Analyse the WIKI discussion forum contributions (in relation to self-awareness, identity development and mentoring) and using the literature as a point of reference, discuss the significance of one of these professional development strategies in relation to transition to practice for the graduate registered nurse (GRN). 1. Drawing from national and international literature, critically discuss the implications of the chosen professional development strategy for the graduate registered nurse working in a clinical environment in relation to achieving a work-life balance and developing a resilient approach to practice.
Definition of Mentorship for GRN
Newly graduated nurses usually have no experience at all concerning the workplace environment. During their transition to practice as GRN, they encounter several challenges such as occupational stress, overwhelming workload, lack of interpersonal relationships, transition shock, and inadequacy. The transition period is a critical period whereby the graduate nurses require to consolidate their necessary skills and knowledge for the task ahead. As such, mentorship programs and training has been effective in helping the new graduate to transition to a stable workforce efficiently. Mentorship is vital in reducing the Reality Shock (Clipper & Cherry, 2015).
Mentorship has got different definitions, although the definitional clarity is a problem, the universally accepted definition of mentorship concerning GRN revolves around the dyadic relationship between a mentor (more experienced) and a protégé (less experienced -GRN). The mentor employs the use his or her experience and the acquired knowledge to enrich the personal as well as professional development of his or her mentee (protégé) who is less experienced since he or she is a newly registered nurse (Zhang, Qian, Wu, Wen, & Zhang, 2016)
Mentoring programs that have been employed in mentoring GRN as they transition to practice have displayed numerous benefits. Mentorship has been shown to foster high self-esteem, enhance self-confidence as well as defining the career trajectories of the nurses in the future (Piccinini, Hudlun, Branam, & Moore, 2018). Once the new nurses are offered effective mentorship, their transition to becoming fully equipped nurses in their practice becomes easy. The turnover rate of nurses who have received mentorship is low compared to those that have not undergone any coaching, thereby, reducing extra organizational costs to institutions.
Furthermore, it offers personal satisfaction thereby influencing career development positively (Tiew, Koh, Creedy, & Tam, 2017). Most people agree that mentorship influences significantly the career function and practice of a newly registered nurse (Chen & Lou, 2014). How a nurse will advance professionally through the organization as well as their developmental behaviors are tied to the mentorship they have received. Mentorship offers exposure and visibility, protection, and coaches one on how to handle situations in their careers. The mentee as such becomes more self-resourceful and self-reliant. Mentorship also influences the psychological roles of the GRN significantly. The interpersonal relationship created helps foster a sense of self-worth and ability towards their work (Edward, Hawker, Carrier, & Rees, 2015). Therefore, despite the challenging task, for instance, changing carriers or working in adverse environments, they can still cope.
Benefits of Mentorship for GRN
Many GRN undergoes through numerous difficulties as they transition to practice. The academic environment they were before is entirely different as compared to the practice setting. Some of the challenges they face include; theory-practice gap, cognitive dissonance, and reality shock (Hofler & Thomas, 2016). As such, mentorship is crucial in helping them cope with such challenges, and thereby develop resilience in their work. Work-life balance refers to how one divides his/her focus and time between family/ leisure and work. The work of a nurse is usually hectic; thus, they need to understand how they will balance between the two (Boamah, Read, & Spence, 2017). Resilience, on the other hand, will determine how the GRN will be able to cope effectively in adverse circumstances amidst working long hours and irregular work shifts. Mentorship, as such, plays a significant role in helping the GRN understand how they can balance between work and family as well as develop resilience throughout their career (Delgado, Upton, Ranse, Furness, & Foster, 2017) without growing weary.
Mentorship is typically provided by a more experienced person, for instance, a long-serving nurse practitioner who has acquired critical knowledge on how to be resilient and strike a balance between work and life (Phillips, Kenny, Esterman, & Smith, 2014). The nature of nurses’ job is very involving and demanding to make many to forget other aspects of their lives. Also, they may be required to work in hostile environments making many to quit. Mentorship, therefore, teaches the newly registered nurses the significance of separating work and life (Hussein et al., 2016). Job issues should never affect their families and vice versa. Mentorship as well explains the importance of having family support from their family members or partners. For instance, before taking an overtime shift, the nurse should have thought its significance to his/her family (Maher, Lindsay & Bardoel, 2010). If it will bring quarrels, then it’s better to leave it and be with the family.
For one to become resilient in nursing practice, they require to have coping or enhanced adaptive abilities. A mentor will teach the new nurses the significance of flexibility and positive-thinking (Hart, Brannan, & De Chesnay, 2014). As a nurse, flexibility and positive-thinking are vital as one will encounter diverse and challenging situations that require you shift immediately and tackle it. Positive thinking enhances adaptability as well as the creativity of a nurse while under stressful workplace. It essential to appreciate that resilience is never an innate talent, but it is generally cultivated through career development (Tahghighi, Rees, Brown, Breen, & Hegney, 2017).
