Digital Repository Masters Projects Spring 2023 The Making of a Mentor: Implementing Structured Mentoring Programs McCall Shugars Weber State University Follow this and additional works at: https://dc.weber.edu/collection/ATDSON Shugars, M. 2023. The making of a mentor: Implementing structured mentoring programs. Weber State University Masters Projects. https://dc.weber.edu/collection/ATDSON This Project is brought to you for free and open access by the Weber State University Archives Digital Repository. For more information, please contact scua@weber.edu. WSU REPOSITORY MSN/DNP The Making of a Mentor: Implementing Structured Mentoring Programs Project Title by McCall Shugars Student’s Name $ SURMHFW VXEPLWWHG LQ SDUWLDO IXO¿OOPHQW RI WKH UHTXLUHPHQWV IRU WKH GHJUHH RI 0$67(56 OF NURSING $QQLH 7D\ORU 'HH 6FKRRO RI 1XUVLQJ 'XPNH &ROOHJH RI +HDOWK 3URIHVVLRQV WEBER STATE UNIVERSITY 2JGHQ 87 April 2, 2023 Date April 2, 2023 6WXGHQW 1DPH &UHGHQWLDOV (electronic signature) Date April 4, 2023 061 3URMHFW )DFXOW\ (electronic signature) Date 05/25/2023 0HOLVVD 1H9LOOH 1RUWRQ (electronic signature) '13 $351 &313 3& &1( *UDGXDWH 3URJUDPV 'LUHFWRU Note: The program director must submit this form and paper. Date 1 The Making of a Mentor: Implementing Structured Mentoring Programs McCall Shugars, BSN, RN, MSN Student Weber State University Annie Taylor Dee School of Nursing 2 Abstract Mentoring is a retention practice utilized in nursing. However, much confusion and inconsistencies exist regarding the differences between precepting and mentoring. While precepting and mentoring can improve retention, each serves different purposes within a nurse's job; therefore, each must be appropriately defined. Additionally, while mentoring improves retention, mentors often do not receive training to adequately mentor their mentees, leading to frustration for mentors and ineffectiveness in their roles. This project aims to educate current nurse advisors on a Med Surge Unit by focusing on the differences between preceptors and mentors. Additionally, this project will provide beginning training for those seeking to act as a mentor. Mentors can benefit from this project by experiencing increased preparedness, providing more effective mentoring, and increasing job satisfaction. Mentees can benefit from more prepared mentors who will help them create more structure in achieving their professional goals while providing appropriate and constructive feedback. Overall, the unit and hospital will benefit as retention is expected to increase from this modified practice. Keywords: mentoring, mentor development program, retention, mentor 3 The Making of a Mentor: Implementing Structured Mentoring Programs In the United States alone, at the start of 2022, there was a projected need for 1.02 million new nurses (McClain et al., 2022). Furthermore, 30% of nurses plan to leave their current role within a year, and 57% plan to leave within two years of hire (McClain et al., 2022). The nursing workforce is projected to grow by 15% from 2016 to 2026 and faces a shortage of over 400,000 nurses (Van Patten & Bartone, 2019). This data reflects the need for interventions to support and retain nurses, especially new nurses. Various interventions aid in retention practices, such as precepting, new graduate nurse residency, and mentoring programs (Hoover et al., 2020). Precepting and mentoring are often used interchangeably, which can be problematic as each role has different definitions (Lin et al., 2021). Mentorship programs are an evidence-based practice that results in many positive outcomes, such as professional growth, confidence, job satisfaction, decreased stress, and increased retention by developing long-term and meaningful relationships between the mentor and mentee (Cypress, 2020). Statement of the Problem Formal and informal mentoring has been in healthcare for decades. While evidence supports the practice of mentoring, defines the characteristics of a mentor and its outcomes, and identifies positive outcomes, a gap exists in the literature that has made mentoring challenging to conceptualize (Hale & Phillips, 2019). Additionally, few studies examine best practices for effectively preparing and developing mentors. Evidence illustrating the characteristics, delineation, and role clarity of mentoring can be found in current literature. However, experienced nurses frequently take on the mentor role without structured training, development, or support, leading to a feeling of incompetence (Tuomikoski, 2019). 4 Furthermore, complete education and training are often not offered for mentors, resulting in a gap in formalized training practices leading to ineffective mentoring and frustration for the mentor (Hookmani et al., 2021). While many studies have been conducted, a gap exists in the literature that clearly defines the practices and strategies that construct a successful mentor development program (Lin et al., 2018). This project aims to implement an evidence-based mentor development program and examine how the program will affect self-efficacy, retention rates, and the perceived-competence level of nurse mentors. Ways Project Contributes to Intended Recipients This mentor development project will benefit healthcare workers and patients; however, it will impact the nursing staff the most. Mentors will be provided the resources, support, and training needed to be successful, while mentees will benefit from the competency of their mentor. Various aspects of mentoring are important to include in the education of the mentors within a mentorship development program. Mentor training will be based on evidence and have role clarity and definition through structured education and learning opportunities that may include a formal application for the role. Additionally, courses specific to mentor development, group discussions, workshops, and mentor/mentee evaluation tools will be utilized (Gandi & Johnson, 2016) that may produce positive outcomes such as retention, job satisfaction, and competency. The first step in mentorship training is providing the proper definitions of a mentor. Many organizations and facilities use the terms precepting and mentoring interchangeably due to some overlapping outcomes such as increased retention and job satisfaction. However, these roles have different approaches to achieving these outcomes, and therefore successful mentors must understand their roles properly. 