Digital Repository Masters Projects Spring 2023 Role Confidence Through Mentor Training Vicki Kortright Weber State University Follow this and additional works at: https://dc.weber.edu/collection/ATDSON Kortright, V. 2023. Role confidence through mentor training. 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 Role Confidence Through Mentor Training Project Title by Vicki Kortright, BSN, RN, MSN Student 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 3/27/2023 Date 3/27/2023 Student Name, Credentials (electronic signature) Date MSN Project Faculty (electronic signature) Date Melissa NeVille Norton (electronic signature) Date DNP, APRN, CPNP-PC, CNE Graduate Programs Director Note: The program director must submit this form and paper. Role Confidence Through Mentor Training Vicki Kortright, BSN, RN, MSN Student Weber State University Annie Taylor Dee School of Nursing Abstract The benefits of mentoring are well documented. Mentoring leads to positive outcomes for the mentor, the mentee, and the host organization. However, research indicates that these benefits are only observed where there is an effective mentor-mentee relationship. Creating an effective mentor-mentee relationship requires a mentor that is confident in their mentoring role. Unfortunately, most mentors have limited experience and need formal training. A literature review indicates that more research needs to be done on mentor training programs in nursing. This project aims to provide a framework for developing, implementing, and evaluating a formal training program for mentors. Additionally, this program offers education and training opportunities to help mentors develop their skills, increase their confidence, and understand potential barriers to becoming successful mentors. However, while this project is limited to utilization management nurses at one health plan, it has the potential to be valuable for a wide range of specialties and clinical settings. This program aims to increase the availability of nurse mentor training programs to increase the utilization and effectiveness of nurse mentors. Keywords: mentor, mentoring, mentorship, nurse, nursing, mentor training, mentor education Role Confidence Through Mentor Training Despite utilization management (UM) being an essential component of healthcare cost management, it is often misunderstood. UM, programs are designed to address overutilization. Overutilization is "an excessive use of services and procedures that leads to waste within the health care system and does not result in any measurable quality improvement" (Giardino & Wadhwa, 2022, p.1). According to Giardino and Wadhwa (2022), the three types of UM interventions are prior authorizations, concurrent reviews, and retrospective reviews. Prior authorizations, also called preauthorization, occur before a clinical intervention or medical procedure is furnished. Preauthorization assesses whether a requested clinical service or procedure is appropriate for the patient and the requested setting. The concurrent review takes place while the patient is receiving care. The function of the concurrent review is to oversee the care being delivered to ensure that care is delivered effectively and efficiently and to reduce the misuse of inpatient services. Finally, a retrospective review occurs after the bill has been received and clinical services have been provided. A retrospective review aims to confirm that provided care was appropriate, efficient, and effective. Retrospective review is also tasked with confirming that the codes submitted on the bill are correct and accurate. Not every episode of care will require all three types of UM review, but an adverse determination from any of the three can result in a denial of either the request for services or the payment for the services (Giardino & Wadhwa, 2022). Nurses with varied clinical experiences and training are uniquely suited to a utilization management role (Giardino & Wadhwa, 2022). Nurses with extensive, varied clinical experience know which records are needed to confirm medical necessity and can also understand and interpret provided records. They also have the expertise to review records for accuracy, inconsistencies, and oversights. These nurses are also familiar with care coordination and can communicate effectively with providers and patients regarding determinations, policy decisions, and benefit exclusions. Statement of Problem Unfortunately, experienced nurses transitioning from clinical nursing to utilization management positions can experience frustration and insecurity (Gayrama-Borines & Coffman, 2021). These feelings stem from adapting to a new set of acronyms, expectations, and work processes (Eastridge, 2018). This difficulty is compounded by the fact that they are assigned to mentors with no formal mentor training and little experience in the role. The benefits of an effective mentor-mentee relationship are well documented. Mentees participating in a successful mentorship program report increased support, workplace camaraderie, and self-confidence (Council & Bowers, 2021). In addition, mentors report increased opportunities for leadership, professional development, and skill competency (Wurmser & Kowalski, 2020). The healthcare organization also benefits from supporting a successful mentor-mentee relationship with increased staff retention and interdisciplinary communication (Shermont et al., 2019). Developing a successful mentor-mentee relationship hinges on the mentor's ability to create a personalized relationship, provide effective, timely, responsive feedback, and deliver appropriate, personalized support (Sheri et al., 2018). Despite the apparent benefits of an effective mentor-mentee relationship, evidence indicates that clinicians assigned to be mentors are often poorly trained