Digital Repository Masters Theses Spring 2026 Supporting Acute Rehabilitation Nurse Certification Through Mentorship Brochel Leatherow Weber State University Follow this and additional works at: https://dc.weber.edu/collection/wsudoctoral Leatherow, B. 2026. Supporting Acute Rehabilitation Nurse Certification Through Mentorship. Weber State University Doctoral Projects. https://cdm.weber.edu/digital/collection/WSUDoctoral This Project is brought to you for free and open access by the Weber State University Archives Digital Repository. For more information, please contact archives@weber.edu. WSU REPOSITORY MSN/DNP Supporting Acute Rehabilitation Nurse Certification Through Mentorship Project Title by Brochel Leatherow Student’s Name A project submitted in partial fulfillment of the requirements for the degree of MASTERS OF NURSING Annie Taylor Dee School of Nursing Dumke College of Health Professions WEBER STATE UNIVERSITY Ogden, UT 04/25/2026 Date Brochel Leatherow, BSN, RN, MSN Student Student Name, Credentials (electronic signature) 04/25/2026 Date 4/16/26 Angela Page, DNP, APRN, PPNP-BC MSN Project Faculty (electronic signature) Date 4/25/2026 Anne Kendrick, DNP, RN, CNE Anne Kendrick (electronic signature) DNP, RN, CNE MSN Program Director Note: The program director must submit this form and paper. Date Supporting Acute Rehabilitation Nurse Certification Through Mentorship Brochel Leatherow Annie Taylor Dee School of Nursing Weber State University Angela Page MSN Project 04/25/2026 Abstract Purposes/Aims: The purpose of this quality improvement (QI) initiative is to increase nurse confidence and motivation to pursue Certified Rehabilitation Registered Nurse (CRRN) certification through the implementation of a structured mentorship program within an acute rehabilitation setting. Rationale/Background: Specialty certification leads to better patient outcomes, professional credibility, and nurse retention. However, many barriers prevent nurses from seeking certification, including a lack of confidence, organizational support, and mentorship. Studies have shown that structured mentorship leads to improved confidence, engagement, and certification achievement. Methods: The project proposes the creation of a Certification Support Council composed of CRRN-certified nurses. These nurses will provide mentorship to nurses with 0-2 years of experience. The intervention will occur through monthly meetings, quarterly educational sessions, and organized study plans. The Clinical Scholar Model will assist in developing this intervention. Evaluation will be conducted using pre- and post-confidence surveys, attendance, and tracking of certification pursuit. Ethical considerations include voluntary participation, confidentiality, and non-discriminatory access to mentorship. Results: Outcomes will be measured by increases in nurses’ confidence, a positive attitude towards CRRN certification, and the overall pursuit rate of certification among participants. Conclusions: This project has the potential to advance practice by enhancing professional development, improving care quality, and increasing nurse retention. It may also help shape mentorship programs for use across other specialty units. Keywords: Mentorship, specialty certification, professional development, and confidence. Supporting Acute Rehabilitation Nurse Certification Through Mentorship Specialty certification is a key way to enhance the quality of care, improve patient outcomes, support professional development, and enhance nurse retention (Coelho, 2020; Dierkes et al., 2021; Wei et al., 2023). Nurses who practice in acute rehabilitation settings treat patients with severe, complex medical conditions that necessitate critical thinking skills and advanced clinical judgment (Wei et al., 2023). Specialty Certifications, such as the Certified Rehabilitation Registered Nurse (CRRN) certification, demonstrate that a nurse has the competence to provide evidence-based, quality care (Coelho, 2020). Despite this, many nurses remain uncertified due to a lack of confidence, mentorship, and support in pursuing certification (Dierkes et al., 2021). This project proposes establishing a certification support council composed of experienced CRRN-certified nurses to implement a formal mentorship process. The aim is to increase nurses’ confidence and motivation to pursue certification. This project is designed to make a meaningful contribution to clinical practice in the acute rehabilitation setting by promoting professional development, encouraging certification, and thereby improving the quality of patient care. Statement of Problem Despite knowing the value of specialty certification, many nurses in acute rehabilitation settings choose not to pursue certification. Wei et al. (2023) explain that studies have found that clinical mentorship builds professional confidence in nurses and advances careers by motivating them to pursue specialty certifications. Acute rehabilitation units often have minimal or sporadic mentorship. As a result of inadequate guidance, nurses often feel unprepared, lack confidence, and doubt their ability to achieve professional goals. Dierkes et al. (2021) also found that organizational support and mentorship are the main variables affecting the decision to obtain specialty certification. Still, these supports are inconsistently available in the clinical setting. Nurses without specialty certification may feel less clinically prepared, which can adversely affect patient outcomes. Coelho (2020) found a positive correlation between specialty certification and enhancing patient outcomes and satisfaction scores. Low certification rates can be directly and indirectly associated with a decline in professional development and poor employee morale. Gularte-Rinaldo et al. (2023) found that nurses who do not receive formal mentorship are more likely to report disengagement, burnout, and attrition, which may further exacerbate staffing shortages. The purpose of the project is to address the longstanding issue of a lack of nurse confidence and support for seeking CRRN certification in an acute rehabilitation setting, which is associated with a low certification rate and poses a potential