- Desired Mentoring outcome with new faculty
The outcomes that this paper addresses include increasing of retention among new faculty and the maintenance of high standards of care by the faculty. It is important to understand that evaluations are meant to constructively critic the weaknesses that are evident within the faculty. In this way the faculty will be in a position to work on their weaknesses so as to improve their quality of care. In order increase retention of new faculty, it is worth noting that some of the concerns that the faculty might have regarding their work environment or the running of affairs within nursing facilities should be amicably addressed (Downing& Yudkowsky, 2009). In this way, new faculty are not only mentored through evaluations but are facilitated through various adjustments and incentives.
- Evaluating of outcomes
First of all, it is important to hail the positive achievements that have been realized by new faculty. This builds on the confidence of the new faculty that their efforts are appreciated. The faculty should be allowed to explain some of the areas that they believe that they would have done better. In so doing, the faculty will be in a position to offer recommendations about the mechanisms that need to be put in place so as to increase their output. The new faculty should then be constructively criticized about some of their weak areas and some of the ways in which they would improve (Beaman, 2011). This is meant to mentor the new faculty so that they can consider changing their approach to some of the areas that need improvement.
- New practice guidelines based on evaluation of outcomes
Some of the new practice guidelines that should be created based on the evaluation of outcomes includes more supervision of the faculty so as to assist them in areas that they experience some difficulty. The frequency of evaluation and reporting of progress should be increased so as to ascertain that the new faculties are making progress in some of the areas that need improvement. The set goals and objectives should be adjusted based on the progress and failures that are identified during the evaluations.
- New standards of care that would be appropriate based on the new practice guidelines
New faculties should be informed about the goals and objectives of the institutions they work for. In this way they are in a position to identify the new standards of care that are expected of them. In addition, the new faculty should understand that the achievement of high quality care requires both individual efforts and their ability to work as a team (Bakken & Simpson, 2011). All necessary support and facilitation should be extended to the new faculties so that they are able to meet the new standards of care.
References
Bakken, J. P., & Simpson, C. G. (2011). A survival guide for new faculty members outlining the keys to success for promotion and tenure. Springfield, Ill.: Charles C. Thomas.
Beaman, N. (2011). Pearson's comprehensive medical assisting: administrative and clinical competencies(2nd ed.). Upper Saddle River, N.J.: Pearson.
Downing, S. M., & Yudkowsky, R. (2009).Assessment in Health Professions Education. New York: Taylor & Francis.