in mentoring. Sheri et al. (2018) reported that less than fifteen percent of mentors had received formal training, and less than one-third of organizations have inclusion criteria for mentor recruitment. By providing mentor training programs, organizations enhance the effectiveness of the mentoring process. In addition, formal training for mentors increases their overall competency, role satisfaction, and confidence (Geraci & Thigpen, 2017). The purpose of this Master of Science in Nursing (MSN) project is to develop a mentor training program for senior utilization management clinicians interested in mentoring newly hired nurses. The program would be open to senior clinicians currently working as utilization management clinicians in the three UM disciplines. The program would focus on providing training in techniques to foster personalized, supportive, and appropriate relationships with their mentees, as well as how to provide practical, constructive, timely, and responsive feedback. The overarching aim of this project is to increase confidence, job satisfaction, and role preparation for nurses taking on the responsibility of mentoring newly hired staff. Ways Project Contributes to Intended Recipients Developing an effective mentor training program will result in a more effective and productive mentor-mentee relationship, which will benefit the mentor, mentee, and overall organization. Mentors who receive formal mentor training report improved communication skills, a renewed enthusiasm for the program, increased confidence in providing negative feedback, and an ability to establish appropriate professional boundaries (Sheri et al., 2018). Mentees who participate in a successful mentor relationship report receiving more personalized support, increased self-confidence, and greater independence (Geraci & Thigpen, 2017). Organizational investment in a mentor training program also pays off through increased staff satisfaction, employee retention, employee professionalism, loyalty, and leadership capacity (Gayrama-Borines & Coffman, 2021). Rationale for Importance of Project According to Gularte-Rinaldo et al. (2022), among nurses under 35 years old, 63% report they intend to leave or are considering leaving their current position. Leaving a long-held position or transitioning to a new nursing specialty is stressful and can lead to frustration and insecurity for experienced nurses (Gayrama-Borines & Coffman, 2021). Transitioning from a role as a bedside or clinical nurse to a role as a utilization management nurse can exacerbate these feelings. According to Jennifer Schlette (2022), transitioning to a role as a UM nurse can be isolating, intimidating, and require a prolonged learning period. This project is beneficial because with such a substantial number of experienced nurses considering a role change, they must receive the support they need during their transition. A successful mentoring program could provide this support. While much of the available literature focuses on the benefits of mentorship for newly graduated nurses, experienced nurses who transition to a new role or change specialties report similar feelings of uncertainty, anxiety, and stress (Chicca, 2021). Mentoring has been shown to mitigate these feelings by providing supportive and nurturing relationships for participating nurses (Gularte-Rinaldo et al., 2022). It has also provided earlier workplace acceptance and camaraderie (Shermont et al., 2019). With experienced nurses reporting that one of the most significant contributors to role dissatisfaction is missing established workplace friendships (Chicca, 2021), this would be especially beneficial for these nurses. Successfully implementing a mentorship program for nurses transitioning to a role as a utilization management nurse begins with ensuring mentors are well-trained and have a good understanding of the role they will be filling (Shermont et al., 2019). A targeted, structured mentor training program would ensure mentors' confidence. It would also give them the skills and knowledge needed to be influential mentors (Sheri et al., 2018) to nurses experiencing a disorienting transition. Ensuring mentors are well-trained and confident in their roles will benefit the mentors, mentees, and their parent organizations. Literature Review and Framework A literature search was conducted to identify current research regarding mentor training programs. Available research and non-research types of evidence were reviewed. An evidencebased change framework was identified, reviewed, and evaluated to form the foundation for this project. Framework Prosci's ADKAR® Model for organizational change was selected as the evidence-based framework for implementing the changes proposed by this MSN project. ADKAR® is an acronym for the five milestones needed for organizational or individual change to be successful: (1) Awareness of the need for change, (2) Desire to participate and support the change, (3) Knowledge of how to change, (4) the Ability to implement the desired skills and behaviors required for change, and (4) Reinforcement to sustain the desired changes (Prosci, n.d.). The five milestones are sequential, and each step must be fully embraced for change to be successful (Kaminski, 2022). Prosci (n.d.) states that organizational changes often fail because affected employees fail to see the importance of the proposed change or do not buy into the need for change. Prosci's ADKAR® model was chosen because it focuses on the need for individual change before organizational change can be effective (Tahir, 2020). Successfully implementing a mentor training program will require not only organizational change but a willingness of affected individuals to accept the need for change and be willing to implement required individual changes prior