risk to the quality of care. It seeks to establish a formal mentorship process to address these concerns. Establishing a formal mentorship process will include selecting a certification champion and eventually developing a certification support council composed of CRRN-certified nurses. The intended participants in this mentorship project include newly licensed nurses with 0-2 years of experience who are identified as most vulnerable to low workplace confidence (Gularte-Rinaldo et al., 2023). The anticipated outcomes of this quality improvement project include improved nurses' knowledge and attitudes towards CRRN certification through targeted education and a formal mentorship process. In the long term, these outcomes are expected to lead to higher certification rates, improved staff retention, enhanced interprofessional collaboration, and higher-quality care in acute rehabilitation settings. Significance of the Project The project aims to highlight why it is essential to nursing practice and to the delivery of quality patient care within an acute rehabilitation setting. First, the project guides participants along a structured pathway to CRRN certification, addressing the significant barriers, such as a lack of confidence, knowledge, and mentorship. Hoover et al. (2020) and Kakyo et al. (2022) found that structured mentorship programs, among other benefits, have reduced professional isolation, increased job satisfaction, and increased confidence during transitions to more advanced nursing positions. This quality improvement (QI) project will build both individual capacity and unit-wide competency by providing nurses with a continuous support system as they work toward CRRN certification. Secondly, this project is based on the Clinical Scholar Model, a framework that supports inquiry, mentorship development, and evidence-based practice. Honess et al. (2009) explained that the Clinical Scholar Model supports the clinical nurse's role as a change agent, fostering a culture of continuous learning and professional accountability. This model also provides an approach that facilitates bedside mentoring, which is well-suited for this intervention. Implementing evidence-based approaches sustainably and practically within clinical practice necessitates the use of such frameworks (Dusin et al., 2023). This QI project is designed to achieve organizational-level improvements in nurse certification rates, retention, and the quality of patient care. Research by Lysfjord and Skarstein (2024) shows that when workplace mentorship is formalized alongside a culture of career growth and internal leadership development, it creates a sustained positive impact on nurse retention rates and patient outcomes. Benefits of the formal mentorship process extend to stakeholders outside of nursing. Nurses have the opportunity to build confidence and further their careers, and patients will receive quality care from clinicians who have undergone a process to prepare them better to provide safe, high-quality care. Drury et al. (2022) report that formal mentorship programs achieve higher retention rates, lower onboarding costs, and better patient satisfaction scores. Managers and mentors can gain knowledge and confidence in their leadership skills through active participation in mentoring activities, and experience satisfaction from both receiving and providing support to their peers. In summary, this project will establish a formal mentorship process that aims to guide acute rehabilitation nurses toward CRRN certification. This evidence-based intervention uses social support, role modeling, and the Clinical Scholar framework to engage nurses in their professional development and thereby improve the quality of patient care. The following section provides clinical and scholarly evidence to support the project's design and development. Review of the Literature Specialty certification is a mark of professional excellence in nursing, as it supports professional development, individual accountability, and evidence-based care. In an acute rehabilitation environment, where patients present with medically complex conditions that require specialized nursing knowledge and skills, specialty certifications demonstrate clinical competence and enhance the quality of care. Unfortunately, many nurses face barriers to becoming certified, including low self-confidence, inadequate organizational support/incentives, and limited access to mentors. Formal mentorship programs are one strategy to positively impact nurses' engagement and increase their confidence and motivation toward certification. To address this issue, the following PICO(T) question was developed: For nurses working on an acute rehabilitation unit (P), does the presence of a structured mentoring program (I), compared to no formal mentoring (C), increase nursing confidence to pursue Certified Rehabilitation Registered Nurse Certification (CRRN) (O) within 6 months to 1 year (T)? The purpose of this literature review is to identify formal processes and evidence of mentoring in acute rehabilitation environments, to enhance nurses' confidence, specialty certification, and overall professional development. The theoretical framework that will be addressed includes the Clinical Scholar Model (Honess et al., 2009). This model integrates bedside mentoring, inquiry, and EBP into the clinical setting. Framework: The Clinical Scholar Model The Clinical Scholar Model (CSM) will serve as the theoretical foundation for this quality improvement (QI) project. The CSM was established to help nurses become leaders and change agents, facilitating the application of EBP at the bedside; the framework comprises five major components that are interactive and cyclical, clinical inquiry, mentorship and collaboration, dissemination of evidence, integration into practice, and evaluation and reflection; all principles that foster an environment of accountability and professional growth (Honess et al., 2009). CSM and similar frameworks can help ensure that Evidence-Based Practice (EBP) and Quality Improvement (QI) initiatives are implemented in meaningful and sustainable ways and are truly 'owned' by bedside nursing staff (Dusin et al., 2023). The