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Equipping for Leadership: A Key Mentoring Practice
Presenters Aris Eliades, PhD, RN, CNS Director, Nursing Research and Associate Director, Rebecca D. Considine Research Institute Meghan Weese, MSN, RN, CPN Magnet Coordinator Akron Children's Hospital Study Team Members: Louise D. Jakubik, PhD, RN-BC, CSP, Nurse Builders President and Chief Learning Officer and Jennifer Huth, BSN, RN, CPN, Clinical Coordinator, Akron Craniofacial Center, Akron Children s Hospital Acknowledgements: Study was partially funded by the Delta Omega Chapter of Sigma Theta Tau International
About Akron Children s Ranked a Best Children s Hospital by U.S. News & World Report 8 th largest children s hospital in country* Magnet Recognition Nursing research exemplars Largest pediatric provider in NE Ohio 2 hospital campuses 20+ primary care locations 60+ specialty locations 600,000+ patient visits a year Awarded a NorthCoast99 top employer Nearly 4,500 employees 1,600+ nurses *Source: 2012 Becker's Hospital Review
Objective 1 Describe a research study that found the mentoring practice of 'equipping for leadership' predicted five mentoring benefits among pediatric nurse protégés.
Background Mentoring established as beneficial to staff nurse protégé professional development Previous studies demonstrate: Specific benefits of mentoring for staff nurse protégés Protégé perception of mentoring quality as the most significant predictor of mentoring benefits Gap in the literature regarding specific mentoring practices that predict mentoring benefits
Conceptual Framework Nursing and Service Professions Dyad Relationship (Mentor & Protégé) A Relational Phenomenon Business Triad Relationship (Mentor, Protégé, Organization) An Organizational Phenomenon Zey s Mutual Benefits Model Protégé Protégé Organization Jakubik et al. Nurse Studies Combine these perspectives to be a Triad relationship that is BOTH a relational and organizational phenomenon Mentor Mentor
Study Aims Determine if mentoring practices predict mentoring benefits Explore the relationship between the subscales of mentoring practices and benefits
Study Design and Sample Study Design: quantitative, correlational design descriptive study Human Subjects Protection: Reviewed by IRB and determined to present minimal risk with no direct benefits Convenience sample of nurses who reported being mentored as a pediatric staff nurse protégé Sample size minimum of 100 (based on Cohen s Power Analysis)
Sample: Inclusion and Exclusion Criteria Inclusion Current employment at Akron Children s Hospital Minimum 1 year experience as RN Self-identified experience as a pediatric staff nurse protégé in a mentoring relationship occurring at Akron Children s Hospital Exclusion Subjects engaged in mentoring relationships in which the protégé and mentor work for different organizations Nurses engaged in mentoring relationships as a mentor rather than a protégé Protégés in roles other than pediatric staff nurse during the time of the mentoring relationship
Position Sample: Position, Experience and Work Setting Work Setting 14% Outpatient 20% Inpatient Experience 14% 1-5 years 66% Combination of inpatient and outpatient 45% 20% 5-10 years 10-20 years >20 years 20%
Methods Electronic survey sent to nurses on hospital email list Dillman s Tailored Design Method Incentive to participate Survey included: Demographic questionnaire Mentoring Practices Inventory (MPI) 36-item valid and reliable instrument Current study (n= 186) Cronbach s alpha = 0.98 Mentoring Benefits Inventory (MBI) 36-item valid and reliable instrument Current study (n=186) Cronbach s alpha = 0.98
Results: Mentoring Experience 96% (n = 171) were mentored as a pediatric staff nurse Mean length of mentoring relationship was 4.4 years Types of mentoring relationships: 28% informal 34.4% formal workplace sponsored 34.9% both formal and informal
Results Do mentoring practices predict benefits? YES!!!! 0.89 (p<0.01) Correlation between total mentoring practices and total mentoring benefits Coefficient of determination, r² =.79 Stepwise linear regression R =.889 79% variance in benefits explained by practices (p<.0001)
Limitations Single organization Magnet -recognized pediatric hospital Very high rates of mentoring Response rate 22% (n=329) exceeded minimum of 100 sought
Mentoring benefits predicted by equipping for leadership mentoring practice adjusted R2=0.591 p=.049 adjusted R2=0.747 p=.003 adjusted R2=0.373 p=.000 adjusted R2=0.567 p=.000 adjusted R2=0.771 p=.000
Objective 2 Discuss the mentoring practice of 'equipping for leadership' and the five mentoring benefits it predicts.