5 Precepting involves pairing a novice nurse with an experienced nurse to improve clinical competency and critical thinking skills (Van Patten & Bartone, 2019). Conversely, mentoring is developing a long-term relationship between two individuals, such as novice and expert, competent and expert, and nurses from different units. This relationship is founded on emotional support and trust, where the mentor aids in the mentee's professional growth and long-term goals (Brook et al., 2019). Moreover, mentoring involves commitment from the mentor and mentee to set and accomplish goals in a symbiotic relationship (Hale & Phillips, 2019) through formal and informal encounters. Mentoring creates a space where respect, trust, and sharing are expected (Cypress, 2020). Therefore, differentiating between precepting and mentoring allows mentors to understand the purpose of their role and adjust their interactions with their mentees accordingly. Rationale for the Importance of Project Formal mentoring programs produce positive outcomes, including increased retention, reduced stress levels for the mentee, and job satisfaction for both the mentor and the mentee (Aylor et al., 2016; Gandhi et al., 2016). For example, through various sources, Djovanis (2022) found that mentoring significantly reduced novice nurse turnover in two studies, where turnover was reduced by 62% in one facility and eliminated turnover rates in another after implementing mentoring. A systematic analysis by Brook et al. (2019) further supports these findings showing decreased turnover rates due to mentoring, with an average of 19% increased retention among registered nurses between the included studies. Effective mentoring aided in decreasing stress among new graduate nurses (Van Patten et al., 2019). Starting a new job can often be complicated and stressful for many new graduate nurses transitioning from the classroom to the bedside. As a result, new graduate nurses commonly experience high-stress levels, which acts as a source of burnout and, subsequently, 6 turnover (Van Patten et al., 2019). Van Patten et al. (2019) studied the impact of mentoring on new graduate nurses enrolled in residency programs throughout the United States, whereby participants felt increased competence and were better prepared to handle the complexities of their occupation, such as stress. This increased competence and confidence lead to better patient outcomes due to improved communication, critical thinking skills, and a desire to implement best practices. Finally, mentoring benefits include improved job satisfaction, work-life balance, and personal development for the mentee (Brook et al., 2019; Gandhi, 2016; Hookmani, 2021). Additionally, the mentor can reflect on their contribution to their mentee's growth which also brings job satisfaction (Lin et al., 2018)²furthermore, mentoring promotes a safe and bestpractice culture where mentees feel empowered to speak up when concerned and share their ideas (Lin et al., 2018). As 13.7% of patients in intensive care settings annually experienced preventable clinical deterioration due to nurses' lack of expertise (Kennedy et al., 2020), mentoring ultimately impacted patients at the bedside. Furthermore, as mentees learned effective communication skills and developed their competence, the delivery of high-quality patient care improved. Literature Review and Framework The problem identified is the potentially negative impact on nursing caused by high turnover rates. After conducting a literature search, mentorship significantly increased retention rates (Brook et al., 2016; Kennedy et al., 2020). While clear definitions for mentoring exist, and it is an effective intervention, significant gaps surround structured mentorship programs, including training and education to mentor successfully. Also included in the literature search was evaluating how best practice/strategy affects mentor development in professional 7 organizations. The evidence led to an MSN project that involves implementing an evidencebased mentor development program and examining how this will affect the conceptualization of mentoring, self-efficacy, retention rates, and the competence level of mentors. This project will be accomplished using the Johns Hopkins Evidence-Based Practice (JHNEBP) framework model. Framework The Johns Hopkins Evidence-Based Practice (JHNEBP) model was used to implement this project. The JHNEBP model emphasizes organizational processes and utilizes practice question identification, evidence gathering, rigorous examination, and translation to drive practice changes (Gawlinski & Rutledge, 2008). Through these steps, practice changes are implemented so they may directly impact patients at the bedside effectively and as quickly as possible (Dang et al., 2022). Effective collaboration during the creation and implementation of mentoring is vital from various stakeholders, such as potential mentors, mentees, and nursing leadership. The JHNEBP model will be used for this project implementation to promote a focus on evidence-based practice as a shared activity among interprofessional groups, therein driving collaboration (Dang et al., 2022). This focus on collaboration will develop a successful and sustainable mentoring program as each team member identifies their importance in this project. The tools within the JHNEBP model will aid the group in determining objectives and tasks for each member, creating due dates for each member's contribution, and implementing pre and post-measures to guide the successful implementation of prepared mentors (Dang et al., 2022). This model will be effective for this project as the project will be performed first on a unit basis to finesse the process before being launched at an organizational level, which is one of the strengths of the JHNEP model. 