to widespread organizational change. Applying the ADKAR® model to this project will begin with early project application to make sure those affected by the change are aware of why the change is valuable, what the plan for the change will be, how they will be affected by the change, and what is the expected result of the change (Kaminski, 2022). The next step will be to make a compelling case for the program's implementation. Completing this step will help identify potential barriers to staff's desire to change and provide utilization management staff and supervisors with an opportunity to provide feedback and input as the program is developed (Wong et al., 2019). After the desire for change has been addressed. The next step to implementation is knowledge. This milestone will require selecting experienced nurses within the organization to assist with program development, curricula, and initial implementation (Kaminski, 2022). The fourth milestone, ability, will overlap with the milestone of knowledge. For this to be accomplished, a group of three or four senior nurses interested in serving as mentors will be asked to participate in the initial mentor training class. They will work through the initial curricula and provide feedback on their experiences (Tahir, 2020). The final milestone in the ADKAR® model is reinforcement. Reinforcement is the process of encouraging sustained change over the long term (Kaminski, 2022). There are several ways to achieve this milestone. For this project, mentors will have monthly meetings to answer questions and troubleshoot problems. These meetings will also provide an opportunity to recognize accomplishments and provide positive feedback on new undertakings. Strengths and Limitations The ADKAR® has several strengths that led to it being chosen for this project. First, this model has clear and simple language (Wong et al., 2019). It provides an easy-to-understand framework to guide project implementation. The clarity and simplicity are two reasons ADKAR is ideal for a mentor training program that will affect not only front-line staff but also support staff, new hires, supervisors, and managers with varying levels of clinical expertise. Second, it focuses on smaller, sequential steps to overcome resistance to change (Wong et al., 2019). Smaller, more manageable steps are preferable when working with smaller groups, such as senior utilization management nurses, where each participant could impact the success or failure of the program. Finally, the ADKAR® model focuses on individual change (Tahir, 2020). For a mentor training program to be successful, the mentors will need to see the benefits of the changes and be willing to transform individually both during the program and after completion. One limitation of the ADKAR® model is that it almost entirely ignores management's role in the change process (Tahir, 2020). Because of this issue, ADKAR would be unsuitable for significant transformational changes or organization-wide project implementation. If the mentor training program for the utilization management team is successful and widespread rollout is being contemplated, it would be necessary to consider an alternate model for change. Analysis of Literature There is considerable evidence in the literature to suggest that a well-designed mentorship program provides significant benefits for both mentor and mentee. However, for the program to succeed, considerable attention must be paid to participants' readiness and commitment to fulfill their respective roles. Unfortunately, the available evidence is almost exclusively focused on the mentorship of student nurses, nurse leaders, and nurses transitioning to an academic setting. There is little information in the literature on mentorship programs' effectiveness for experienced nurses transitioning to a new clinical or non-clinical position. The literature also clearly identifies the need for additional research regarding mentorship in healthcare, including how to measure the success and effectiveness of mentor training programs. Search Strategies A literature search was conducted to identify currently available evidence using the Cumulative Index to Nursing and Allied Health Literature (CINAHL), Medline, PubMed, EBSCO, Google Scholar, Health Source: Nursing/Academic Edition, and Weber State University's Stewart Library's OneSearch. Only articles from 2017 to 2022 were included in this literature review to limit search results to current information. Key search words and phrases included mentor or mentorship programs, or mentors or mentor, training or education or learning or development or competency, nurse or nurses or nursing, evidence or research, health plans or health insurers, confidence or preparedness or readiness or preparation. In addition, various combinations of the previously mentioned keywords were used to create a broad search. At the conclusion of the literature review, three themes were evident. These were (1) benefits of a mentor program, (2) characteristics of a successful mentor program, and (3) need for additional research. Benefits of a Mentor Program A review of the available literature suggests mentoring programs benefit the mentee, mentor, and institution. In general, employees who receive high-quality mentoring identify it as a crucial contributor to career satisfaction and a sense of achievement. In contrast, employees who did not receive mentor support see the lack of support negatively impacting their professional fulfillment and success (Geraci & Thigpen, 2017). According to Forbes Magazine, seventy-one percent of Fortune 500 companies offer mentoring to their employees, ninety percent of employees who have a career mentor are happy at their current workplace, and eighty-six percent of Chief Executive Officers (CEOs) indicate