Critical Care Mentoring Study: Educational Strategies to Enhance Retention and Recruitment of Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/151037
Type:
Presentation
Title:
Critical Care Mentoring Study: Educational Strategies to Enhance Retention and Recruitment of Nurses
Abstract:
Critical Care Mentoring Study: Educational Strategies to Enhance Retention and Recruitment of Nurses
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Bournes, Debra, RN, PhD
P.I. Institution Name:University Health Network
Title:Director of Nursing-New Knowledge and Innovation
Co-Authors:Mary Ferguson-Pare, RN, PhD; Carolyn Plummer, RN, MHSc; Jane Hollett, RN, MSc; Donna Sherman, RN, MScN
21st INRC [Evidence-Based Practice Presentation] Purpose: There is strong evidence that participating in a mentoring program - either as the novice or the experienced nurse in the dyad, improves retention and satisfaction of nurses, enhances communication among team members, reduces workplace stress, increases confidence, creates an environment that fosters creativity and self-direction among staff, and improves patient outcomes. Participating in a mentoring program with facilitated education, critical reflection, and teaching about practice and theory-guided mentoring during paid time is one way to provide this opportunity. Method: This presentation will describe a study that used a longitudinal, repeated measures, descriptive-comparative design and a qualitative descriptive design to evaluate the impact of a mentoring program with experienced critical care nurses and new graduate nurses interested in a career in critical care. Participants were recruited in a large urban academic hospital (11 critical care nurses and 12 novice nurses). They spent 80% of their time in direct patient care, and 20% of their time on professional development including focused learning about the human becoming theory and mentoring model. Mentors and prot?g?s also worked together on quality improvement projects and presented them to colleagues and leaders across the organization. Results: The findings demonstrate a positive impact on nurse satisfaction, sick time, overtime, and retention. Nurse participants reported being more concerned with listening to patients and families and with getting to know what is important to them. They also described the benefits of the program in relation to how they learned from each other, how it increased their confidence, and how it helped them be with their colleagues in more meaningful ways. Conclusion: A mentoring program that utilizes facilitated education, critical reflection, and teaching about practice/theory-guided mentoring improves quality of work life for both critical care and new graduate nurses, enhances nurse mentoring capacity, and supports recruitment and retention of critical care nurses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleCritical Care Mentoring Study: Educational Strategies to Enhance Retention and Recruitment of Nursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151037-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Critical Care Mentoring Study: Educational Strategies to Enhance Retention and Recruitment of Nurses</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bournes, Debra, RN, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University Health Network</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director of Nursing-New Knowledge and Innovation</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">Debra.Bournes@uhn.on.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Mary Ferguson-Pare, RN, PhD; Carolyn Plummer, RN, MHSc; Jane Hollett, RN, MSc; Donna Sherman, RN, MScN</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] Purpose: There is strong evidence that participating in a mentoring program - either as the novice or the experienced nurse in the dyad, improves retention and satisfaction of nurses, enhances communication among team members, reduces workplace stress, increases confidence, creates an environment that fosters creativity and self-direction among staff, and improves patient outcomes. Participating in a mentoring program with facilitated education, critical reflection, and teaching about practice and theory-guided mentoring during paid time is one way to provide this opportunity. Method: This presentation will describe a study that used a longitudinal, repeated measures, descriptive-comparative design and a qualitative descriptive design to evaluate the impact of a mentoring program with experienced critical care nurses and new graduate nurses interested in a career in critical care. Participants were recruited in a large urban academic hospital (11 critical care nurses and 12 novice nurses). They spent 80% of their time in direct patient care, and 20% of their time on professional development including focused learning about the human becoming theory and mentoring model. Mentors and prot?g?s also worked together on quality improvement projects and presented them to colleagues and leaders across the organization. Results: The findings demonstrate a positive impact on nurse satisfaction, sick time, overtime, and retention. Nurse participants reported being more concerned with listening to patients and families and with getting to know what is important to them. They also described the benefits of the program in relation to how they learned from each other, how it increased their confidence, and how it helped them be with their colleagues in more meaningful ways. Conclusion: A mentoring program that utilizes facilitated education, critical reflection, and teaching about practice/theory-guided mentoring improves quality of work life for both critical care and new graduate nurses, enhances nurse mentoring capacity, and supports recruitment and retention of critical care nurses.</td></tr></table>en_GB
dc.date.available2011-10-26T10:50:01Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:50:01Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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