8 Strengths and Limitations A strength of the JHNEBP model is the availability of organizational tools that help team members retain focus and stay on target with the objectives (Melnyk & Fineout-Overholt, 2019). Additionally, internal and external factors are examined before the practice change occurs, which is essential to help identify potential gaps (Newhouse, 2017). The JHNEBP model provides a clearly defined process, making it easier for users to synthesize the evidence and eventually translate it into practice (Mori, 2015). The most significant limitation in utilizing this tool is its design as a project tool. The JHNEBP Model will be helpful to begin a project within one unit and possible facility; however, additional evidence-based practice models, such as Advancing Research and Clinical practice through Close Collaboration (ARCC), may need to be utilized to develop findings across an organization or system as the implementation of developing mentors will involve a culture change at organization and system levels (Melnyk & Fineout-Overholt, 2019). Additional limitations to this project include redesigning the current advisor program due to findings in the evidence, which may delay the project's completion. Analysis of Literature While there was significant evidence in the literature outlining the benefits of mentoring, a gap exists in structured training for mentors. The lack of mentorship training may lead to feelings of inadequacy in the mentor's abilities and makes mentoring difficult to conceptualize within nursing (Hale & Phillips, 2018). This section will summarize the results of a literature search and the common themes found in studies related to nursing mentorship programs, including characteristics when selecting mentors, domains, and models for mentoring programs and structure. 9 Search Strategies A literature search was conducted to identify current evidence using Weber State University Stewart Library OneSearch, which spans multiple databases. Articles from 2018 through 2022 were included in this literature review to include the most current findings and established theories. Sentinel articles were also included that date back to 2010. The search included the keywords mentoring, mentorship, mentorship in nursing, nurs*, new graduate nurse, retention, turnover, mentor*, leadership, development, organizations, and competency. The MeSh terms Faculty Medical*, feedback, humans, interprofessional relations, leadership, mentor*, peer, professional role, and program development were also used. Boolean phrase combinations were utilized with keywords to yield ample evidence. Articles that helped identify current retention rates were included, defined the difference between mentorship and precepting, and explained training programs for mentors to increase competence and effectiveness. Articles also included mentor development programs not specific to nursing. Three common themes were found in the literature on the development of mentors: characteristics when selecting a mentor, educational themes in mentor development programs, and the structures for current mentor development programs. Characteristics of Mentors Mentors are often selected without training because they possess certain qualities. However, specific characteristics of a mentor and characteristics found in the mentor/mentee relationship lead to success. The first characteristic identified in the literature was mutual respect and trust (Cypress, 2020; Hale & Phillips, 2018; Lin et al., 2018). Mentors sponsor, nurture and empower mentees to achieve their goals within mutually beneficial and respectful boundaries in an effective mentoring relationship (Lin et al., 2018). Furthermore, mentees identified that 10 professional support from mentors was just as important as psychological support. Specific attributes needed to support included effective and frequent communication, trust, openness, and the mentor's genuine interest in the mentee's development (Cypress, 2020). Together with demonstrating mutual respect and trust, emotional support and mentor competence are desired characteristics mentees seek from their mentor (Hale & Phillips, 2018). While competence does reflect the mentor's clinical competence, mentor competence refers to the mentor's understanding of their role as a mentor, goal orientation, and identifying the mentee's needs. As readiness to mentor is a key indicator of successful mentorship relationships (Tuomikoski et al., 2020), structured mentor training programs are needed to achieve the positive outcomes mentoring fully has to offer. Education Themes for Mentors Various mentor programs were reviewed for overarching themes in the structure of the mentorship programs. Physicians and advanced practice practitioner programs were the most common mentoring programs with clearly defined components. One theme found throughout multiple mentoring programs was professional development (Aylor et al., 2016; Gandhi, 2016; Sampat, 2020). For example, the "Business of Medicine" curriculum described by Sampat (2020) outlined a successful mentoring and professional development program for residents. Specifically, after completing the mentoring program and course requirements, residents felt more prepared to transition to an independent physician in academic practice, clinical research, and financial planning. Similar mentorship and professional development curriculum programs have been reported using Social Cognitive Career Theory (Lent & Brown, 2013), whereby mentees crafted professional goals within their profession and worked closely with mentors to reach them, including promoting professional development (Gandhi, 2016). Professional 11 development for mentees is vital to include as an objective for mentors as this encourages mentees to create direction and goals within their profession. Along with a common theme, the most effective base program structures for mentorship programs include dyad and group mentoring models (Aylor et al., 2016; Farkas et al., 2019; Sampat et al., 2020; Tsen et al., 2012). A dyadic model consists of a mentor individually assigned to a mentee with consistent one-on-one check-ins. This approach develops a meaningful relationship between a mentor and a mentee (Sampat et al., 2020). However, mentees are also encouraged to widen their networks by creating relationships with multiple mentors, otherwise known as group mentoring (Tsen et al., 2012). Group mentoring creates various opportunities for a mentee to make connections and fulfill multiple needs that one mentor alone may be unable to complete (source). Mentoring Program Structure While many mentors are expected to fulfill their role without training, those who complete education and training before assuming roles and responsibilities report higher satisfaction and capabilities within their role as a mentor (Shollen et al., 2014). Successful mentorship program structures include workshops with formal lectures and activities with courses specific to mentor development (Aylor et al., 2016; Denicola et al., 2018; Farkas et al., 2019; Gandhi, 2016; Sampat et al., 2020; Tsen et al., 