it was an integral part of their career success (Abbajay, 2022; Cantalupo, 2022). These statistics and available evidence indicate that participating in an effective mentorship program provides an evidence-based approach to improving employee job satisfaction (Gayrama-Borines & Coffman, 2021). It also provides an ongoing reciprocal professional relationship (Fernandez et al., 2018) and encourages mentor and mentee professional development and skill competency. Employees who are provided with mentor support report feelings of increased encouragement, workplace acceptance, camaraderie (Shermont et al., 2019), increased self-confidence, and diminished feelings of self-doubt (Council & Bowers, 2021; Wurmser & Kowalski, 2020). The benefits of a mentor program are not only for the mentor and mentee, but the literature also recognizes the benefits of a mentorship program to the sponsoring institution. For example, Council and Bowers (2021) found that having an effective mentor program increased an organization's ability to implement quality improvement projects and evidence-based practice programs. It also increased general staff retention, interdisciplinary communication (Shermont et al., 2019), professionalism in the workplace, teamwork, loyalty, and leadership capabilities (Gayrama-Borines & Coffman, 2021; Howard, 2020). Characteristics of a Successful Mentor Program Unfortunately, the benefits detailed in the literature are only seen when mentor programs are effectively and successfully implemented. One of the fundamental elements of an effective mentor program is carefully considering the characteristics and commitment of the mentor (Horner, 2020); (Liao et al., 2020). In general, for a mentor to be successful, the mentor must not be in the supervisory hierarchy of their mentee, as this discourages open and honest communication (Geraci & Thigpen, 2017). The mentor must also have sufficient experience and seniority to provide the mentee with needed knowledge, experiences, feedback, and resources (Geraci & Thigpen, 2017). The literature also touts specific personality characteristics as necessary for an employee to be a good mentor; for example, confidence, excellent written and verbal communication skills (Raskind, 2021), and the ability to nurture a professional relationship with their mentee while establishing appropriate boundaries (Sheri et al., 2018). The evidence indicates that implementing a well-targeted structured mentor training program may help develop these characteristics in employees interested in being mentors (Shermont et al., 2019). Even though a mentor training program has been shown to improve the effectiveness of the mentoring process, mentor competency, and satisfaction, novice mentoring is customary in most healthcare organizations (Sheri et al., 2018). Sheri et al. (2018) found that only fifteen percent of mentors receive formal training, and only a third of organizations have any criteria for inclusion into a mentoring program. Therefore, implementing a mentor training program and inclusion criteria for mentors are essential elements for a mentorship program to be successful. Including well-trained, motivated, qualified mentors is one of many characteristics the evidence determines to be essential for mentorship success. Mentoring means creating a relationship that balances both personal and professional elements. They require attention to compatibility and chemistry between the participating parties (Cypress, 2020). Mentors participating in two qualitative studies indicated that the primary issues faced during mentorship were difficulty coordinating schedules and connecting both in scheduling and on a more personal level with their mentees (Fernandez et al., 2018; Wurmser & Kowalski, 2020). Cypress (2020) reported that for a mentor/mentee pairing to be successful, both parties must understand the expectations, relational styles, and working and communication preferences. Raskind (2021) had several other suggestions for a successful pairing. These included reciprocity, mutual respect, clear expectations, a personal connection, and shared values. As a result, finding a successful pairing may require more than one attempt. Need for Additional Research Although mentoring has been studied extensively in the corporate world, the research and evidence related to healthcare are relatively new. Most of the available literature focuses on mentoring between an experienced and a newly graduated or student nurse (Horner, 2020). In addition, there is a notable lack of research on evaluating mentoring competence in different settings and the most effective methods for providing and evaluating mentoring education (Tuomikoski et al., 2020). It should also be noted that according to Nowell et al. (2017), there are few comparative research designs, experimental, quasi-experimental, longitudinal, or multi-site mentoring studies in the available literature. Geraci and Thigpen (2017) found that studies on mentoring include primarily qualitative and cross-sectional studies using interviews, focus groups, and surveys. These qualitative studies mainly used a limited number of subjects taken from a few sites and cannot be quantified or standardized between studies. In addition, available studies need more consistency and adequate controls to establish causal connections or relationships (Geraci & Thigpen, 2017; Nowell et al., 2017). Future mentoring and mentorship studies would benefit from the increased consistency and applicability of multi-site, longitudinal designs (Nowell et al., 2017). While the currently available literature extols the value of a robust mentoring program, there needs to be more data on the development, implementation, or evaluation of a mentoring program (Council & Bowers, 2021; Horner, 2020; Liao et al., 