I am currently implementing my practicum project in a correctional nurse setting. The focus is on improving staff retention, motivation, and job satisfaction, thereby reducing the staff turnover, by employing mentorship as a strategy in enhancing the work environment and promoting the development of less-experienced nurses. Project planning and implementation was done by a team with the use of participatory approaches to ensure staff buy-in and commitment.
I have already completed two quarters in NURS 8600. The activities include an organizational needs assessment; survey tool selection or development to measure baseline and post-intervention staff data on motivation, intent to stay, and job satisfaction; and gathering data from the human resources department on staff turnover and retention. Staff consultations were also conducted to analyze the issue of staff turnover. A literature review on addressing turnover was presented and an evidence-based mentorship program began conceptualization. Moreover, the involvement of the nurse educator was ensured in relation to developing the mentors training to ensure knowledge and skills and input on the mentorship program. An orientation was held to provide information on the mentorship program and applications were floated for those who wished to become mentors.
In this quarter, mentors will be assigned to mentees based on perceived compatibility between the two. The project team will provide leadership, guidance, and other forms of support to mentors to ensure dyad success. Mentors and mentees will be frequently monitored so that arising issues can be brainstormed and resolved as they occur. Such issues may include the need to reassign a mentee because of incompatibility issues or conflict resolution. The program will be monitored in this manner and will be further enhanced in the course of implementation. Post-project data on job satisfaction, turnover or intent to stay in the organization, commitment, and motivation will be obtained again using surveys. The purpose is to facilitate project evaluation with the goal of ascertaining the strengths and weaknesses, whether the goal of improving staff outcomes was met, and what should be done differently the next time around. Six practicum objectives will guide project implementation for the following quarter as follows:
1. Develop skills in searching and applying research evidence into practice – the use of evidence-based practice ensure the effectiveness of the policies, guidelines, approaches, and programs in achieving set goals (Stevens, 2013).
2. Develop skills in collaborating with the nurse researcher, nurse educator, and senior nurses in project implementation – implementing the project begins with the commencement of the mentorship program. Each team member has a role to play and must be clearly identified and communicated (Nancarrow et al., 2013). For instance, the nurse educator will take charge of the mentor education and training. The role performance must be coordinated as well.
3. Gain first-hand knowledge and skills in project monitoring strategies including the use of feedback and objective data – once the program is underway the mentorship dyads must be monitored for effectiveness so that appropriate support can be provided when needed and the implementing team is aware of progress towards the attainment of goals. The use of strategies such as monthly mentors meeting or monthly mentee feedback (Gudyk, 2005) will be decided upon by the team.
4. Practice the prompt resolution of arising problems through mechanisms identified by the implementing team – prompt identification and resolution of problems ensures project success so that it is important to have systems in place for the exercise of team responsibility when problems occur (Overgaard, 2010). Problems may also take the form of interpersonal or intrapersonal conflicts and it is important to ensure an environment where open communication or dialogue as well as learning is possible (Johansen, 2012) so that issues can be aired out and acceptable solutions are found.
5. Develop skills in evaluating the process and outcome measures of a project – evaluating not only whether quantitative targets of retention and job satisfaction are met but also the manner in which it was planned, implemented, and monitored provides a comprehensive view of the project and optimizes learning through reflection that will enhance future project management by the team (Overgaard, 2010).
6. Develop skills in report writing and presentation to disseminate the results of the project – dissemination ensures that the profession benefits from the knowledge generated by the project (Forsyth et al., 2010).
References
Forsyth, D.M., Wright, T.L., Scherb, C.A., & Gaspar, P.M. (2010). Disseminating evidence- based practice projects: Poster design and evaluation. Clinical Scholars Review, 3(1), 14-21. Retrieved from http://www.westernu.edu/bin/oir/assessment/additional_resources/poster_design_and_ evaluation.pdf
Gudyk, R. (2005). Establishing a student mentoring program. Retrieved from http://www.nsna.org/Portals/0/Skins/NSNA/pdf/Imprint_NovDec05_mentoring_progr am.pdf
Johansen, M.L. (2012). Keeping the peace: Conflict management strategies for nurse managers. Nursing Management, 43(2), 50-54. doi: 10.1097/01.NUMA.0000410920.90831.96.
Nancarrow, S.A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work. Human Resources for Health, 11(19), 1-11. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3662612/
Overgaard, P.M. (2010). Career scope: Get the keys to successful project management. Nursing Management, 41(6), 53-54. Retrieved from http://www.nursingcenter.com/lnc/JournalArticle?Article_ID=1020508
Stevens, K.R. (2013). The impact of evidence-based practice in nursing and the next big ideas. The Online Journal of Issues in Nursing, 18(2). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodica ls/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based- Practice.html