2012). For example, a 2-day workshop ("Mentoring the Mentors") included topics focusing on conceptualizing mentoring, effective communication strategies, creating and utilizing development plans, goal setting for menteementor relationships, time management, evaluation tools, leadership style, and diversity. The workshops included didactic presentations, break-out sessions, role-playing, and small-group brainstorming sessions. Mentoring competency was measured pre and post-workshop using the 12 Mentoring Competency Assessment Tool (MCA), which measures six competencies of mentors, from skills such as communication to promoting professional development (Fleming et al., 2013). Thirty-four mentors from 17 institutions participated in the workshop and completed a post-intervention assessment. All six mentoring competencies increased, including communication and professional development. Additionally, 95% of the participants reported program satisfaction and that they would recommend the program to colleagues. Similar mentor development workshops have been designed, implemented, and evaluated. Denicola et al., 2018 analyzed direct supervisor perspectives of a mentor program, where supervisors identified positive changes in their team members and their ability in goal making, leadership, and participation in meetings. Additionally, successful mentorship programs included formal applications to mentor (Aylor et al., 2016; Gandhi et al., 2016; Sampat et al., 2016; Tsen et al., 2012), group discussions (Denicola et al., 2018; Farkas et al., 2019; Gandhi et al., 2016), and mentor/mentee evaluation tools (Aylor et al., 2016; Gandhi et al., 2016; Sampat et al., 2020). While there is a gap in the literature for structured mentorship training programs, the literature consistently shows similar structures that can be the beginning of implementing mentorship training programs within nursing. Summary of Literature Review Findings and Application to the Project Current literature related to the impact of mentoring and components of successful mentor development programs showed that while literature outlines the benefits of mentoring, such as increased retention, job satisfaction, and decreased stress for the mentee, programs to develop mentors are still being tested, and implemented. This gap identifies the rationale for why this project is currently needed. Findings from the literature will help create a structure to train and educate mentors so they may perform their roles adequately. Workshops containing didactic 13 courses and group discussions will be included in training and educating mentors as both increase mentor competence and confidence. While specific structures are still being developed for mentor development programs, the creation and implementation of such programs are supported. Project Methodology The purpose of this Master of Science in Nursing (MSN) project is to introduce a definition of nurse mentoring and provide a mentor development program, targeting the leadership group of the Neuroscience Trauma Unit (NTU) of a large freestanding pediatric hospital. The contents of this project include information sharing, education, roundtable discussions, and check-ins. The deliverables identified to implement and sustain this project are: a) an initial presentation designed for the RN leadership group to introduce the definition and outcomes of mentoring, b) a workshop with didactic instruction and roundtable discussions, and c) evaluations for the mentor and mentee, including regular check-ins. Once the initial presentation is delivered to the leadership group, a staff informational session will be held for nurses desiring a formal nurse mentor. Currently, the NTU has an advisor program where advisors help onboard new staff, perform check-ins, and assist with corrective action. Advisors on NTU typically are nurses with a desire to lead, such as charge nurses, and those desiring to become a charge nurse who needs more development through a leadership role, such as a Patient Care Technician (PCT) advisor. Not only do advisors feel ill-equipped to perform their roles, but staff also feel the advisor design can create a confusing relationship between peers, staff, and advisors. The formal nurse mentor development program will likely involve addendums to the unit's advisor program as the nurse mentor receives more education and training. A mentor program creates leadership opportunities 14 not only for those who want to be a charge nurse. In addition, the evidence will be shared with the management program for proper corrective action delivery so the mentor can provide a supportive relationship for their mentee and advocate for their needs. Description and Development of Project Deliverables Four items were created to implement this project, and the deliverables are described in the following sections. Each section also explains the deliverable and why it is an essential project component. These items will explain the project, educate the participants, and allow them to evaluate their progress and competency. Mentor Presentation for RN Leadership The first item in the project is a PowerPoint presentation (see Appendix A) for the NTU's nursing leadership group. This presentation will introduce mentoring and the positive outcomes of mentoring. The presentation is developed from evidence in recent literature that differentiates mentoring from precepting (Cypress, 2020; Hoover et al., 2020), the benefits of mentoring (Brook et al., 2019; Cypress, 2020; Gandhi & Johnson, 2016; Hale & Phillips, 2019; Hookmani, 2019) as well as why mentor development is needed (Hookmani et al., 2021; Tuomikoski, 2019). This deliverable will start the mentor development program and help provide the necessary information, including a space for the leaders to ask questions about mentoring. Mentor Development Workshop The second deliverable for this project is creating and providing a mentor development workshop (see Appendix B). This workshop will include a didactic portion that defines nurse mentorship and further explains the role of an effective mentor so participants understand their role. The didactic portion will be coupled with roundtable discussions where the workshop facilitators will act as moderators to direct a discussion among the participants to identify their 15 areas of strength and areas of development (Aylor et al., 2016; Fleming et al., 2013; Gandhi & Johnson, 2016; Lent & Brown, 2013; Sampat, 