Mentoring Nurses in Familial Cancer Risk Assessment and Counseling: Lessons Learned From a Formative Evaluation

Masny, Agnes; Ropka, Mary E.; Peterson, Candace; Fetzer, Dominique; Daly, Mary B.

doi:10.1007/s10897-007-9140-1

Cited by 14 publications

(29 citation statements)

References 44 publications

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“…Some of the theories and models used are: role theory (Hayes, 1998), social learning theory (Masny, Ropka, Peterson, & Fetzer, 2008), social transition model (Barton, 2007), and theory of organizational empowerment (Wolak, McCann, Queen, Madigan, & Letvak, 2009). …”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…According to the social learning theory, observation of skills performed by experts, constructive feedback, practice, and confidence in own capabilities are also necessary to successfully learn. Mentoring can facilitate skill learning, knowledge acquisition, and professional development through the use of these concepts (Masny, Ropka, Peterson, & Fetzer, 2008).…”

Section: Social Learning Theorymentioning

confidence: 99%

“…Empowered employees perform better, are more accountable, and more committed to the organization. Theories and models are used to define mentoring as a relationship aimed at helping a novice nurse or APN learn new clinical skills and enhance professional development through sharing of knowledge, access to resources, and support (Lee & Fitzgerald, 2008;Masny, Ropka, Peterson, & Fetzer, 2008;Richmond, 2006;Wolak, McCann, Queen, Madigan, & Letvak, 2009). Others describe the goal of mentoring as to increase retention and satisfaction, promote clinical competence, improve communication, and patient satisfaction (Faron & Poeltler, 2007), while some add the goal of facilitating the transition to the clinical environment and socialization (Cusson & Viggiano, 2002;Halfer, et al, 2008;Hayes, 1998;Persaud, 2008).…”

Section: Theory Of Organizational Empowermentmentioning

confidence: 99%

“…A successful role transition is associated with clinical competence, confidence, successful socialization, and professional development of the new NP (Brown & Olshansky, 1997;Cusson & Viggiano, 2002). While other benefits of mentoring such as those related to job satisfaction and retention are sparsely discussed or absent from the APN mentoring literature, they abound in the nursing mentoring literature (Beecroft, et al, 2006;Block, et al, 2005;Faron & Poeltler, 2007;Halfer et al, 2008;Latham, Hogan, & Ringl, 2008;Masny, Ropka, Peterson, Fetzer, & Daly, 2008;Persaud, 2008;Wolak, et al, 2009).…”

Section: Professional Growthmentioning

confidence: 99%

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Mentoring Nurse Practitioners in a Hospital Setting

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2017

Journal of Nursing Research

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Background: Nursing philosophy is the foundation of nurse practitioner (NP) training. However, NP practice is based on the medical care model. Thus, the necessity of mediating between these two approaches is often problematic for new NPs who are transitioning into their new roles. Mentoring has been used successfully to facilitate role transition and role understanding for nurses, NPs, and physicians. However, mentoring has been rarely studied in NPs. Purpose: The purpose of this study was to develop a theory of mentoring for new NPs in a hospital setting. Methods: Grounded theory methodology was used. The sampling approach was initially purposive and was then shifted to theoretical to ensure the collection of meaningful data. Semistructuredinterviews were recorded and transcribed into Word documents for analysis. The three-phase analysis developed by Corbin and Strauss was initiated after the second interview. Results: Sixteen participants (eight mentors and eight mentees) were interviewed between February and June 2011. The core category that emerged from the data was “defining self,” and the main categories were forming the relationship, developing the relationship, and mentoring outcomes. Conclusions: A well-designed formal mentoring program may greatly improve the transition of NPs into a new role. The theory generated by the data from these study participants provides clearly defined categories that may be operationally defined and utilized to develop evaluation tools for mentoring programs.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Social Learning Theorymentioning

confidence: 99%

Section: Theory Of Organizational Empowermentmentioning

confidence: 99%

Section: Professional Growthmentioning

confidence: 99%

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Mentoring Nurse Practitioners in a Hospital Setting