CSM is relevant to this quality improvement initiative, which aims to increase CRRN certification through mentorship and organizational support. Clinical inquiry begins with identifying low CRRN certification rates as a problem and explores the lack of mentorship, confidence, and organizational support as barriers to pursuing certification. Mentorship and collaboration are supported through the establishment of a Certification Support Council, comprising experienced CRRN-certified nurses who will mentor others. The council will communicate evidence-based information about the advantages of certification, tips for preparing, and success stories to nursing staff through meetings, educational forums, and bulletin boards. Integration into practice will be assessed by whether the mentorship and support offered to nurses preparing for certification exams become standard within the unit's culture and a new standard of practice by promoting continuous professional development and evidence-based practice behaviors. The evaluation and reflective methods used for this project will be outcomefocused, encompassing outcomes such as self-confidence, pursuit of certification, and overall staff engagement, thereby enabling the change to be sustainable and to lead to continual improvement. The Clinical Scholar Model was selected because it focuses on the bedside, mentorship, clinical inquiry, and EBP implementation. This model aligns with this project by leveraging mentorship, professional development, and focused efforts to drive sustainable improvement in nurse certification and patient care quality. Strengths and Limitations The Clinical Scholar Model has components that make it a strong candidate for sustainability in this quality improvement initiative. As Honess et al. (2009) explain, the CSM is nurse-centered and clinically driven, empowering bedside nurses to be at the forefront of change through an evidence-based approach while promoting mentorship and professional development. As acute rehabilitation nurses may be new to the profession, or in a new clinical setting, the nurse-driven nature of the CSM will help staff feel more confident and autonomous in their practice. The CSM notes the use of mentorship and collaboration, both of which are addressed in the proposal's idea of a certification council and a formalized mentorship process. Dusin et al. (2023) note that frameworks incorporating mentorship have been effective not only in EBP implementation but also in promoting long-term sustainability. Ultimately, the cyclical process of CSMs will offer an opportunity for continued reflection and refinement of the mentorship process. Although it offers many benefits, the Clinical Scholar Model is not without its weaknesses. One weakness of the CSM, which has also been cited as a strength, is that it is broad and flexible; it provides less procedural detail than some more prescriptive EBP models, such as the Iowa and Stetler models (Dusin et al., 2023). The effective use of the CSM requires organizational commitment, strong leadership support, and the availability of experienced clinical scholars to mentor new nurses; however, this may be a barrier if the target nursing unit has few certified staff or experiences leadership turnover. It also requires a certain level of engagement and EBP readiness from the bedside nurses, which may vary across the target population. For this project, some of these potential barriers could be overcome by providing the necessary education on the model at the outset, obtaining leadership buy-in for the certification council, and clearly outlining the mentorship roles and responsibilities to help ensure consistency despite turnover. In general, the CSM may require additional structure to facilitate operationalization; however, the model's tenets of bedside scholarship, mentorship, and reflective practice make it an ideal framework for this project in CRRN certification. Search Strategies A literature search was conducted using databases from CINAHL, PubMed, and Google Scholar, as well as the OneSearch database tool provided by Weber State University's Stewart Library. Keywords included ("specialty certification" OR "professional development") AND ("nursing mentorship" OR "formal mentorship") AND ("rehabilitation nursing" OR "acute rehabilitation") AND ("confidence" OR "organizational support"). "AND" and "OR" were Boolean operators used to search through items. The inclusion criteria included selecting only peer-reviewed articles published between 2019 and 2025 to reflect the most recent evidence available. The only exception was a seminal 2009 article (Honess et al., 2009) that established the Clinical Scholar Model. The literature was selected for review based on relevance to formal mentorship programs, certification, confidence, satisfaction, and nursing practice development. Synthesis of the Literature Synthesizing the available data provides an overview of the influence of formal mentorship on nurse confidence, engagement in mentorship, and specialty certification. Three key themes emerged in relation to clinical practice: (a) formal mentorship enhances confidence and promotes professional growth, (b) mentorship combined with organizational support serves as a catalyst for certification, and (c) specialty certification impacts outcomes and professional value. Combined, the themes demonstrate how formal mentoring and organizational support can establish a culture of clinical excellence, confidence, and continual professional growth and development in acute rehabilitation nursing practice. Formal Mentorship Enhancing Confidence and Professional Growth Mentorship can provide a foundational support system for nurses to learn and continue to develop professionally in complex clinical situations. Formal mentorships, in particular, offer support for building confidence, developing skills, and establishing professional identity among novice and experienced nurses. Gularte-Rinaldo et al. (2023) assessed the effectiveness of a structured mentorship program on a cohort of 96 recently graduated nurses. They found a positive trend in self-confidence, communication, and intention to remain in nursing for the mentored