2020). Council & Bowers (2021) report that a lack of consistency in descriptors and definitions related to mentoring and mentorship significantly impairs the ability to establish best practices and design recommendations for organizations desiring to implement effective programs. Future mentoring studies must focus on specific mentor training programs, their long-term impact on participants (Liao et al., 2020), and their value and cost-effectiveness in the broader healthcare system (Horner, 2020). Summary of Literature Review Findings and Application to the Project Although nurse mentorship is still new (Hancock, 2022), a literature review supports the need for effective nurse mentoring programs in healthcare. There is also sufficient information to establish the benefits of mentorship for the mentor, the mentee, and the host organization. Currently available evidence also clearly details the characteristics of an effective mentorship program and what traits contribute to a successful pairing. It is also evident from this inquiry that additional research studies into the development, implementation, and evaluation of mentoring within the nursing discipline and seriously needed. The information acquired from this literature review will form the framework for creating an effective mentor training program. The current evidence will be used to develop a structure for the mentor training program and inclusion criteria for senior nurses interested in providing mentoring. The information collected from the literature will also be used to monitor participant engagement and program effectiveness. Project Methodology This MSN project aims to develop a mentor training program for senior utilization management clinicians interested in mentoring newly hired nurses. This program aims to increase confidence, job satisfaction, and role preparation for nurses mentoring newly hired staff. The program would include a series of educational sessions to offer training on developing appropriate mentor/mentee relationships, strategies for providing constructive feedback and criticism and promoting self-confidence in staff being mentored. Description and Development of Project Deliverables Three deliverables have been created to introduce and promote this project to senior utilization management clinicians at a nationwide health insurance company. The deliverables include a representative example of an educational presentation, a handout designed to provide ongoing reference material for program participants, and a practice scenario for participants to work toward developing effective mentoring skills. Educational Presentation on Mentoring The first item is a PowerPoint presentation (see Appendix A). The purpose of the presentation is to introduce the idea of mentoring to senior utilization management clinicians. The presentation provides a general overview of mentoring, including why mentoring is necessary, the benefits of an effective mentorship program, and information on what makes an effective mentor (Byars-Winston & Dahlberg, 2019; Raskind, 2021). In addition, this deliverable provides evidence-based information to promote interest and enthusiasm for the program among utilization management clinicians to encourage continued participation. Mentoring Leaflet for Ongoing Reference The next deliverable is an educational leaflet (see Appendix B). This leaflet will be provided to each program participant following the completion of an educational session. The handout summarizes the information in the educational session and gives each participant an easily accessible summary of learned skills. This deliverable aims to assist clinicians in remembering the concepts they learned as they complete their mentoring assignments (Levy, 2023). Practice Scenario for Skill Development The final item created for this project is a practice scenario (see Appendix C). This practice scenario allows participants to practice providing constructive criticism and feedback in a training environment. Although providing constructive feedback is essential for mentoring to be effective (Wei et al., 2019), it is one of the most challenging tasks undertaken by mentors (Scott, 2019). This deliverable is a sample of the practice scenarios that will be provided for each educational session. Participants will be divided into groups to provide a non-threatening environment for participants to practice these skills. They will work through each practice scenario with other group members until they feel comfortable with the skill. Plan and Implementation Process Implementing this MSN project will require permission from the management team for the utilization department. An educational meeting will be scheduled with the Assistant Director of Utilization Management to get feedback and support for the program. With the support of the assistant director, a meeting will be scheduled to present an overview of the program to the director, other managers, and department stakeholders within the company. An introduction, presentation, and explanation of the project and deliverables will be provided during the meeting. Following the department managers' approval, it will be necessary to disseminate the information to the utilization management clinicians. The project will be introduced to the clinicians, and objectives will be emphasized to gain support and increase enthusiasm for the project. After disseminating the information, interested clinicians will receive program enrollment resources. Interdisciplinary Teamwork When implementing a mentor training program, having a mentorship team is strongly encouraged. Utilizing a team ensures that program participants learn from individuals with a broad spectrum of strengths and areas of expertise (Boitano et al., 2021). It also ensures that clinicians participating