Nurse Managers’ perceptions of mentoring in the multigenerational workplace: a qualitative descriptive study

Coventry, Tracey; Hays, Anne Maree

doi:10.37464/2020.382.230

Cited by 7 publications

(9 citation statements)

References 39 publications

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“…Support from mentors and APNA were consistently reported as crucial components of the TPP. However, given the challenges that some participants in this study experienced in having protected time with their mentors, e-mentoring which has been identified as helping to increase the involvement of nurses in mentoring programs could be an option to increase accessibility ( Coventry & Hays, 2021 ). Nurses shape primary care in profound ways ( Crisp & Iro, 2018 ) and practical strategies for effectively educating, supporting, and retaining them are needed and have been shown to be prerequisites for universal health coverage ( Kurth et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Nurses Transitioning to Primary Health Care in Australia: A Practice Improvement Initiative

Cox¹,

Robinson

Rossiter

et al. 2023

SAGE Open Nursing

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Introduction Current nursing programs provide little pre-registration information and clinical exposure to primary health care nursing practice. Newly graduated nurses and those transitioning to primary health care report disorientation and confusion. Limited knowledge about the ideal elements of a program to support transitioning nurses is an imperative to understand how best to support nurses during this period. The peak body for nurses in primary health care was funded to develop and implement a 1-year transition to practice improvement initiative for nurses in Australia about to be employed in or who are new to primary health care. This quality improvement evaluation study aimed to determine the impact of the transition program on participants’ nursing knowledge, skills, and confidence, and their overall satisfaction with the program. Methods A mixed methods evaluation of the project utilized data from online pre- and post-participation surveys, mentor meetings, and field notes. Descriptive statistics and paired t-tests were employed for quantitative items. Free text and field notes were subject to broad thematic analysis. Findings from qualitative and quantitative data were triangulated. Results Ninety-three nurse participants and 62 mentors were recruited. There were statistically significant differences between mean summed post-completion and pre-completion self-assessment rating scores for knowledge, skills, and confidence. Program elements were well received. The orientation workshop, mentoring, and education activities were identified as most influential in supporting transition. The self-assessment framework was identified as least influential. Conclusion A 12-month transition program was effective in building the knowledge, skills, and confidence of participants to deliver comprehensive and effective nursing services.

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Section: Discussionmentioning

confidence: 99%

Nurses Transitioning to Primary Health Care in Australia: A Practice Improvement Initiative

Cox¹,

Robinson

Rossiter

et al. 2023

SAGE Open Nursing

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show abstract

“…In Australia, nurse mentoring assists intergenerational transfer of knowledge and skills, especially passing on the practical experience of everyday care and leadership skills. 24 Mentoring values multigenerational staff, using their experience and engaging them in a meaningful way. 25 Mentoring through local or metropolitan based specialists has been shown to be a valuable way to support the delivery of PPC by maximising the use of available resources.…”

Section: Discussionmentioning

confidence: 99%

Education and Mentoring of Specialist Pediatric Palliative Care Medical and Nursing Trainees: The Quality of Care Collaborative Australia

Slater¹,

Herbert²

2023

AMEP

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Background The Quality of Care Collaborative Australia (QuoCCA) builds capability in the generalist and specialist paediatric palliative care (PPC) workforce throughout Australia. It supports regional and community services to provide care close to families’ homes, as well as building expertise in tertiary centers. Objective Medical Fellows and Nurse Practitioner candidates (specialist trainees) were funded by QuoCCA at four tertiary hospitals throughout Australia supported by an education and mentoring framework. This study explored the activity and experiences of clinicians who had occupied these roles to evaluate their effectiveness to build PPC capability. Methods Online surveys recorded the monthly activity of Medical Fellows, with a point in time check of knowledge, skills and confidence in 2019. Discovery Interview methodology was used to collect detailed experiences of 11 trainees employed between 2018 to 2022 in Queensland. Results A combination of mentoring and formal and informal education, peer support and practical experience was valuable for trainees. They found the support of the whole interdisciplinary team advantageous to learning. Shadowing experienced team members gave them the opportunity to learn practical skills, especially regarding communication with families. Practicing clinical skills was beneficial, through being on call, attending home visits, supporting families, prescribing medications and developing treatment plans in collaboration with the team. The trainee experience was optimised through learning from families, personal reflection, involvement in research projects and delivering QuoCCA education. Conclusion The QuoCCA trainee roles for Medical Fellows and Nurse Practitioner candidates exhibit a valuable and effective education and mentorship framework that could be applied to other specialties. The service leadership and collaborative interdisciplinary team support various modes of education and mentoring. The roles not only develop the trainees’ specialised PPC clinical skills, they also improve their general clinical practice, including communication, empathy and holistic care. A structured curriculum of education is recommended to protect these positive outcomes.