group. Arab and Saeedi (2024) also demonstrate a significant reduction in anxiety (p = 0.013) and an increase in academic performance among nursing students who completed a sixweek formal mentorship program. The results of these studies show that the effects of mentorship on psychological and professional performance may persist beyond students' academic years. Najafi and Nasiri (2023) conducted a qualitative study that supported confidence-building through mentorship and a supportive leadership team, thereby alleviating fears of inadequacy and loneliness. Nurses who had participated in a formal mentorship program throughout their education or during their new practice were found to have higher self-efficacy and greater confidence in decision-making in clinical practice (Najafi & Nasiri, 2023). Hoover et al. (2020) conducted a scoping review and discovered parallel results. The introduction of a mentorship program reduced feelings of professional isolation and improved work quality. The authors agreed that formal long-term programs were more realistic. Kakyo et al. (2022) reported similar results regarding formal mentorship in the hospital setting. Formal mentoring promoted confidence, role adaptation, and job satisfaction. However, common barriers still exist, including limited time and the availability of mentors for mentees. To summarize, a formal mentorship program is a key factor in increasing confidence, reducing stress, and facilitating continuous professional development; therefore, mentorship should be in place for specialty certification. Mentorship and Organizational Support as Catalyst for Certification Culture plays a significant role in ensuring formal mentorship programs achieve certification and formal training goals. Wei et al. (2023) discovered that mentorship, leader recognition, and culture were the top three contributors to achieving specialty certification. Noncertified nurses formally paired with certified nurses were more frequently known to achieve certification goals. These outcomes correlate with Lysfjord and Skarstein's (2024) qualitative study based on leadership and mentorship. In this study, the authors found that formal mentoring programs provided the mentees with greater confidence, coping skills, and motivation to continue. Drury et al. (2022) built on this notion with oncology nurse mentors. They theorized that formal mentorship programs can not only demonstrate mentee benefits but also affect the nurse mentor by influencing leadership capacity, satisfaction, and retention. Specialty-certified nurses were also more likely to report having a mentor or organizational support (Dierkes et al., 2021). Nurses who did not attain certification cited a lack of time, guidance, and organizational resources as reasons for not pursuing certification. This work affirms that mentorship was further contextualized by an environment that values professional development, recognizes its importance, and sets aside time to pursue specialty certification. In this project, the proposed Certification Support Council in acute rehabilitation is entirely congruent with the evidence. By institutionalizing the mentor-mentee dynamic and entrenching certification advocacy in the organizational framework, the psychological and cultural environment for long-term nurse growth and retention can be achieved. Specialty Certification and Its Impact on Outcomes and Professional Value Certification may not only benefit the individual but also organizations, patients, and the profession. Clinical outcomes improved, as did critical thinking and colleagues' credibility, when nurses held specialty certification (McNair et al., 2023). A systematic review found these results were supported by a positive correlation between certification and patient safety, satisfaction, and clinical outcomes in various clinical settings (Coelho, 2020). Chappell et al. (2021) noted that certification can also facilitate public trust and confidence, as well as consistency with policy and regulatory mechanisms that standardize the quality of care. From an organizational perspective, these authors demonstrated that the certification effort improved workforce competencies and fostered an overall culture of organizational excellence. These results are similar to those found by Minguez Moreno et al. (2023); their scoping review showed that mentorship programs in conjunction with certification may aid nurses' retention, competency, and organizational performance. Together, these articles illustrate how mentorship and certification can go hand in hand; mentorship can bolster certification preparedness through formal means, while certification can build confidence and competence internally. Summary of Literature Review Findings and Application to the Project The literature clearly supports the theme that formal mentoring can help nurses feel more confident in their abilities, further their careers, and be retained when mentoring is part of an organizational culture that values development and provides the structural support to deliver it. The findings also support the idea that mentorship leads to specialty certification and that certified nurses improve patient outcomes, professional credibility, and organizational performance. The themes identify that mentorship and certification are not mutually exclusive concepts, but rather essential elements of a comprehensive nursing development and retention program. Mentorship can help prepare nurses for specialty certification. Certification can help solidify a nurse's confidence, competence, and commitment to clinical excellence. There is a direct relationship between the literature findings and the proposed QI project, which will introduce a Certification Support Council in the acute rehabilitation setting. This intervention will align with the literature by demonstrating that certification is more likely to be obtained and sustained when mentorship, organizational support, and peer role modeling are purposefully integrated into practice. Therefore, the project will implement the discovered evidence by adopting formal mentorship as an approach to achieving certification success, promoting nursing practice, and enhancing the