Development and Implementation a Novel Advanced Practice Provider Mentorship Model

Bullock, Lynn Marie; Akintade, Bimbola; Appleby, Tonya; Idenbaum-Bates, Keisha

doi:10.1016/j.nurpra.2022.04.026

Cited by 5 publications

(25 citation statements)

References 19 publications

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“…qualitative studies (Anglin et al, 2021;Cappiello & Boardman, 2022), quality improvement projects (De Villiers et al, 2019;Moss, 2022), intervention projects (Hooge et al, 2022;Leung et al, 2012), mixed methods (Horner, 2017), reports or case studies (Bullock et al, 2022;Painter et al, 2019;Robeano et al, 2019).…”

Section: Char Ac Teris Ti C S Of the S Tud Ie Smentioning

confidence: 99%

“…• Graduates of a NP programme (n = 4) within the last 18 months who commit to practice in a rural area Other articles failed to describe how the mentoring programme had been developed (Anglin et al, 2021;Bullock et al, 2022;Cappiello & Boardman, 2022;Horner, 2017;Moss, 2022).…”

Section: De Velopmental Pro Ce Ss Of the Mentoring Prog R Ammementioning

confidence: 99%

“…During review or debriefing sessions, the mentee and mentor discussed issues that either of them felt important to discuss. These topics ranged from clarifying information that was covered in a training session, to reviewing challenging patient cases, or guiding trainees on cognitive and interpersonal skills (these were not further specified) (Anglin et al, 2021;Barnacle et al, 2021;Bullock et al, 2022;Cappiello & Boardman, 2022;Horner, 2017). outcome: (X) = Number of times the components are integrated in the mentoring programmes.…”

Section: Review/debriefing Sessionsmentioning

confidence: 99%

“…(Moss, 2022). Bullock et al (2022) outlined that their programme used a national NP residency competency checklist. They developed resources for the mentor to share with the mentee, including but not limited to the roles of the mentor and mentee, critical conversations, accepting and giving feedback, peer review, professional development, and role transition.…”

Section: Skills Trainingmentioning

confidence: 99%

“…On the other hand, some lessons were focused on for example (but not limited to) academic skills (Hooge et al, 2022), research training (Leung et al, 2012), onboarding and orientation (not specified) (Robeano et al, 2019), and information about the expected (future) roles of the participants (Bullock et al, 2022;Moss, 2022).…”

Section: Theoretical/didactic Lessonsmentioning

confidence: 99%

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Characteristics and effectiveness of mentoring programmes for specialized and advanced practice nurses: A systematic review

Vlerick,

Kinnaer,

Delbaere

et al. 2023

Journal of Advanced Nursing

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Aims(1) To identify, evaluate and summarize evidence about the objectives and characteristics of mentoring programmes for specialized nurses (SNs) or nurse navigators (NNs) and advanced practice nurses (APNs) and (2) to identify the effectiveness of these programmes.DesignA systematic review based on PRISMA guidelines.Data SourcesFrom November 2022 until 7 December 2022, four databases were searched: PubMed, EMBASE, CINAHL and The Cochrane Library.Review MethodsStudy selection was performed independently by two researchers. Disagreements were discussed until consensus was reached. Data extraction was undertaken for included studies. Data synthesis was conducted using narrative analysis. Quality appraisal was performed using the Critical Appraisal Skill Programme (CASP) and Mixed Methods Appraisal Tool (MMAT).ResultsTwelve articles were included, all of which focused on mentoring programmes for APNs. Different forms of mentorship (e.g. (in)formal mentorship, work shadowing, workshops) were reported. Studies reported positive outcomes on job retention (n = 5), job satisfaction (n = 6), skills improvement (n = 7), satisfaction with the programme (n = 7) and confidence improvement (n = 4) among participants of mentoring programmes.ConclusionThere is a lack of uniformity and consistency in various elements of mentoring programmes. Further research is needed to develop mentoring programmes for both APNs and SNs/NNs in a systematic and theoretically underpinned manner. It is necessary to establish a thorough evaluation methodology, preferably using a mixed methods design that includes both a qualitative process evaluation and a comprehensive outcome evaluation using validated questionnaires, taking into account the NN/APN, the interprofessional team and organizational level.ImpactThe synthesis of evidence may be useful to organizations developing and implementing mentoring programmes for both SN/NN and APN. The development of a mentoring programme for nursing experts should be considered a complex intervention that requires theoretical frameworks and contextual considerations.No Patient or Public ContributionNot applicable, as no patients or public were involved.

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Section: Char Ac Teris Ti C S Of the S Tud Ie Smentioning

confidence: 99%

Section: De Velopmental Pro Ce Ss Of the Mentoring Prog R Ammementioning

confidence: 99%

Section: Review/debriefing Sessionsmentioning

confidence: 99%

Section: Skills Trainingmentioning

confidence: 99%

Section: Theoretical/didactic Lessonsmentioning

confidence: 99%

See 3 more Smart Citations

Characteristics and effectiveness of mentoring programmes for specialized and advanced practice nurses: A systematic review

Vlerick,

Kinnaer,

Delbaere

et al. 2023

Journal of Advanced Nursing

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Super-Mentors to Train Multiple Neonatal Advanced Practice Providers

Morris,

Bosque

2024

Advances in Neonatal Care

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Background: Despite available training programs for neonatal advanced practice providers (Neo APP), including neonatal nurse practitioners and physician assistants, it is difficult to meet the demand for these providers. There are no publications regarding training models with greater than 1 Neo APP learner per mentor. Purpose: To create and measure outcomes of a 12-month program to educate Neo APP “Super-Mentors” able to train 2 Neo APP learners simultaneously. Methods: Super-Mentors were selected and attended monthly classes to learn mentorship concepts and receive support. Learners received didactic content and support through a Fellowship program. Quantitative data regarding recruitment and retention, as well as Misener Nurse Practitioner Job Satisfaction Scale (MNPJSS) results were compared pre- and postprogram. Qualitative satisfaction measures via survey from 21 stakeholders were analyzed through a phenomenological approach. Results: Six Super-Mentors trained 14 Neo APPs, as compared to 7 in the previous year. One Neo APP left after training. Summative preprogram MNPJSS scores were better (5.1 ± 0.37) than postprogram (4.7 ± 0.47) (P < .001). The most important preprogram subscale item was “vacation” versus “quality of assistive personnel” postprogram. Both pre- and postprogram scores reflected positive job satisfaction so differences may not be clinically significant. Qualitative program benefits included faster and increased onboarding, stronger relationships, and dedicated time. Challenges included role clarity among other stakeholders, learning culture, and spacial/technological logistics. Implications for Practice: Super-Mentors can train twice the number of Neo APP learners, with optimal preparation and support of all stakeholders, adequate space, and appropriate technology.

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Hoyt

2024

Advanced Emergency Nursing Journal

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Development and Implementation a Novel Advanced Practice Provider Mentorship Model

Cited by 5 publications

References 19 publications

Characteristics and effectiveness of mentoring programmes for specialized and advanced practice nurses: A systematic review

Characteristics and effectiveness of mentoring programmes for specialized and advanced practice nurses: A systematic review

Super-Mentors to Train Multiple Neonatal Advanced Practice Providers

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