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“…The outcomes of this review suggests that intergenerational learning methods narrow the intergenerational gap by enhancing communication between, and increasing understanding of, different generations, promoting respect for the other generation. Intergenerational mentoring was recognized as way to build appreciation of other generations and improve the dynamics and cohesion of health care teams [48]. Implementing reverse mentoring in health care could help to break down hierarchical structures and reduce stereotypes [40,45].…”

Section: Discussionmentioning

confidence: 99%

“…Implementing reverse mentoring in health care could help to break down hierarchical structures and reduce stereotypes [40,45]. However, interpersonal conflict and tension could arise when a younger professional works as a mentor to an older one [48]. The culture inside an organization must value intergenerational cooperation, mutual respect and understanding, to enable people to learn from each other [49] For this reason, organizational struc-tures and management play a significant role in integrating intergenerational learning into healthcare [50].…”

Section: Discussionmentioning

confidence: 99%

Scoping review of intergenerational learning methods for developing digital competence and their outcomes

Hammarén¹,

Jarva²,

Mikkonen³

et al. 2022

FinJeHeW

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Due to the rapid digitalization of healthcare, it is important to strengthen professionals’ digital competence, particularly to support older professionals to stay in work until retirement age. People of different ages have different digital competencies. Younger generations are ‘digital natives’ who have learned to use digital devices fluently from a young age, while older generations have had to learn to use them in adulthood. The increasing number of new technologies causes in some cases stress, especially for more older healthcare workers. Intergenerational learning methods for developing digital competence may offer a way to narrow digital competence gaps in healthcare. The aim of this scoping review was to identify current evidence regarding intergenerational learning methods for developing digital competence, and their outcomes. The results can be used to help develop methods for intergenerational digital competence development and improve healthcare professionals’ digital competence. A scoping review was conducted across four databases (Scopus, CINAHL, Web of Science, ProQuest) without time limits. The search produced 2905 references, of which 23 studies are included in the review. Thematic analysis was used to analyze these studies’ results. The results showed that a key method for intergenerational digital competence development is reverse mentoring, where a less experienced person serves as a mentor to a more experienced one. Intergenerational digital competence development methods can be done one-on-one or in groups, in classes or on digital platforms. The outcomes of these methods illustrated that they promote mutual learning, increase the digital competence of older adults and the work life skills of young mentors, and narrow the gap between generations. Using such methods, it is possible to make better use of each generation’s expertise. Intergenerational learning could suggest ways of narrowing the digital gap and enhancing intergenerational communication. Healthcare could benefit from implementing intergenerational learning methods for developing digital competence, increasing the digital competence of healthcare professionals, and narrowing the gap between generations.

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Nurse Managers’ perceptions of mentoring in the multigenerational workplace: a qualitative descriptive study

Cited by 7 publications

References 39 publications

Nurses Transitioning to Primary Health Care in Australia: A Practice Improvement Initiative

Nurses Transitioning to Primary Health Care in Australia: A Practice Improvement Initiative

Education and Mentoring of Specialist Pediatric Palliative Care Medical and Nursing Trainees: The Quality of Care Collaborative Australia

Scoping review of intergenerational learning methods for developing digital competence and their outcomes

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