Post on 23-Sep-2020
transcript
8/1/2018
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Utilizing Peer to Peer Mentoring to Develop Leadership Talent
Stephanie Abbu, DNP, RN, CNML
Objectives
After attending this presentation / discussion, the conference participant
will be able to:
• describe effective mentoring relationships • summarize opportunities to mentor the next generation of nurses and nurse leaders
I have no actual or potential conflict of
interest in relation to this program / presentation.
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Introduction
• Nursing Shortage• Healthcare changes• US population• Financial impact
• Recruitment and retention• Nurse Residency Programs
Evaluation of Evidence
• Reasons to focus on retention
• Turnover intent
• Benefits of mentoring
Mentorship
• Preceptor ‐ an instructional role – Goal: to improve performance /
evaluate competence– Formal teaching– Lasts for specified amount of time
• Mentor ‐ An advisory role – Goal: to counsel or guide– Unstructured process– Lasts for an unspecified amount of time
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What Is A Mentor?
“A mentor is someone who sees more talent and ability within you, than you see in yourself, and helps bring it out of you.” – Bob Proctor
Desired Mentor Qualities
• WILLING • Has a sense of humor• Excellent communication skills• Provides trust in relationship• Acts in a non‐threatening manner• Encourages peer relationships• Encourages questions • Helps mentee focus on the future• Recognizes and communicates accomplishments • Offers constructive, open feedback• Views mentee’s weakness as opportunities• Guides the mentee over barriers• Provides a safe haven for exploration and risk‐taking
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Desired Mentee Qualities• Is open and eager to learn—ambitious
• Puts time and energy in process
• Takes initiative
• Respects time and effort of mentor
• Asks for assistance
• Acts on information from mentor
• Recognizes when needs further development
• Able to accept feedback
• Demonstrates commitment to the relationship
• Accepts responsibility for own development
Mentoring Benefits ‐Mentor
• Intrinsic benefits of teaching
• Development of professional colleagues
• Development of self‐awareness
• Development of interpersonal relationships
• Stimulation to question practice
• Opportunity to leave a legacy
• Supporting retention
• Succession planning
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Mentoring Benefits ‐Mentee
• Familiarization with organizational culture
• Recipient of one‐to‐one nurturing• Assistance with career development
• Open communication without fear of repercussion
• Increased self‐confidence• Sense of belonging• Development of problem‐solving skills
• FUN
Sense of Belonging
Doctoral Translational Project Aim
To determine the degree to which implementation of a peer to peer mentoring program affected job satisfaction, intent
to stay, mentor competence, and mentor self‐efficacy
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Neonatal Intensive Care Unit (NICU)
• 96 bed Level IV • Private rooms / Open bay• 1,500 admissions annually (50% surgical)• Inborn / Outborn• Prematurity, birth defects, respiratory distress, infections
• Family‐centered care• 300 plus nurses
Methods
• Mixed methods
• Quantitative
• QualitativeDesign
• VUMC NICU nurses with greater than one year experience
• Convenience sample
• 12 mentees / 12 mentors
Sample
• VUMC and UTC IRB approvals
• Consent forms
Human Subject
Protection
Implementation
Administered mentee post‐test and intent to stay questionnaire
Administered mentor mid‐test at 3rd session and post‐tests at 6th session
Conducted 6 mentor focus group sessions
Consented mentors, administered pre‐tests, conducted initial workshop
Consented mentees, provided educational packet, and administered pre‐tests
Mentor/mentee pairings
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Mentorship Sessions
Initial workshop ‐ Keys to a Successful Mentoring Relationship and Getting Started: First Meeting
Guide and Setting Goals
1.Current Role
2.Understanding Self and Others
3.Communication
4.Problem Solving
5.Leadership
6.Career Development
Data Collection
Mentee• Demographic survey (pre)
‐ Age, gender, ethnicity, education level, VUMC NICU hire date, 1st position as a RN, nursing as 1st career
• McCloskey/Mueller Satisfaction Scale (pre and post)‐ 31 items: scale to measure mentee job satisfaction; 5‐point Likert
scale 1 = very dissatisfied, 3 = neither satisfied or dissatisfied, 5 = very satisfied