2020). Participants will be given pre-and postevaluations to see if their knowledge and mentoring competency increase. Evaluations for Mentors and Mentees Evaluations for mentors and mentees are the final deliverables of this project, which are different from evaluations from the workshop (see Appendix C). These questions for mentors and mentees will differ from one another but aid in determining the efficacy of the mentor development project. The evaluations for the mentors will aid in identifying how prepared the mentors continue to feel as they mentor, any gaps they identify, and their overall job satisfaction (Tsen et al., 2012). The evaluations for the mentees will help determine their mentors' strengths and areas of improvement, if they have an enriching and trusting relationship with their mentor, how they could better be supported by their mentor, and their overall job satisfaction. These evaluations will be useful moving forward with the mentor development project and mentoring in general on the unit. Implementation Plan and Timeline The mentor development project will begin following NTU nurse management's approval of the project plan and advisor changes. Once approved, the mentor presentation will occur during the unit RN Leadership meeting on the first Thursday of the month. This meeting will allow the project group to present to the unit's current advisors and management to gain traction and any feedback for a successful rollout. In addition, this meeting will help identify within the leadership group who would like to participate in mentoring and how the current advisor program can be adapted and potentially dissolved to implement this process. Individuals from the leadership group will make up a large portion of the mentors and are very influential on the unit; 16 therefore, buy-in from this group is vital. The first deliverable will be completed during this meeting. Then, the other two deliverables will be introduced, and the group will decide when the workshop should occur. The workshop will occur within the year's second quarter and will be approximately four hours, including both didactic and interactive portions. As stated earlier, the participants will complete pre-and post-assessments to determine their knowledge and competency regarding mentoring. Following workshop completion, the project group leads will work with the supervisor of the unit leadership group to determine mentor groups within a month after workshop completion. Once assigned, mentors will begin the process of meeting with their mentees and identifying their goals. The entire workshop completion, assigning mentors, and the first check-in between mentors and mentees will occur during the year's second quarter or three months. The mentors will meet with their mentees at least monthly. Additionally, the project leads will meet with mentors monthly to identify needs and the process's progress. During the third quarter, a formal evaluation will be sent out to the mentors and mentees. The mentors will evaluate their competency in mentoring, the effectiveness of the mentor development program on their competency and skill, and their overall job satisfaction. The mentees will also receive an evaluation to rate their mentor, including their strengths and areas of improvement, their level of a trusting and enriching relationship with their mentor, how they could be more supported by their mentor, and their overall job satisfaction and intent to stay due to this experience. As mentoring has evidentiary support in retention rates and perceived job satisfaction, these results will provide further data regarding these findings. These surveys will be sent out at the six-month mark as well to aid in determining the longevity of this project. The expected timeframe for this project, from the first meeting with the unit Leadership Team to the 17 first formal evaluation being sent out, will be about six months. This timeframe allows for pertinent information gathering, feedback, and project assessment (see Appendix D). Interdisciplinary Teamwork This project will impact many staff members in the unit. Currently, the advisor program ensures that each staff member, including Registered Nurses (RNs), Patient Care Technicians (PCTs), and Health Unit Coordinators (HUCs), are assigned an advisor for support in their job. In addition, the advisor provides feedback regarding work performance as needed. While this project will first focus on unit nurses, which is about ninety in total, all advisor group members will receive mentoring training, which will inadvertently impact the PCTS and HUCs as well² effective mentoring results in more professional and higher retained nurses. Therefore, a mentor development program impacts patient outcomes as nurses learn how to improve their professionalism, achieve their goals, and increase their overall clinical experience levels as turnover rates decrease (Hoover et al., 2020). Project Leads. The project leads are two Registered Nurses in the unit Leadership group who are well-versed in evidence-based practice and carrying out continuous improvement projects. The collaborative efforts of these two nurses are vital to the success of this project. This need for collaboration extends to each other as well as other members of the team and staff. The leads will be responsible for introducing mentoring to the rest of the unit Leadership group and overseeing its progress in the coming months. In addition, this group will be responsible for facilitating the development workshop, distributing and collecting evaluations, and performing check-ins with mentor participants. Mentors. The mentors will primarily consist of members of the unit Leadership group that are current charge nurses and advisors for the unit's staff. This group will be critical to the 18 project and the primary test subjects for the development program's effectiveness. Their participation will ultimately determine the success of the program. Management. The manager and assistant managers will provide support to the Leadership group. They will also participate in the mentor development program as they mentor staff on the unit, including those within the Leadership group. The management team will also need to meet with the project leads before the rollout of the mentor development program. There, they will discuss the role of mentors as advocates and supporters during corrective active processes their mentees