quality of patient care. Project Plan and Implementation This project will implement a structured mentorship and education program designed to increase confidence and motivation among acute rehabilitation registered nurses to pursue Certified Rehabilitation Registered Nurse Certification. The program will be implemented in an acute rehabilitation unit in the hospital setting. The main target is novice nurses with 0-2 years of nursing experience, as this group has been identified as the most vulnerable to low professional confidence and a lack of support in pursuing certification. CRRN-certified nurses will serve as mentors to these novice nurses, and unit leadership will provide oversight and support. This section describes the planned implementation process, the interdisciplinary team involved, the development of project deliverables, and the proposed project timeline. Plan and Implementation Process The goal of the proposed project is to create a mentorship/education intervention on an acute rehabilitation hospital unit. The intended primary target recipients of the intervention will be newly licensed registered nurses with 0-2 years of experience. Secondary target recipients include CRRN-certified nurses who will serve as mentors. Tertiary recipients will consist of the nurse manager and clinical nurse educator, who will provide administrative and educational support for the project. The first step in the implementation process will be obtaining leadership approval from the nurse manager and clinical nurse educator. Emphasizing leadership support will help the audience feel their involvement is vital to securing protected time for mentorship meetings and educational sessions, reinforcing their importance to the program's success. Once leadership approval is secured, attention will shift to recruiting and organizing qualified mentors to support participating nurses. Mentor recruitment will focus on experienced rehabilitation nurses who hold CRRN certification, demonstrate strong clinical expertise, and have a strong interest in professional development. Mentor recruitment will be conducted in collaboration with the nurse manager and the nurse educator, and they will be asked to volunteer at staff meetings and via email. Mentors will be oriented to the program's expectations, the responsibilities of being a mentor, and available resources. Structured mentor-mentee pairings will be established based on scheduling compatibility and professional goals to promote consistent engagement. Leadership will assist in coordinating protected time to ensure mentorship meetings can occur without disrupting patient care. Novice nurses will be recruited to participate in the program after mentors are recruited. This will be done through staff meetings, email, and unit-posted flyers. While novice nurse participation will not be mandatory, it will be highly encouraged. Upon showing interest, the nurses will attend an education session that explains what it means to be CRRN-certified and the expectations throughout the program (see Appendix B). Participants will then complete a preprogram survey to assess their confidence and feelings about becoming certified (see Appendix D). Mentor-Mentee pairs will then be formed. Pairs will meet once a month for guided mentorship sessions. Sessions will include mentoring sessions for CRRN exam review, building confidence, and career progression. Bi-monthly mentorship meetings will be conducted by clinical nurse educators and CRRN preceptors to evaluate program progress. Additionally, quarterly information sessions will be held. Topics will cover CRRN eligibility, exam structure, preparation, and reducing test anxiety. At the conclusion of the program, participants will complete a post-program survey to evaluate changes in confidence and perceptions regarding certification (see Appendix E). Collecting program feedback will help participants feel their input is valued and essential for ongoing program refinement. Interdisciplinary Healthcare Team Physicians, physical therapists, occupational therapists, speech therapists, certified nursing assistants, and case managers will indirectly contribute to the project by interfacing with nursing staff. Improved nursing knowledge via specialty certification should promote better interdisciplinary dialogue and coordination of patient care. Nurse Manager. The nurse manager will provide administrative oversight for the project and approve protected time for mentorship and educational activities. The nurse manager will assist with scheduling, promote staff participation, and support a unit culture that values professional development and certification. Clinical Nurse Educator. The clinical nurse educator will collaborate with mentors to develop and deliver educational content related to CRRN certification. The educator will facilitate the formal education session, ensure accuracy of content, and assist with the evaluation of learning outcomes. CRRN-Certified Nurse Mentors. CRRN-certified nurses will serve as mentors and provide one-on-one support to novice nurses. Their role will include sharing personal experiences with certification, assisting with study planning, offering encouragement, and facilitating monthly mentorship meetings. Novice Nurse Mentees. Mentees will meet during mentorship sessions, educational meetings, and self-directed study sessions. They will complete pre- and post-surveys to assess confidence and perceived readiness for certification. Description and Development of Project Deliverables Staff Development Lesson Plan (see Appendix A). The first deliverable is a written lesson plan. The lesson plan will include learning objectives, content, teaching strategies, and evaluation. The topic is: why become CRRN-certified, benefits/barriers, and mentorship. Educational PowerPoint Presentation (see Appendix B). The second deliverable is a PowerPoint presentation to facilitate the teaching session. Topics will cover what CRRN certification is, the qualifications for the exam, the exam components, the benefits of certification, and what to expect from the program. Images/graphic organizers, along with discussion questions, will be provided for learners. A pre- and