Equipping for Leadership: Definition People need leadership skills and opportunities to develop as leaders. The mentor promotes opportunities for the protégé to lead others and to develop leadership abilities. The workplace provides an environment that fosters leadership development, encourages taking on leadership roles, and sets a positive image of leadership in clinical practice.
Benefits of Equipping for Leadership Belonging: The protégé learns about and becomes incorporated into the workplace culture. Career Optimism: This mentoring benefit is future-oriented and involves the protégé becoming engaged in and optimistic about plans for his or her career path. Security: The protégé perceives that someone works on his/her behalf to provide a supportive practice environment and that someone at work really cares about his/her success.
Benefits of Equipping for Leadership Professional Growth: Involves the development of confidence in taking on new challenges, improved communication, the development of new problem-solving and decision making skills, and an improved perception of the image of the profession. Leadership Readiness: Protégés demonstrate improved confidence in their leadership abilities, improved leadership/ management competency, and actively seek out opportunities to lead others.
Practice Implications Equipping for leadership is the most prevalent mentoring practice promoting the benefits of mentoring. Mentoring initiatives should consider the strong role of equipping for leadership in predicting overall mentoring benefits.
Mentoring benefits predicted by equipping for leadership mentoring practice Consider: How does your workplace equip staff for leadership? How are leadership opportunities facilitated in a supportive way in your workplace?
Conclusions Specific practices on how to mentor are now known Provision of concrete, teachable and measurable mentoring practices, and resulting mentoring benefits reinforces the paradigm shift from the dyad to triad perspective of mentoring. Study findings: Suggest a connection between the science of developing people through mentoring and the science of leadership development Support the value of mentoring and associated outcomes. Lay the groundwork for creating a mentoring culture in nursing practice that demonstrates a structurally empowering work environment of a Magnet organization.
Questions and Discussion Aris Eliades, PhD, RN, CNS aeliades@chmca.org Meghan Weese, MSN, RN, CPN mweese@chmca.org
References American Nurses Credentialing Center (2013). 2014 Magnet Application Manual. Silver Spring, MD: American Nurses Credentialing Center. Buffington, A., Zwink, J., Fink, R., DeVine, D., & Sanders, C. (2012). Factors affecting nurse retention at an academic Magnet hospital. Journal of Nursing Administration, 42(5), 273-281. Cameron-Jones, M., & O'Hara, P. (1996). Three decisions about nurse mentoring. Journal of Nursing Management, 4(4), 225-230. Chen, C. M., & Lou, M. F. (2013). The effectiveness and application of mentorship programmes for recently registered nurses: A systematic review. Journal of Nursing Management. Clarke-Gallagher, M., & Coleman, K. (2004). Art of mentoring. Advance for Nurses, 6(19), 18 20.
References Darling, L. A. (1984). What do nurses want in a mentor? Journal of Nursing Administration, 14(10), 42 44. Dillman, D. A., Smyth, J.D., & Christian, L.M. (2009). Internet, mail, and mixed-mode surveys: The tailored design method. Hoboken, NJ: Wiley and Sons. Galuska, L. (2012). Cultivating nursing leadership for our envisioned future. Advances in Nursing Science, 35(4), 333-345. Jakubik, L. D. (2007). The relationships among quality, quantity, and type of mentoring and mentoring benefits for pediatric staff nurse protégés (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1283974231) Jakubik, L. D. (2008). Mentoring beyond the first year: Predictors of mentoring benefits for pediatric staff nurse protégés. Journal of Pediatric Nursing, 23(4), 269 281.
References Jakubik, L. D. (2012). Development and testing of the Jakubik Mentoring Benefits Questionnaire among pediatric nurses. Journal of Nursing Measurement, 20(2), 113-122(10). doi.org/10.1891/1061-3749.20.2.113 Jakubik, L. D., Eliades, A., Gavriloff, C., & Weese, M. (2011). Nurse mentoring study demonstrates a magnetic work environment: Predictors of mentoring benefits among pediatric nurses. Journal of Pediatric Nursing, 26(2), 156 164. Weese, M. M., Jakubik, L. D., Eliades, A. B., & Huth, J. J. (2014). Mentoring practices benefiting pediatric nurses. Journal of Pediatric Nursing. Advance online publication, doi.org/10.1016/j.pedn.2014.07.011 Zey, M. G. (1991). The Mentor Connection. New Brunswick: Transaction Publishers.