may undergo. Mentees. Mentees will be provided from the aforementioned advisor groups. The mentees will become familiar with goal-making and how their mentors support their professional goals. The mentees will also help evaluate how mentoring builds relationships and increases their likelihood of staying. Finally, mentees will complete evaluations to determine the impact of a formal mentoring program, including mentor training, and how this impacts retention. Hospital Administration. Once the mentor development program has been successfully launched on a unit level, it will be essential to share findings with hospital administration to determine how to implement the mentor development program throughout the various units at the children's hospital. Buy-in from the hospital administration will aid in the efficiency and standardization of a formal mentoring program at the hospital level. Additionally, the hospital administration will be able to aid in future funding to continue to build the program. Plan for Evaluation of Project Evaluations from mentors will determine the efficacy of the mentor development program, and the evaluations from the mentees will determine the effectiveness of the mentors and if mentorship will continue as a successful program in the unit. Assessments will be utilized 19 before and after the workshop to determine the competency and knowledge of the mentors. In addition, these assessments will aid in detecting information that may need to be incorporated into future workshops. These evaluations and assessments will include questions on a scale from 1-5 and open-ended questions regarding the need for support and improvement. These evaluations and assessments will determine if mentor development training is helpful and result in effective mentoring with mentees feeling supported in their goals. Additionally, results will show the quality of relationships between a mentor and mentee and how this impacts the work environment. Based on these results, the project leads will have information and suggestions to share for expanding the program throughout the hospital. Ethical Considerations Ethical considerations to address in a mentor development program include the process of selecting and training mentors. Firstly, in selecting a mentor, the attributes of the individual and the desire to mentor must be evaluated (Cypress, 2020; Hale & Phillips, 2018; Lin et al., 2018). Additionally, a mentor must be an individual in good standing² ideally, a well-respected member of the team. The prospective mentor must demonstrate accountability and a strong regard for privacy. This role requires frequent check-ins and follow-ups with their mentee, as well as the mentor being privy to potentially private information about their mentee. The time available for a mentor to devote to their role is also critical because they need to ensure protected time to mentor to be successful. Finally, objectivity is important during the mentor selection process, so favoritism or bias does not impact selection. A second ethical consideration involves mentoring and needs to be included during the workshop and training. The American Psychological Association (2019) gives some suggestions for mentoring ethically. These suggestions include that the mentor: properly prepare themselves 20 mentally to take on the role of a mentor, manage expectations appropriately with their mentee, maintain inclusivity to whom they mentor, protect the mentee's privacy, minimize multiple roles with their mentee, advocate and evaluate, and give their mentees credit where it is due. Finally, mentors need to be individuals capable of self-awareness and complete personal check-ins periodically. Discussion There are additional items to examine regarding introducing a mentor training program. This section will address the dissemination of significant project findings and how a mentor training program will benefit nursing. Additionally, this section will discuss the limitations and strengths of the project and recommendations for project improvement and implementing a mentor development program. Evidence-Based Solutions for Dissemination Findings of this project will be disseminated through a poster presentation for the faculty and MSN peers at Weber State University. The poster will aid in organizing pertinent findings into a presentable medium. Project findings can also be shared through hospital-wide newsletters, hospital councils, leadership meeting presentations, and to other groups expressing interest in building a mentoring program. Specifically, appropriate dissemination forums include quarterly Nursing Town Hall, Engagement Shared Leader Council, and Leadership Shared Leader Council, among others. Finally, findings from this project have the potential for publication in a nursing journal and possible podium or poster presentation at Magnet© or other nursing conference in 2024, such as the Western Institute of Nursing (WIN) Annual Conference and/or the Fuld Institute EBP Summit. 21 Significance to Advance Nursing Practice Retention and turnover rates are considerable causes of concern in the nursing profession. Thus, recent years have focused on finding evidence-based practices that aid retention and decrease turnover. Mentorship programs are an evidence-based practice that results in many positive outcomes, such as professional growth, confidence, job satisfaction, decreased stress, and increased retention by developing long-term and meaningful relationships between the mentor and mentee (Cypress, 2020). However, while mentoring brings these desired outcomes, there is a gap in the current literature that specifically outlines how to develop an individual into a successful mentor (Lin et al., 2021). Effective mentor development is essential as experienced nurses are often put in a mentor role without the training, support, and structure to mentor adequately, thus, leading to a feeling of incompetence and frustration (Tuomikoski, 2019). As this project intends to provide training, support, and structure for potential mentors, it will benefit the nursing profession by further enhancing the impact of mentoring and its associated benefits, such as retention and job satisfaction. Implications Currently, mentoring and precepting are commonly used interchangeably; however, there is a vast difference as preceptors provide guidance to help grow clinical strength and critical thinking, whereas mentorship is a trusting