in the program gain support, suggestions, and feedback from people with various specialties. Additionally, a teamwork approach to developing a mentor training program provides graduates with the resources and individuals necessary to be successful and effective. The Assistant Director of Utilization Management is a registered nurse (RN). Presenting the program to her is the first step in gaining plan approval. Demonstrating the importance of this program to the assistant director is essential because program participants will need to be allowed time during work hours to participate in program training. She will also be an excellent resource to champion the project to higher level management and encourage participation for direct report staff. The supervisors of the individual utilization management divisions are also vital members of the interdisciplinary team. Most utilization management supervisors are registered nurses, but a few are social workers. The supervisors of the individual teams must recognize the importance of providing support and training to department mentors because their teams will be directly affected by the participant's need for time away from routine work activities to receive training. It is also critical to involve company learning and development personnel. Learning and development personnel in this organization are nurses, doctors, designers, marketing personnel, and business management professionals. Regardless of their background, they have all taken courses and are proficient in developing learning materials for training and other educational programs. These professionals will provide direction, examples, and feedback on the developed training programs. They also have technological resources and materials to help make the program's educational sessions more engaging and effective. Finally, the most crucial interdisciplinary team members will be the senior utilization management nurses interested in being mentors. These are the registered nurses who make up the individual utilization management teams and will be the participants in the program. They will need to understand and see the importance of the program's time commitments, expectations, and objectives. They must be willing to take time away from their other responsibilities to participate in program learning activities and educational sessions. Their enthusiasm and willingness to learn will be fundamental to the program's success. Timeline Implementation of the project has multiple moving parts and requires coordination with several individuals. The first step will be to schedule a one-hour educational meeting and presentation for the Assistant Director of Utilization Management. This meeting will be scheduled for one hour and will take place remotely. The meeting will be scheduled for the first week of implementation. Following the presentation to the Assistant Director, a month has been allotted to incorporate her feedback into the program, rework the presentation, prepare the deliverables, and schedule a presentation for upper management. Once the assistant director's changes have been incorporated and deliverables have been prepared, a meeting with upper management will be scheduled within a week. Once upper management has granted permission to proceed if there are no concerns or suggestions for changes, a series of one-hour-long presentations to individual utilization management supervisors and their teams will be scheduled for the next two weeks. Program enrollment will begin the following week. Clinicians enrolling in the program will be given their choice of several cohort options, each limited to ten participants. Cohorts will begin the first week of every third month and last four weeks. Providing time in between will allow the mentorship team to review program participants' feedback and make any necessary adjustments. Educational sessions will be one time per week, with an additional question and answer session scheduled for later in the same week. Structuring the program in this way minimizes the time burden on participants and allows time for the mentors to practice their newly acquired skills without neglecting their routine work assignments (see Appendix D). Plan for Evaluation of Project The success of this project will be determined by comparing pre-and post-education surveys administered to the program participants. Participants will be asked to use a Likert scale to rate their knowledge, skill, confidence, and role satisfaction related to mentoring before and after completing the program. Surveys will be administered one month after program completion. Questions will be focused on whether participants found the program valuable, if they were satisfied with its contents, and suggestions for improvement. Ethical Considerations The primary ethical consideration that needs to be addressed during this project is the confidentiality of information shared during educational sessions. Mentors are in a unique role of trust. Their mentee may share private professional or personal struggles or concerns with their mentor. Although these may be discussed during the educational sessions to get support and guidance from the group, the shared confidences must remain private. Trust between the mentor and mentee is essential for an effective relationship (Cypress, 2020). Therefore, it is crucial to the program's success that anything shared with the group remains private. Therefore, during the first educational session, the need for strict confidentiality within the group will be reinforced. If a breach of trust is discovered, participants must be informed that they will be referred to human resources and their direct supervisor for potential disciplinary action. Discussion According to Kowalski and Billings (2019), mentoring is a powerful