Challenges Faced by GRN During Transition to Practice
GRN are faced with many challenges as they transition to the nursing practice. As such, they need to develop SMART Goals that will enable them to be committed to their objectives. SMART components include; setting Specific goals (need to state who will be involved, how you will accomplish it, why, and when it will be achieved). Setting Measurable goals which help one to stay on track. They should be Action Oriented- where the goals are broken down into steps, Reasonable, and Timely.
Work of a nurse is usually overwhelming, and if not careful you may overlook your family for the sake of the job. An action plan, therefore, can help achieve a realistic goal in creating a work-life balance (Table, 1). Breaking down your priorities between work and family, re-adjustments of your tasks and time as well as considering your general health, will help achieve a balance between work and life. Therefore, an action plan for achieving this involves identifying the essential priorities of your life and organizing them. Once you understand your values and preferences regarding work and life, striking a balance will be easy.
Flexibility is also critical in ensuring resilience (Laschinger et al., 2016). An action plan for resilience revolves around having a high power of persistence, cooperativeness, low harm avoidance, high self-directedness.
Mentorship helps the Nursing Graduate Students to develop a long-term career through the acquisition of exceptional nursing skills, enhancement of leadership abilities, boosting confidence levels, and promoting personal growth. The period of transition from school, to become a newly registered nurse, and eventually become established in nursing practice is not easy. The GRN will encounter several challenges, but through mentorship, they can overcome. They are taught how to balance work and life to attain growth in both areas. If the GRN remain committed and persistent, they become resilient over time. Also, if they embrace adaptability, flexibility, and positive thinking, they can remain effective in their work.
Boamah, S. A., Read, E. A., & Spence, H. K. (2017). Factors influencing new graduate nurse burnout development, job satisfaction and patient care quality: a time?lagged study. Journal of advanced nursing, 73(5), 1182-1195.
Chen, C. M., & Lou, M. F. (2014). The effectiveness and application of mentorship programs for recently registered nurses: a systematic review. Journal of nursing management, 22(4), 433-442.
Clipper, B., & Cherry, B. (2015). From transition shock to competent practice: Developing preceptors to support new nurse transition. The Journal of Continuing Education in Nursing, 46(10), 448-454.
Work-Life Balance and Resilience for GRN
Delgado, C., Upton, D., Ranse, K., Furness, T., & Foster, K. (2017). Nurses’ resilience and the emotional labour of nursing work: An integrative review of empirical literature. International journal of nursing studies, 70, 71-88.
Edwards, D., Hawker, C., Carrier, J., & Rees, C. (2015). A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse. International Journal of Nursing Studies, 52(7), 1254-1268.
Eley, D. S., Cloninger, C. R., Walters, L., Laurence, C., Synnott, R., & Wilkinson, D. (2013). The relationship between resilience and personality traits in doctors: implications for enhancing well-being. PeerJ, 1, e216.
Hart, P. L., Brannan, J. D., & De Chesnay, M. (2014). Resilience in nurses: an integrative review. Journal of nursing management, 22(6), 720-734.
Hofler, L., & Thomas, K. (2016). Transition of new graduate nurses to the workforce challenges and solutions in the changing healthcare environment. North Carolina medical journal, 77(2), 133-136.
Hussein, R., Everett, B., Hu, W., Smith, A., Thornton, A., Chang, S., & Salamonson, Y. (2016). Predictors of new graduate nurses’ satisfaction with their transitional support programme. Journal of nursing management, 24(3), 319-326.
Laschinger, H. K. S., Cummings, G., Leiter, M., Wong, C., MacPhee, M., Ritchie, J., ... & Young-Ritchie, C. (2016). Starting Out: A time-lagged study of new graduate nurses’ transition to practice. International Journal of Nursing Studies, 57, 82-95.
Maher, J., Lindsay, J., & Bardoel, E. A. (2010). Freeing time? The ‘family time economies’ of nurses. Sociology, 44(2), 269-287.
Olney, M. F., & Emery-Flores, D. S. (2017). “I Get My Therapy from Work” Wellness Recovery Action Plan Strategies That Support Employment Success. Rehabilitation Counseling Bulletin, 60(3), 175-184.
Phillips, C., Kenny, A., Esterman, A., & Smith, C. (2014). A secondary data analysis examining the needs of graduate nurses in their transition to a new role. Nurse Education in Practice, 14(2), 106-111.
Piccinini, C. J., Hudlun, N., Branam, K., & Moore, J. M. (2018). The Effects of Preceptor Training on New Graduate Registered Nurse Transition Experiences and Organizational Outcomes. The Journal of Continuing Education in Nursing, 49(5), 216-220.
Tahghighi, M., Rees, C. S., Brown, J. A., Breen, L. J., & Hegney, D. (2017). What is the impact of shift work on the psychological functioning and resilience of nurses? An integrative review. Journal of advanced nursing, 73(9), 2065-2083.
Tiew, L. H., Koh, C. S., Creedy, D. K., & Tam, W. S. W. (2017). Graduate nurses' evaluation of mentorship: Development of a new tool. Nurse education today, 54, 77-82.
Zhang, Y., Qian, Y., Wu, J., Wen, F., & Zhang, Y. (2016). The effectiveness and implementation of mentoring program for newly graduated nurses: A systematic review. Nurse education today, 37, 136-144.
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