relationship between a new nurse and a seasoned nurse to give professional and personal guidance (Van Patten et al., 2019). This creates limitations in the literature as limited data examines mentoring independently and under the correct definition. While mentoring has been accepted as beneficial by nursing leadership, providing the proper education, resources, incentives, and time has been challenging, limiting 22 results. Organizations can form the foundation by developing adequate training and education for mentors and selecting nurses with the right qualities (Hale & Phillips, 2018). As stated earlier, this project's main limitations are defining concrete components to include when implementing a successful mentor development program, especially one specific to nursing mentors. This lack of comprehensive information creates some difficulty for the project, as the project involves piecing together evidence-based practices to create a mentor development program. However, this is also a strength as the project leads can utilize aspects of the literature findings that will be the most effective for their organization and discard findings that may not benefit them. Reducing obstacles during this project include the initial literature search for components of a mentor development program so that only evidence-based solutions are utilized, decreasing unnecessary interventions that lack evidentiary support. Nursing knowledge will improve with a mentor development program for both the mentor as they gain more knowledge about mentoring and the mentee as they grow in confidence and professionalism through mentoring and become more involved in their organization (Cypress, 2020). Recommendations Once the mentor development project is implemented, ongoing evaluation and modifications will be needed to ensure success and efficacy. This will be accomplished through participant surveys and feedback to ascertain what elements of the project to alter. Feedback will prove meaningful as any changes made to the program will only further its efficacy as it came from those directly participating. Additionally, participants in the program can act as mentors to new mentors that enter the program as it continues forward. Lessons learned sharing sessions led by program participants will be essential to solidify the program and also aid in creating a foundation for other units that will implement this development program. Retention and job 23 satisfaction will also be measured after project implementation and are expected to increase with the introduction of mentoring and a mentor development program. Furthermore, as gaps exist in the literature regarding the components of a comprehensive and structured mentor development program, increased research regarding these components and best practices to include in a mentor development program would be beneficial, specifically research in mentor development programs in nursing (Hale & Phillips, 2019; Lin et al., 2021; Tuomikoski, 2019). Evidence-based components of a development program that can be found in one place could lead to a more successful implementation of mentoring. This time-intensive project involves pieces of various mentor development techniques to produce one consolidated program. This protected time for employees to conduct extensive literature searches is not always feasible in various hospital and clinic structures; therefore, creating a mentor development program with concrete and specific criteria that are easily located would be useful. Due to the smaller sample size of this project, the project will need to be repeated and evaluated within other hospital systems to become a widely suggested practice for mentor development. Conclusions There is a projected shortage of 400,000 nurses by 2026 in the United States alone (McClain et al., 2022). Thirty percent of nurses plan to leave their role within a year of hire, and 57% of nurses plan to leave within two years of hire; nursing leaders are actively seeking ways to retain and promote engagement within the workplace (McClain et al., 2022; Van Patten & Bartone, 2019). Mentorship programs are an evidence-based practice that aids in retention, engagement, professional growth, confidence, job satisfaction, and decreased stress (Cypress, 2020; Hoover et al., 2020). However, while mentorship yields these positive outcomes, mentors often experience frustration and inefficiency as they often do not receive the education or 24 training to mentor (Hookmani et al., 2021). Therefore, there is a need for a program to develop mentors within nursing that contains evidence-based components. Key findings from the literature search include the benefits of mentoring, the need to differentiate and clearly define mentoring versus precepting, and that structured mentor development programs are needed. Additionally, a literature search aided in discovering what components should exist in a structured mentor development program. These components included didactic learning through a medium such as a workshop with specific topics, regular check-ins with the mentors and mentees, and evaluations for improving the program and individuals. While the literature search provided the benefits of mentoring and individual components for a development program, there is a gap showing a pre-existing development program that can act as a blueprint for organizations to use. These findings verify that creating a comprehensive mentor development program is imperative. A mentor development project will be implemented first on a unit level and, once success is established, be taken to other units throughout the organization. The achievement of this project will be determined by the level of preparedness a mentor feels following training, the level of support and growth the mentee experiences from the guidance of their mentor, and ultimately how it affects retention and engagement in the workplace. 