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2017

Journal of Nursing Research

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“…Messages from the media, including direct-to-consumer advertising and pressure from testing companies to clinicians, suggest that tests are easy to order and to interpret. As a result, genetic testing has moved away from trained genetics professionals 6. Unfortunately, many potential negative aspects of genetic testing will be overlooked with that approach and may result in poor outcomes for patients and families 7.…”

Section: Commentarymentioning

confidence: 99%

Impact of the genetic screening revolution: understanding and meeting the needs of previvors with a known family mutation in BRCA/BRCA2

Mahon

2011

Evidence-Based Nursing

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The increasing availability of genetic testing enables ■ other family members who have not yet developed breast cancer to determine if they have inherited the risk; those with a mutation are known as previvors. Once a previvor is identifi ed, they are faced with ■ complicated, and often diffi cult, decisions regarding prophylactic surgery, chemoprevention or aggressive screening. Persons considering genetic testing need to under-■ stand the potential impact of testing for themselves and family including recommended measures for management before undergoing testing. Further nursing research is needed to identify the best ■ means to communicate risk and genetic testing results. ContextApproximately 10% of all women diagnosed with breast cancer have a genetic predisposition most commonly associated with mutations in BRCA1/BRCA2. 1 Once a mutation is identifi ed within a family, other fi rst degree relatives have a 50% chance of also having the mutation, which places them at increased risk (up to 90% lifetime risk of breast cancer and 50% risk of developing ovarian cancer). Known as previvors, these individuals must be provided with comprehensive and impartial information to help them decide how to manage this substantial risk. 2 Ideally, primary prevention strategies are utilised, which include prophylactic mastectomy and prophylactic salpingo-oophorectomy. Secondary prevention activities might include more aggressive screening including the use of breast MRI and pelvic ultrasound. MethodsThis study of 19 women aged 18-50 utilised Heideggerian qualitative methodology with purposive and network sampling techniques. The women participated in taped in-depth interviews (in person or via telephone) which lasted 40-60 min. The transcripts were checked for accuracy and analysed by a team using a structured process to assure the dependability and auditability of the fi ndings. FindingsFive themes emerged which included: (1) situating or telling the family story, (2) learning about and the meaning of the elevated risk from the family, (3) responding to the information by validation with a healthcare provider and genetic counselling, (4) impact of information on family communication and (5) advice for healthcare professionals communicating risk. Two patterns regarding risk communication were identifi ed: (1) impact of communicating risk as a message of fear and empowerment and (2) the process of integrating the message by taking one step at a time. CommentaryIn this study, Croster and Dickerson examined a small number of women who were offered genetic counselling after receiving genetic testing results. The sample included primarily well-educated, middle to upper class, insured, Caucasian women. The needs and experiences of other groups including minorities, the less educated, and those of lower socioeconomic status may not have been captured. This may have been due to the sole recruitment by fl yers in breast cancer support groups; the sample did not refl ect women who do not engage in support groups or seek genetic testing....

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Facing the challenge of genetic counselors' need for rapid continuing education about genomic technologies

Hagman

Thrush

Freeze

et al. 2020

Journal of Genetic Counseling

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The last several decades have seen an explosion in new and emerging genomic technologies (Cunha, 2017; Galas & McCormack, 2003) making the need for continuing education for genetic counselors a constant and difficult task. Additionally, the past decade has seen an unprecedented expansion in roles of genetic counselors outside of the traditional patient-counselor clinical role to settings such as laboratory, research, marketing, insurance, and bioinformatics

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Mentoring Nurses in Familial Cancer Risk Assessment and Counseling: Lessons Learned From a Formative Evaluation

Cited by 14 publications

References 44 publications

Mentoring Nurse Practitioners in a Hospital Setting

Mentoring Nurse Practitioners in a Hospital Setting

Impact of the genetic screening revolution: understanding and meeting the needs of previvors with a known family mutation in BRCA/BRCA2

Facing the challenge of genetic counselors' need for rapid continuing education about genomic technologies

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