Mentoring Program for Novice Nurse Practictioners (NPs): Post-Graduate Subspecialty Fellowships

2.50
Hdl Handle:
http://hdl.handle.net/10755/304151
Category:
Abstract
Type:
Presentation
Title:
Mentoring Program for Novice Nurse Practictioners (NPs): Post-Graduate Subspecialty Fellowships
Author(s):
Farquhar-Snow, Marci
Lead Author STTI Affiliation:
Non-member
Author Details:
Marci Farquhar-Snow, RN, MN, ACNP-BC, MFARQ21@gmail.com
Abstract:

Session presented on: Wednesday, July 24, 2013

Purpose: Mentoring strategies can be developed for novice NPs entering subspecialty clinical practice to enhance active lifelong learning skills. Background: The increasing demand for competent healthcare providers to care for the growing population has created a need for more nurse practitioners (NPs). Although NPs are trained in health promotion, disease prevention and medical management, the vast diversity and variability in clinical experiences during training makes it difficult for potential employers, colleagues, or patients in subspecialty areas to interpret whether a NP possess competent skills particular to that setting.  As a RN transitions to a novice NP role, the challenge for employers is how to assess and evaluate whether specific knowledge and skills are met. Method: Using the Self-Determination Theory (SDT) as a framework, informal and formal mentoring strategies are using in the development of a post-graduate NP fellowship   to address the basic psychological needs of diverse adult learners: competence, autonomy and relatedness in order. Informal mentoring consists of role modeling and collegiality based upon guidance rather than observation of skills to meet the tactical needs of adult learners. Formal mentoring through structured simulated scenarios and collaborative group projects, are designed to be interdisciplinary and interactive to provide real life situations where critical thinking, group dynamics and autonomy may tested by the novice and then evaluated by the mentor to determine if acquisition of key concepts are met on an individual basis. Conclusions: Formal and informal mentoring allow a novice NP to develop effective  mentoring relationships designed to achieve their priorities while maintaining a structured learning pathway toward consistent common subspecialty practice goals.
Keywords:
fellowships; nurse practitioners; mentoring
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleMentoring Program for Novice Nurse Practictioners (NPs): Post-Graduate Subspecialty Fellowshipsen_GB
dc.contributor.authorFarquhar-Snow, Marcien_GB
dc.contributor.departmentNon-memberen_GB
dc.author.detailsMarci Farquhar-Snow, RN, MN, ACNP-BC, MFARQ21@gmail.comen_GB
dc.identifier.urihttp://hdl.handle.net/10755/304151-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p>Purpose: Mentoring strategies can be developed for novice NPs entering subspecialty clinical practice to enhance active lifelong learning skills. Background: The increasing demand for competent healthcare providers to care for the growing population has created a need for more nurse practitioners (NPs). Although NPs are trained in health promotion, disease prevention and medical management, the vast diversity and variability in clinical experiences during training makes it difficult for potential employers, colleagues, or patients in subspecialty areas to interpret whether a NP possess competent skills particular to that setting.  As a RN transitions to a novice NP role, the challenge for employers is how to assess and evaluate whether specific knowledge and skills are met. Method: Using the Self-Determination Theory (SDT) as a framework, informal and formal mentoring strategies are using in the development of a post-graduate NP fellowship   to address the basic psychological needs of diverse adult learners: competence, autonomy and relatedness in order. Informal mentoring consists of role modeling and collegiality based upon guidance rather than observation of skills to meet the tactical needs of adult learners. Formal mentoring through structured simulated scenarios and collaborative group projects, are designed to be interdisciplinary and interactive to provide real life situations where critical thinking, group dynamics and autonomy may tested by the novice and then evaluated by the mentor to determine if acquisition of key concepts are met on an individual basis. Conclusions: Formal and informal mentoring allow a novice NP to develop effective  mentoring relationships designed to achieve their priorities while maintaining a structured learning pathway toward consistent common subspecialty practice goals.en_GB
dc.subjectfellowshipsen_GB
dc.subjectnurse practitionersen_GB
dc.subjectmentoringen_GB
dc.date.available2013-10-22T20:30:03Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:30:03Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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