| OCR Text |
Show Bridging the Gap: A Structured Mentorship Program to Enhance Labor and Delivery Nurse Competence in Rural Hospitals BACKGROUND • Rural labor and delivery units (L&D) units often have low patient volumes, limiting hands-on clinical exposure5 • Second-year nurses cross-training into L&D experience lower confidence and delayed skill development3 • Inconsistent post-orientation mentorship contributes to prolonged competency validation4 • Evidence supports structured mentorship to improve confidence, competence, specialty readiness1,2 • Simulation-based education helps bridge experience gaps in lowvolume rural settings2 A Quality Improvement Project to Enhance Competence, Confidence, and Specialty Readiness Jill Nelson Bogue, BSN, RN, MSN Student Angela Page, DNP, APRN, PPCNP-BC Brooke Hall, MSN, RN, NPD-BC INTERVENTIONS • Step 1: Assess gaps in L&D training and post-orientation support3,4 • Step 2: Establish mentorship structure with defined mentor and preceptor roles2,4 • Step 3: Select and train mentors using standardized expectations1,4 • Step 4: Implement competency checklist to guide and track skill development3,4 • Step 5: Provide simulation and monthly check-ins to reinforce learning and confidence2,3 IMPACTS ü Improved confidence, competence, and readiness among second-year nurses cross training into labor and delivery1,3 ü Increased consistency and structure in labor and delivery orientation and competency validation2,4 METHODS • The Stetler Model of Evidence-Based Practice was used as the framework to guide project development and implementation. ü Reduced time to completion of C-EFM3 ü Enhanced patient safety and quality of maternal-newborn care in a low-volume rural settings1,5 ü Improved nurse satisfaction and retention through structured support and mentorship1,5 Deliverables • A structured L&D mentorship model with clearly defined mentor and preceptor roles2,4 • A standardized labor and delivery competency checklist to guide and track skill development3,4 • A mentor criteria and training guide to ensure consistency and role clarity • Monthly check-in tools to support ongoing feedback, confidence building, and progress monitoring2,4 • Pre- and post-implementation surveys to evaluate nurse confidence, competence, and readiness for L&D practice1,3 ü Sustainable mentorship model that can become part of routine rural L&D orientation ü Replicable model for other rural and low-volume hospitals facing similar training challenges CONCLUSIONS • Second-year nurses cross-training into labor and delivery in rural hospitals face unique challenges related to low patient volume and limited ongoing support.1,2,5 REFERENCES • A structured mentorship program provides a feasible, evidence-based approach to improve nurse confidence, competence, and specialty readiness.2,3,5 1 Agnel, J., Molle, J., Colson, S., & Chays-Amania, A. (2025). The impact of the evidence-based practice mentor on nurses: A scoping review. Worldviews on Evidence-Based Nursing, 22(2), e70016. https://doi.org/10.1111/wvn.70016 2 Compton, L., & Rich, D. (2020). Development of a nurse mentorship program. Journal of Obstetric, Gynecologic & Neonatal Nursing. https://doi.org/10.1016/j.jogn.2020.09.003 3 Lewallen, L. P., & Van Horn, E. (2025). Exploration of competence and incompetence in new graduate nurses. Nurse Education in Practice, 104361. • This project offers a sustainable and replicable framework to strengthen rural labor and delivery training and support safe maternal newborn care.4,5 https://doi.org/10.1016/j.nepr.2025.104361 4 Mitchell, A., Lucas, C., Cisar, P., Wilson, K., & Bowe, J. (2018). Mentoring novice nurses in healthcare organizations. International Journal of Medical Science and Health Research, 2(1). 5 Rohatinsky, N., Cave, J., & Krauter, C. (2020). Establishing a mentorship program in rural workplaces. Rural and Remote Health, 20(1), 5640. https://doi.org/10.22605/RRH5640 6 Microsoft Corporation. (n.d.) Stock photograph: Neonatal care [Image]. PowerPoint Stock Images Figure 1. Neonatal Care 6 |