post-education survey QR code, as well as a QR code for a CRRN interest form, are embedded into the presentation. Unit Flyer/Infographic (see Appendix C). The third deliverable is a unit flyer/infographic to recruit program participants and inform staff about the program. This flyer will outline the program's benefits, eligibility criteria, and a QR code to register their interest by completing the program interest form. Pre- and Post Education Session Survey (see Appendix D). The fourth deliverable is that knowledge survey participants will complete a pre- and post-education session survey to evaluate their understanding of CRRN certification. Pre- and Post Program Survey (see Appendix E). The fifth deliverable is a survey that participants will complete before and after the program to evaluate changes in confidence, perceived support, and motivation to obtain certification. Open-ended questions will be included to help participants identify barriers and the support they need. Timeline (see Appendix F). The sixth deliverable is a visual timeline that outlines key phases of the project/program, including leadership approval, mentor recruitment, mentee enrollment, education sessions, mentorship meetings, and evaluation. Timeline A timeline will provide deadlines for project phases, including leadership approval, council recruitment and training, educational meetings, surveys, and evaluation (Appendix F). Timelines help provide a structured, accountable schedule for implementation (Dusin et al., 2023). The proposed project will span 6-12 months: ● Month One: Leadership Approval, council recruitment ● Month Two: Mentor Training and Mentee Enrollment ● Months Three-Eight: Monthly mentorship meetings and quarterly education sessions ● Month Nine: Post-Program Survey Administration ● Months Ten-Twelve: Data Analysis and Dissemination Preparation This project proposes implementing a structured mentorship and education program to support acute rehabilitation nurses pursuing CRRN certification. Guidance from leadership, mentorship, and education specific to certification will help improve nurses' confidence and willingness to participate in certification examinations. Details of the project's evaluation plan and ethical considerations will follow. Project Evaluation The CRRN mentorship program evaluation will use elements of both formative and summative evaluation to examine program implementation, engagement, and outcomes. Outcomes will include changes in knowledge, confidence, and motivation to obtain CRRN certification. Elements of both participation and program feasibility will also be evaluated. Formative Evaluation Formative evaluation takes place during program implementation to assess the intervention as planned and allows for modifications. Tracking attendance at the education session and monthly mentorship meetings will enable continued evaluation and trend identification. Informal participant feedback will be collected every other month during checkins with the participant's leader. This will allow the identification of barriers, scheduling conflicts, and resource provision. Monitoring and evaluating program processes should be an ongoing operation to ensure sustainability. The pre- and post-education session knowledge survey (Appendix D) will be used to evaluate the nurses' knowledge and understanding of the material presented during the educational session. This evaluation will serve as an early indicator of the nurse's grasp of CRRN certification requirements and knowledge gaps that need to be addressed. Feedback will be collected immediately after each educational session and used to make modifications to future sessions. Dusin et al. (2023) note that formative evaluation enables ongoing refinement of a project and promotes the successful integration of evidence-based practice (EBP) strategies into clinical settings. Summative Evaluation At the end of the mentorship program, a summative evaluation will take place to assess the overall effectiveness of the intervention. The CRRN Mentorship Program Confidence Pre/Post Survey (Appendix E) will measure change in confidence levels, perceived organizational support, and mentee motivation to pursue CRRN certification. Pre- and postprogram survey responses will be compared to assess changes in participant perceptions. Descriptive statistics will be used to summarize changes in mean scores and the percentage change of participants. Themes will be identified from qualitative data collected through open-ended survey questions on barriers to success, facilitators, and the perceived value of the mentorship program. Additional outcome measures will include the number of participants who create a study plan, register for the CRRN exam, and intend to pursue certification in six to twelve months postprogram, as organizational tracking has been recommended to evaluate certification initiatives (Dierkes et al., 2021). Results of the program evaluation will be used to refine the project for future cycles and to inform decision-making regarding sustainability or potential expansion into other clinical areas. Ethical Considerations Ensuring ethics are considered at every step of this quality improvement project will be at the forefront of the project design. Important ethical aspects include voluntary participation, protection of privacy and confidentiality, equal access to mentorship, and avoiding unintended bias by the researcher. These ethical checks will keep participants feeling safe and respected throughout the project and encourage professionalism and social responsibility. Voluntary participation is of primary importance during this project. Participants who choose not to participate in mentorship will not face any repercussions or prejudices regarding employment, scheduling, or professional relationships. Participants will also be able to withdraw from mentorship at any time. Participants' privacy will be addressed during data collection by ensuring that surveys are anonymous, stored securely, and reported as aggregated data. Individual participants will not be revealed to leadership, and scores will not be discussed in terms of leadership vs. employee. Promoting social responsibility