experience that can make a significant difference in people's lives when approached positively and confidently. Unfortunately, only a few mentors have the training, resources, and education to provide effective mentoring (Sheri et al., 2018). Research indicates an urgent need for formal mentor training for nurse mentors to ensure they have the skills and confidence to foster an effective and successful mentor-mentee partnership (Council & Bowers, 2021). This project provides a framework for creating, disseminating, and evaluating a mentor training program. This section discusses the available research, the project's strengths and weaknesses, and future recommendations. Evidence-based Solutions for Dissemination Project findings will be disseminated in several ways. First, following the completion of the initial mentor training program, the mentor training team will present the results of the preand post-program surveys during a utilization management leadership meeting. The presentation will contain a PowerPoint with an overview of the program contents, participant feedback, and gathered data. Next, the results will be shared with organizational and corporate leadership at the quarterly utilization management department meeting. By the time this meeting occurs, the mentor training program will have collected additional data due to having more cohorts completing the program. Finally, information will be compiled in a written report and emailed to pertinent stakeholders. The information provided in these presentations will help the organizational leadership team determine whether to expand the program to additional departments. In addition to presenting the findings to organizational leadership, this project will be shared with Weber State University faculty and peers through a poster and presentation. Significance to Advance Nursing Practice Research has shown that formal mentor training programs benefit business and academic arenas (Howard, 2020). However, while it seems intuitive that these benefits would translate to nurse mentors, formal mentor training has not become standard practice for nurses (Howard, 2020). This project provides a framework for developing, implementing, and evaluating formal mentor training programs. It has the potential to benefit not just nurse mentors working in utilization management but also nurse mentors in other specialties and areas of healthcare. Additionally, while mentoring has long been the standard for newly graduated nurses, it is not always expected for experienced nurses who are changing specialties or transferring to new units (Chicca, 2021). Experienced nurses transitioning to a new unit or specialty report feeling stressed, overwhelmed, incompetent, and anxious (Chicca, 2021). Providing a welltrained mentor for these nurses to ease the transition can increase their acceptance, camaraderie, and self-confidence (Horner, 2020). This project provides an evidence-based approach to supporting experienced nurses undergoing a career transition. Implications This project provides a detailed framework for implementing a mentor training program. It provides educational resources and opportunities for nurse mentors to share experiences and refine their skills. Throughout the program, nurse mentors will expand their understanding of mentorship, learn the characteristics of a good mentor, and develop strategies to overcome potential barriers to developing a positive mentor-mentee relationship. In addition, this project prepares nurse mentors to support, encourage and empower newly hired staff. The project limitations include a narrow focus, a limited implementation plan, and the potential for poor reception by staff and supervisors. This mentor training program focuses on utilization management nurses at a single health plan and is designed for small cohorts of senior nurses interested in providing mentorship to newly hired staff. However, the program could be expanded once the project has been implemented and positive outcomes verified. For example, it could be tailored to support more frequent cohorts, other areas or specialties, or additional mentor training teams. Unfortunately, if there is a lack of interest by senior staff or a lack of cooperation by supervisors or managers, the program will not be successful, and the gathered data will not support program expansion. Recommendations The literature revealed that most research on mentor training programs has come from the business, medicine, or academic communities (Nowell et al., 2017). The available nursing research focuses almost exclusively on mentoring novice nurses or nursing academics (Sheri et al., 2018). There is little research on formal mentor training programs for nurses in clinical or other healthcare settings (Sheri et al., 2018). Therefore, additional research must be conducted to determine the efficacy of nurse mentor training programs. Future research should focus on program development, evidence-based evaluation techniques, and strategies for mentoring experienced nurses undergoing a career transition. It should also include validated data collection tools and methods for evaluating mentor effectiveness. Conclusions The benefits of a successful mentor-mentee relationship are well documented. This relationship increases job satisfaction, self-confidence, workplace camaraderie, and skill competency (Council & Bowers, 2021). However, developing an effective pairing requires a mentor with understanding, confidence, and experience. Unfortunately, mentors often have little experience and receive no formal training (Sheri et al., 2018). 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Week 1 Week 3 3 months • Discuss general mentorship, benefits of mentoring. • What makes a good mentor? • Next cohort starts. Use feedback to refine content