25 References Aylor, M., Cruz, M., Narayan, A., Yu, C., Lopreiato, J., Mann, K., Acholonu, R., Turner, T., Serwint, J., Sectish, T., Anderson, M., & Spector, N. (2016). Optimizing your mentoring relationship: A toolkit for mentors and mentees. Association of American Medical Colleges, 12, 1-6. https://doi.org/10.15766/mep_2374-8265.10459 Brook, J., Aitken, L., Webb, R., MacLaren, J., & Salmon, D. (2019). Characteristics of successful interventions to reduce turnover and increase retention of early career nurses: A systematic review. International Journal of Nursing Studies, 91, 47-59. https://doi.org/10.1016/j.ijnurstu.2018.11.003 Cypress, B. (2020). Fostering effective mentoring relationships in qualitative research. Dimensions of Critical Care Nursing, 39(6), 305±311. https://doi.org/10.1097/DCC.0000000000000444 Fleming, M., House, S., Hanson, V., Yu, L., Garbutt, J., McGee, R., Kroenke, K., Abedin, Z., & Rubio, D. (2013). The mentoring competency assessment: Validation of a new instrument to evaluate skills of research mentors. Academic Medicine, 88(7), 1002-1008. https://doi.org/10.1097/ACM.0b013e318295e298 Gandhi, M., & Johnson, M. (2016). Creating more effective mentors: Mentoring the mentor. AIDS and Behavior, 20(2), 294±303. https://doi.org/10.1007/s10461-016-1364-3 Hale, R., & Phillips, C. (2019). Mentoring up: A grounded theory of nurse-to-nurse mentoring. Journal of Clinical Nursing 28(1), 159±172. https://doi.org/10.1111/jocn.14636 Hookmani, A., Lalani, N., Sultan, N., Zubairi, A., Hussain, A., Hasan, B., & Rasheed, M. (2021). Development of an on-job mentorship programme to improve nursing experience for 26 enhanced patient experience of compassionate care. BMC Nursing, 20(175), 1±18. https://doi.org/10.1186/s12912-021-00682-4 Hoover, J., Koon, A., Rosser, E., & Rao, K. (2020). Mentoring the working nurse: A scoping review. Human Resources for Health, 18(52), 1±10. Lent, R., & Brown, S. (2013). Social cognitive model of career self management: Toward a unifying view of adaptive career behavior across the life span. Journal of Counseling Psychology, 60(4), 557±568. https://doi.org/10.1037/a0033446 Lin, J., Chew, Y., Toh, Y., & Krishna, L. (2018). Mentoring in nursing: An integrative review of commentaries, editorials, and perspectives papers. Nurse Educator 43(1), E1-E5. https://doi.org/10.1097/NNE.0000000000000389 Palmer, C. (2019, April). How to mentor ethically. Monitor on Psychology, 50(4). https://www.apa.org/monitor/2019/04/mentor-ethically Roussel, L., Thomas, P. L., & Harris, J. L. (2023). Management and leadership for nurse administrators (9th ed.). Jones & Bartlett Learning. Sampat, A., Larson, D., Culler, G., & Bega, D. (2020). Formalizing a residency mentorship program with a business of medicine curriculum. Journal of Medical Education and Curricular Development, 7(7), 1-5. https://doi.org/10.1177/2382120520959685 Shollen, S., Bland, C., Center, B., Finstad, D., & Taylor, A. (2014). Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school. Academic Medicine, 89(9), 1267±1275. https://doi.org/10.1097/ACM.0000000000000381 Tuomikoski, A., Ruotsalainen, H., Mikkonen, K., Miettunen, J., Juvonen, S., Sivonen, P., & .DDULDQHQ 0 +RZ PHQWRULQJ HGXFDWLRQ DIIHFWV QXUVH PHQWRUV¶ FRPSHWHQFH LQ 27 mentoring students during clinical practice-A quasi-experimental study. Scandinavian Journal of Caring Sciences, 34, 230-238. https://doi.org/10.1111/scs.12728 Van Patten, R., & Bartone, A. (2019). The impact of mentorship, preceptors, and debriefing on the quality of program experiences. Nurse Education in Practice 35, 63-68. https://doi.org/10.1016/j.nepr.2019.01.007 28 Appendix A PowerPoint for Leadership Meeting 29 30 31 Appendix B Mentor Development Workshop Agenda This workshop will be provided to individuals who have been approved to mentor. A didactic portion will occur as well as interactive activities and break-out sessions with topics specific to mentoring. Pre- and post-assessments will be completed by attendees to evaluate the workshop. Mentor the Mentor Workshop Agenda I. LOCATION: LONE PEAK CONFERENCE ROOM DATE: April 6, 2023 ATTENDEES: Unit Mentors TIME: 4:00 PM- 7:00 PM INTRODUCTION 4:00 PM-4:15 PM McCall will welcome participants to workshop and hand out pre-assessment to attendees. II. DIDACTIC LESSON ON MENTORING 4:15 PM-5:30 PM (WITH 1 5 MINUTE BREAK) McCall, Jessie, and Clare Kranz will present lesson on mentoring including interactive activity BREAK FOR DINNER 5:30 PM-6:00 PM III. BREAK OUT SESSION 1: EFFECTIVE COMMUNICATION STRATEGIES 6:00 PM-6:15 PM IV. BREAK OUT SESSION 2: GOAL SETTING 6:15 PM-6:30 PM V. BREAK OUT SESSION 3: LEADERSHIP STYLES AND DIVERSITY 6:30 PM-6:50 PM VI. CLOSING REMARKS McCall will close workshop and hand out post-assessment to attendees and share results 32 Appendix C Mentor Evaluation Please evaluate your experience with mentoring below. Rate your experience from strongly disagree to strongly agree. Strongly Disagree I have received the training to prepare me to mentor I have the expertise to help my mentee(s) to accomplish their goals(s) and meet their needs I have the time and resources to mentor I feel supported by my leadership to grow in my goals as a mentor Mentoring has increased my job satisfaction I am able to identify my mentee's goals I meet with my mentee at least monthly I am available for my mentee's emotional needs I have a strong working relationship with my mentee Comments: Disagree Neutral Agree Strongly Agree 33 Mentee Evaluation Please evaluate your experience with mentoring and your mentor below. Rate your experience from strongly disagree to strongly agree. Strongly Disagree I have established goals I have the time and resources to accomplish my goals I feel supported by my leadership to grow in my goals Receiving mentoring has increased my job satisfaction I have experienced personal and professional growth through being mentored My mentor cares about my emotional needs I have a strong working relationship with my mentor I meet with my mentor at least once a month I would recommend utilizing a mentor to my peers Comments: Disagree Neutral Agree Strongly Agree 34 Appendix D Week 1 Meet with Unit Manager and Management team for project approval Project Implementation Timeline Month 2 Month 3 Month 6 Present Mentor Facilitate Mentor Send out PowerPoint Development Mentor presentation to Workshop. Hand Program Leadership Team out pre and postEvaluation during the assessments at the Tool to monthly workshops to mentors and Leadership evaluate efficacy. mentees on the meeting and unit. begin accepting Assign mentor Mentor/Mentee Evaluate applications. groups impact of mentoring Schedule Mentor Introduce new program. Development Mentoring program Workshop during to members of the Incorporate quarter 2 unit adjustments as needed to improve mentoring program. Ongoing Monthly check-ins with mentors and mentees. Evaluate efficacy of program and report findings to hospital administration to consider implementing program hospital-wide.