will also be considered during this project. The email invitation will be worded to allow any employee, regardless of background, years of experience, or personal characteristics, to participate in mentorship. Participants will be paired based on expertise and scheduling needs, not on any offensive, favoritism, or discriminatory characteristics. Leadership will support all employees who wish to become mentors or be mentored, promoting fairness. Discussion This discussion section includes conclusions regarding the dissemination of evidencebased practice findings, implications for nursing practice, and future recommendations. Implementing a mentorship program that encourages CRRN certification will help address the gap in acute rehabilitation nursing practice. By increasing professional confidence and rewarding certification, continuing education will be encouraged. Sharing the results of this project enables peer knowledge dissemination and sustainability. The strengths and weaknesses discussed help us identify ways to improve the project going forward. Evidence-Based Solutions for Dissemination Disseminating the findings of this project is essential to promoting sustainability and encouraging the adoption of mentorship-driven certification initiatives in other clinical settings. The primary dissemination strategy will be presentation of the project in poster format to peers and faculty during the final MSN semester in NRSG 6802. Poster presentations allow concise visual communication of outcomes and encourage professional dialogue, which supports the spread of evidence-based practice within academic and clinical communities. Additional dissemination efforts will include sharing results during a unit staff meeting and disseminating them to nursing leadership through an internal report. These methods enable organizational learning and the potential future dissemination of the mentorship program in other clinical areas. Education sessions and case discussions provide informal means of sharing information and promoting a culture that embraces specialty certification. If the mentorship program shows positive results, demonstrating increased nurse confidence and certification acquisition, the results may be published at a state nurse conference or in a rehabilitation nursing newsletter. Publishing this project in a variety of media will not only increase exposure but will fulfill the Clinical Scholar Models value of sharing improvements in evidence-based practice. Significance to the Advancement of Nursing Practice This project supports development in clinical practice by guiding nurses toward specialty certification in acute rehabilitation. Structured mentorship will help address barriers to professional growth in this specialty and develop a safe learning community through a council that prepares nurses for CRRN certification. Advocating for specialty certification will enable better care and improve performance at the individual level among acute rehabilitation nurses. Coelho (2020) and McNair et al. (2023) note that specialty certification has been shown to enhance positive patient outcomes, support clinical competence, and increase professional competence. Building a mentorship program among certified nurses will help future leaders emerge through collaboration and accountability. By doing this, it creates a ripple effect that extends beyond the desire to obtain certification and enables better evidence-based practice and organizational practices. Implications There are many strengths to this project. Strengths include evidence supporting mentorship, boosting confidence and professional development, the use of the Clinical Scholar Model, which allows for the comprehensive integration of mentorship, inquiry, and evaluation in daily practice, and leadership involvement to create buy-in for the program's longevity. As with any project, limitations may arise, such as time constraints, staffing conflicts, or a lack of certified mentors. There is also the possibility that not all mentees will engage with the mentorship program at the same level. All these challenges can be reduced by securing leadership support for dedicated mentorship time, offering mentors meeting options, and continuing mentor education. Formative evaluation and feedback will identify these barriers and allow for early support and timely adjustments. Recommendations Recommendations for the program's future include continued mentor development throughout program cycles. Development can address teaching and leadership practices. Certification incentives can be expanded to include additional forms of recognition or financial assistance. Attempting to gather follow-up data further out may yield more concrete data on certification and retention. Further research may include examining mentorship throughout different clinical settings and levels of experience. The cost-effectiveness of mentorship and patient outcomes can be used to identify possible benefits within organizations. Future research can address the utilization of mentorship models in conjunction with other workforce development initiatives to promote nursing excellence. Conclusions The project aimed to develop a solution to help acute rehabilitation nurses who lack confidence and resources become specialty-certified. By reviewing articles on mentorship and certification, it was determined that formal mentorship increases confidence in one's practice, encourages nurses to become certified, and supports positive organizational and patient outcomes. Using the Clinical Scholar Model as a guide, this implementation plan focuses on creating a structured council that enables colleagues to serve as mentors and preceptors to help nurses become CRRN-certified. The literature found that mentorship strongly correlates with certification and better performance. Through structured implementation, this project could provide novice nurses with a sustainable support system, enable the acute rehabilitation setting to improve the quality of nursing care, and foster a culture of excellence. Not only will this benefit patients, but specifically those patient populations who require specialized rehabilitation services. This project is a step toward nursing excellence by providing nurses with the opportunity to participate in structured professional development and research-based mentorship and to become experts in their field. References Arab, F., Saeedi, M. (2024). The impact of a mentorship program on the level of anxiety and preinternship exam scores among Iranian senior nursing students. BMC Nurs 23, 174.https://doi.org/10.1186/s12912-024-01835-x Chappell, K. B., Howard, M. S., Lundmark, V., & Ivory, C. (2021). Credentialing and certification: Overview, science, and impact on policy, regulation, and practice. 