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Patti LeBlanc Regional Nursing Mentorship/Graduate Nurse Job Program Manager Regina Qu'Appelle Health Region Professional Practice Professional Practice Regina, Saskatchewan patti.leblanc@rqhealth.ca
When was your practice implemented? April 2007
Describe the issue that prompted the implementation of your practice: New graduates experience significant reality shock in making the transition from student role to new nurse role. This reality shock creates stress, lack of confidence, anxiety and role conflict and ambiguity. The result is that many leave the profession entirely. Up to one third of new nurses leave the profession within the first three years of practice (Cho, Laschinger & Wong, 2006). New nurses are often overwhelmed by the stress they face as they enter the health workforce, and experienced nurses have little time to provide support to younger colleagues. Nursing units under the most staffing pressure are least able to support new recruits. Job satisfaction has been found to be deteriorating among experienced nurses. While many professions offer new employees an informal mentorship experience, the nursing shortage, coupled with dramatic rises in acuity of patients and demands on the health delivery system, leave seasoned nurses with little time or resources to provide mentorship.
Describe your practice: 20 new nurses (protégés) were employed on a temporary full-time basis for four months, in a supernumerary capacity. They were matched with an experienced nurse (mentor) on the unit for that period of time. The protégé worked the same shifts as the mentor during that time period, allowing for learning and professional development opportunities.The project was also supported by a full-time project coordinator responsible for the implementation of the pilot project.
Describe how your practice was implemented and the resources required (e.g. people, time, money): The Canadian Federation of Nurses Unions (CFNU), Saskatchewan Union of Nurses (SUN) and the Regina Qu'Appelle Health Region (RQHR), with funding from the Human Resources and Social Development Canada (HRSDC) Workplace Skills Initiative (WSI) Project, developed and implemented two pilot projects to support new nurses to remain in the profession. The CFNU provided project management. A National Steering Committee provided oversight to the project. Membership included Linda Silas, President of the Canadian Federation of Nurses Unions, Della Faulkner of the Canadian Nurses Association, Karl Samuelson representing the Canadian Healthcare Association, Sandra MacDonald-Rencz, Executive Director of the Office of Nursing Policy, Health Canada, and three representatives from each of the pilot projects. A management committee was set up with representation from the employer, Saskatchewan Union of Nurses, the provincial nurses' union;the provincial Department Saskatchewan Chief Nursing Officer
Explain the impact of your practice: The pilot project helped improve the delivery of training in the clinical skills required for a demanding workplace. They began to develop the skills and traits needed in a workplace which is oriented to a more collaborative and interdisciplinary approach. The pilot helped recruit and retain nurses- both new and experienced in the workforce- at a time when the needs are significant.* Twenty protégés were successfully integrated into the workforce, equipped to meet the challenges therein. Nineteen of the 20 new nurses continue to be employed by the RQHR, 14 on the original units where they were mentored * The pilot project helped improve the delivery of training in the clinical skills required for a demanding workplace. * The new graduate nurses began to develop the skills and traits needed in a workplace which is oriented to a more collaborative and interdisciplinary approach. New tools utilizing the Internet were developed. * A web-based mentoring tool was developed.
How did it improve quality of worklife? We were able to influence and increase the confidence and competence of our new nurses as well as provide a valuable avenue for experienced nurses to feel they contribute a great deal on a day-to-day basis, and we wouldn't have been able to do this without their participation. This project was the impetus that led to the current provincial mentoring program in Saskatchewan that was announced in June 2008. Furthermore, there are 20 new nurses that are confident in their ability and have now moved into a new role of mentoring high school students interested in a career in health. There are 22 mentors who feel confident in their ability to provide ongoing support and guidance to their less experienced colleagues.
How do you know? (e.g. surveys to staff, a formal evaluation process, specific outcomes, feedback) * There were evaluations that were sent out to the mentor and protégé midway through the project and at the conclusion;* A strategy journal to record activities and outputs of the strategies implemented in the project;* A nursing outcomes survey, supplemented by a locally developed survey;* Employer administrative data on outcomes; and* Key informant interviews and participant focus groups, including mentors, protégés and stakeholders;* Focus groups took place with an independent evaluator.
What lessons learned and issues to consider are you able to share with colleagues? On-site project coordination, adequate space, resources and materials were deemed crucial. As managers are busy with many other things, the support and coordination of the project would have added to their already busy schedules. A consistent theme prevailed with the protégés who felt their role was misunderstood by the staff and manager on the unit. They were still treated as a student.Mentors said the main challenges they faced were: other staff and managers taking advantage of the mentoring relationship to treat protégés as part of the staff complement; staying patient and keeping the learning environment positive; and handing over responsibility to their protégé.The original plans called for paid professional development time for mentors to be able to attend conferences and workshops. However, lack of relief staff prevented most of the mentors from taking advantage of this. With the permission of the national committee, nurse mentors were able to do self-directed study.
Related Documents: ADDITIONAL INFORMATION-633869863790468750.doc