• Intent to Stay questionnaire (post)‐ 1 item: to measure impact of program on intent to stay
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Data Collection
Mentor• Demographic survey (pre)
‐ Age, gender, ethnicity, education level, years of nursing experience, specialty certification
• Mentor Competency Assessment (pre and post)‐ 26 items: scale to measure impact of mentor training; 7‐point Likert scale
1 = not at all skilled, 4 = moderately skilled, 7 = extremely skilled• Mentor Efficacy Scale (pre, mid, post)
‐ 21 items: scale to measure mentor self‐efficacy and outcome expectancy; 5‐point Likert scale SD = strongly disagree, U = uncertain, SA = strongly agree
• Focus Group Questions (monthly)‐ 4 items: to determine additional mentor training, perceptions of mentoring
progress, potential barriers
Data Analysis
• SPSS 23.0
• Frequencies, percentages, means, standard deviations, dependent t‐tests, non‐parametric Friedman test
• p value of < .05 considered statistically significant
Quantitative Analysis
• Open‐ended responses
• Coded to identified themes
Qualitative Analysis
Participant Demographics
• Age
• RN years of experience
• Gender
• Ethnicity / Race
• Nursing education level
• Specialty certification
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McCloskey/Mueller Satisfaction Scale (Mentees only)
• Extrinsic rewards• Scheduling• Family / work balance
• Control and responsibility
• Co‐workers• Social interaction opportunities• Professional opportunities• Praise and recognition
40%
60%
Intent to Stay (Mentees only)
No Yes
Mentor Competency Assessment(Mentors only)
Effective communication
Aligning expectations
Addressing diversity
Professional development
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Mentor Efficacy Scale (Mentors only)
Self‐efficacy
Outcome expectancy
0
2
4
6
8
10
Focus Group Sessions
Mentor Attendance
Successes with Mentee
• Meeting on a regular basis (58%)
• Set up boundaries and expectations (36%)
• Role playing difficult situations (21%)
• Mentee able to care for higher acuity patients (15%)
• Self‐awareness / Learned so much about myself (12%)
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Challenges with Mentee
• Time to meet (100%)
• Works opposite shift (52%)
• Nothing / None to report (39%)
• Not responding to me (24%)
• Live too far from each other (9%)
• Personal issues / Counseling (9%)
Items Needed to be Successful
• More time (100%)
• More attendees at the focus group sessions (64%)
• Not sure (52%)
• Knowledge of upcoming educational events (18%)
Additional Information / Training Requests
• Goal setting (82%)
• How to achieve work/life balance (67%)
• Opportunities to role play (52%)
• Not sure (46%)
• Conflict resolution (36%)
• How to challenge the clinical ladder (18%)
• How to and when to end the mentoring relationship (9%)
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Implications
• Increased job satisfaction and intent to stay
• Mentored more likely to mentor in the future
• Cost effective strategy
• Applicable to all areas of nursing and other professions
• Onboarding process changes
• Clinical ladder advancement
• Mentor Coordinator position
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Succession Planning for Leaders
• Nurse Leader shortage
• Investing in yourself
• Mentoring
Talent Mapping
Career Planning
Prepare for the Conversation
• Identify performance using the 9‐square
• Consider career opportunities beyond your unit
• Strengths / Areas for development
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Career Planning
Conduct the Conversation
• Ask mentee to share their 9‐square
• Share your thoughts on the 9‐square• Discuss career goals• Discuss development plan
• Schedule next meeting
Development Plan
The Importance of Listening
“Listening may be the golden key that opens the door to human relationships.”
‐William Ury, The Power of Listening
The Power of Listening YouTube
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Questions?
References American Association of Colleges of Nursing (2014). Nursing shortage. Retrieved from
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Bandura, A. (1997). Self‐efficacy: The exercise of control. New York: W. H. Freeman and Company.
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References (continued)Health Alliance of MidAmerica LLC. (2011). Nurse Mentoring Toolkit.
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Stephanie Abbu, DNP, RN, CNML615‐936‐3723
stephanie.n.abbu@vumc.org