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BMJ open, 13(5), e071188. https://doi.org/10.1136/bmjopen-2022-071188 Gularte-Rinaldo, J., Baumgardner, R., Tilton, T., & Brailoff, V. (2023). Mentorship ReSPeCT Study: A Nurse Mentorship Program's Impact on Transition to Practice and Decision to Remain in Nursing for Newly Graduated Nurses. Nurse Leader, 21(2), 262–267. https://doi.org/10.1016/j.mnl.2022.07.003 Honess, C., Gallant, P., & Keane, K. (2009). The Clinical Scholar Model: Evidence-based practice at the bedside. The Nursing clinics of North America, 44(1), 117–xii. https://doi.org/10.1016/j.cnur.2008.10.004 Hoover, J., Koon, A. D., Rosser, E. N., & Rao, K. D. (2020). Mentoring the working nurse: a scoping review. Human resources for health, 18(1), 52. https://doi.org/10.1186/s12960020-00491-x Kakyo, T. A., Xiao, L. D., & Chamberlain, D. (2022). Benefits and challenges for hospital nurses engaged in formal mentoring programs: A systematic integrated review. International nursing review, 69(2), 229–238. https://doi.org/10.1111/inr.12730 Lysfjord, E. M., & Skarstein, S. (2024). Empowering Leadership: A Journey of Growth and Insight Through a Mentoring Program for Nurses in Leadership Positions. Journal of Healthcare Leadership, 16, 443–454. https://doi.org/10.2147/JHL.S482087 McNair, N. D., Lash, R. S., Branom, R., & Brecht, M.-L. (2023). Improving patient outcomes through medical-surgical nursing certification: A longitudinal descriptive pilot study. MedSurg Nursing, 32(5), 285–291. https://doi.org/10.62116/msj.2023.32.5.285 Mínguez Moreno, I., González de la Cuesta, D., Barrado Narvión, M. J., Arnaldos Esteban, M., & González Cantalejo, M. (2023). Nurse Mentoring: A Scoping Review. Healthcare (Basel, Switzerland), 11(16), 2302. https://doi.org/10.3390/healthcare11162302 Najafi, B., & Nasiri, A. (2023). Explaining Novice Nurses' Experience of Weak Professional Confidence: A Qualitative Study. SAGE Open Nursing, 9, 23779608231153457. https://doi.org/10.1177/23779608231153457 Wei, H., Haddad, L. M., Nwokocha, T. A., Powers, M., Wei, A., Carroll, Q., & Ballard, N. (2023). Organizational culture and roles in promoting nurse specialty certifications: A qualitative study in the United States. International Journal of Nursing Sciences, 10(2), 189–198. https://doi.org/10.1016/j.ijnss.2023.03.003 Appendix A Certified Rehabilitation Registered Nurse Mentorship Program Lesson Plan Audience: Novice Nurses who have 0-2 years of experience Time Length: 45-60 Minutes Learning Objectives: 1. Articulate the purpose and benefits of CRRN certification. 2. Recognize barriers to certification and make a plan to overcome them. 3. Explain how mentorship can help you reach your professional goals. 4. Identify steps to enrollment in this program. Content Outline: Introduction (3-5 Minutes) o Icebreaker: Give me one word to describe how you feel about obtaining specialty certifications Overview (8-10 minutes) ● What is CRRN? ● Certification eligibility requirements ● Exam Structure ● Benefits Why This Matters (10 Minutes) ● Improved patient outcomes ● Increased knowledge ● Professional credibility Barriers and Solutions (10 Minutes) ● Fear, time, cost, lack of support, and financial incentive o Group discussion Mentorship Program Overview (10 Minutes) ● Monthly meetings ● Study Resources ● Mentor Matching Wrap-Up (5 Minutes) ● QR code for interest form ● Questions Teaching Strategies ● Group Discussion ● Case examples ● Reflection Evaluation ● Post-Session Survey References Coelho (2020); Hoover et al. (2020); Wei et al. (2023) Appendix B Educational PowerPoint Presentation Appendix C Unit Flyer/Infographic Appendix D Pre- and Post- Education Session Survey Please fill out this Pre-/Post-CRRN Mentorship Education Session Evaluation Survey Please rate your agreement with the following statements based on today’s education session. Scale: 1-Strongly Disagree 2- Disagree 3-Neutral 4-Agree 5-Strongly Agree 1. I can define CRRN certification and understand what it is. o 1 o 3 o 2 o 4 2. I understand the requirements for CRRN certification. o 1 o 3 o 2 o 4 3. I understand the benefits of CRRN certification. o 1 o 3 o 2 o 4 4. I understand the mentorship program process. o 1 o 3 o 2 o 4 5. I know the next steps for enrollment into the program. o 1 o 3 o 2 o 4 6. The content was easy to understand. o 1 o 3 o 2 o 4 7. I feel comfortable reaching out to a mentor for support. o 1 o 3 o 2 o 4 8. I feel more confident about pursuing CRRN certification. o 1 o 2 o 3 o 4 o 5 o 5 o 5 o 5 o 5 o 5 o 5 o 5 Appendix E CRRN Mentorship Program Confidence Pre/Post Survey (To be completed at the beginning and end of the CRRN Mentorship Program) Please rate your agreement with the following statements: 1. I feel confident that I could pass the CRRN exam a. Strongly b. Disagree Disagree c. Neutral 2. I understand the certification process a. Strongly b. Disagree Disagree c. Neutral 3. I feel supported by leadership a. Strongly b. Disagree Disagree c. Neutral 4. I know where to find study resources a. Strongly b. Disagree Disagree c. Neutral 5. I have a detailed study plan a. Strongly b. Disagree Disagree c. Neutral 6. I feel motivated to pursue certification a. Strongly Disagree b. Disagree c. Neutral d. Agree e. Strongly Agree d. Agree e. Strongly Agree d. Agree e. Strongly Agree d. Agree e. Strongly Agree d. Agree e. Strongly Agree d. Agree e. Strongly Agree Open-Ended Questions 1. List one word describing your feelings about certification. 2. What is your biggest personal and professional barrier to pursuing certification? 3. What support would help you succeed 1 Appendix E Timeline