Education Dept.

St. James Healthcare Butte, Montana 1

Objectives

• Identify future learning needs and processes for SJH associates committed to nursing role development.

• Develop a mentoring program for nurses that have completed their preceptor assignment and orientation.

• Outline specific steps to deal with a professional practice concern.

• Promote retention of new nurses at SJH.

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Nursing Mentorship Defined

Nursing mentorship is a relationship between two nurses “formed on the basis of mutual respect and compatible personalities with the common goal of guiding the nurse towards personal and professional growth” (Hale, 2004) 3

Preceptor vs. Mentor

Preceptor: Mentor:

• Assigned by a third party • Teach • Provide Orientation • Supervises • Ends when orientation complete • More formal professional relationship • Relationship begins in a new group • Actively involved in guiding & sharing • Relationship personal • May last for years • Ends by mutual agreement • Starts formal, becomes informal • Has both teaching & professional skills • Both gain from relationship 4

Mentorship Purpose

To support every new graduate nurse as she / he transitions from a role as a student to a professional role in the practice environment.

To recruit and retain nurses. 5

Mentorship Processes: Benchmarking Successes

• “Survival Guide” [Vancouver Island Health Authority, B.C. Canada] • Expanded Orientation Program [Swedish Hospital, Seattle], i.e. slide # 7.

• Grant Funding and Community Partnerships [Virginia Mason Medical Center, Seattle], i.e. “A Model for Caring”, VM’s LEAN program to enhance nursing skills at the bedside. The nursing training is ongoing within departments and units, utilizing workshops, small focus groups and brown bag lunch sessions. This includes nursing leadership and management;

also, implemented a mentor program for nurses working in a complex

care (transplant) unit. Partners with University of Washington. 6

Mentorship Processes: Benchmarking Successes

• New Graduate Nurse Program [Exempla sites, SCLHS], i.e. a one year long program; 12 weeks of mandatory new graduate critical thinking seminars with simulation experiences to reinforce learning, working with a preceptor 1:1 during clinical orientation and 12 month support from the new graduate program coordinator with bimonthly visits and mentoring. • Grant Funding [SCLHS] - for continuing education for nurses.

• Certificate Program for Staff Development [Exempla, SCLHS], i.e. unit specific educators to support mentors working with new grads during and after preceptorship.

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Perceptions Within a Mentorship Program, Swedish Hospital

• • • • • • • Abstract: Purpose/Objectives: The purpose of this study was to examine the experiences of mentees and mentors in a structured mentorship program.

Design: A qualitative study using focus group methodology in a nonrandom purposive sample was used.

Setting: The study was conducted at a level 1 university-affiliated hospital within a 9-bed cardiothoracic intensive care unit.

Sample: Mentors were identified as Clinical Nurse III's within the institution's clinical ladder. Mentees were identified as Clinical Nurse I's who had no previous critical care nursing experience. To meet inclusion criteria, mentors and mentees had to be paired for at least 10 months before the study. All mentors participated in the study (n = 6) and all but 1 mentee participated (n = 5).

Findings: Results of this study revealed the following shared perceptions from the mentees and mentors: (1) availability, (2) sense of community, and (3) support and knowledge.

Conclusions: This study suggests that mentees and mentors undergo similar experiences and perceptions in a mentorship program despite different roles.

Implications: Mentorship programs create a unique environment that facilitates the educational opportunities for both the novice and expert clinician.

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Success Stories: Mentor

“I believe I am still learning from ___. During the workshop conducted in our facility I discovered the differences in how nurses are educated and trained today as opposed to 20 years ago, which has given me some huge insight into what a new grads experience background may or may not be. As well, everyday through ____’s charting and assessment skills I witness in her charting, I see areas that I can improve or brush up my own skills and we discuss frequently different ways of doing even the most simple things that she has been exposed to that I feel we would benefit from implementing in our work place.” Smith-Fehr, Julie & Hass, Erin (2009). 9

Success Stories: Protégé

“Best shift was one night after my mentor sat down with me and talked about how she felt she wasn't doing a good job because she was doing too much for me. So she stayed in the room with me all night but I did everything, and she was just there as a resource, and to assist when I was unsure. We had a post-op scoliosis repair pt who was pretty stable but busy... I managed my time effectively, learned a few new things about post-op patients, and felt like I might actually be able to do this on my own”. Smith-Fehr, Julie & Hass, Erin (2009). 10

Success Stories: Mentor

“At the beginning of our mentorship experience the graduate and I were faced with some awfully busy nights. At the end of that night stretch the graduate said to me, "I don't know if I can do this, how are you able to keep up, how do you care for all these people in the shift, how do you keep it all straight?" And then the best shift came when the graduate was handling the full patient load on his own, when he knew how to use the other staff around him, and when other staff were coming to him for his help. I saw a complete 180 in his confidence. I saw him enjoying the work that he was doing. I saw him accepting challenges and working his way through it not only to get the job done but to do the best job possible. The best shift was when I saw him loving being a nurse.” Smith-Fehr, Julie & Hass, Erin (2009). 11

Success Stories: Protégé

“When we would have someone deteriorate fast and I had to make the calls to the family for them to come in at 2330 to decide whether to transfer him to the hospital or not. It was stressful because the family looks to you for what you would do in that situation. My mentor let me take the lead not with only phoning the family but also talking to the Dr. But I did feel that I still had her support even though she gave me some room to decide things first for myself and then running it by her. It may have been the hardest part of a shift but I think it gained me more confidence that I can make it on my own.” Smith-Fehr, Julie & Hass, Erin (2009). 12

References:

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Smith-Fehr, Julie & Hass, Erin (2009). Moving Nursing Forward: Creating a Culture of Mentorship. Provincial Nursing Mentorship Initiative and Graduate Nurse Job Programs.

Perceptions Within a Mentorship Program. WOLAK, ERIC MSN, RN, CCNS, CCRN-CSC; McCANN, MEGHAN BSN, RN, NE-BC; QUEEN, SARA BSN, RN, CCRN; MADIGAN, CATHERINE MSN, RN, NEA-BC; LETVAK, SUSAN PhD, RN. Cardiovascular Intensive Care Unit, Swedish Medical Center, Seattle, WA. Clinical Nurse Specialist: March/April 2009 - Volume 23 Issue 2 - pp 61-67. Virginia Mason Medical Center (2011). Readiness for Reform: Innovations in Care Delivery Case Study. Retrieved online @ https://www.aamc.org/download/278946/data/virginiamasoncasestudy.pdf

. Exempla (2005). Staff Development Learning Module. Retrieved online @ http://www.cc institute.org/docs/single/2011/06/06/module5.pdf

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