Mentoring as a Professional Development Strategy for GRN Transition to Practice

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. Mentorship programs and training have been effective in helping the new graduate to transition to a stable workforce efficiently. Mentorship is vital in reducing the Reality Shock.

Running head: MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN
MENTORING AS A PROFESSIONAL DEVELOPMENT STRATEGY (PDS) FOR THE
GRADUATE REGISTERED NURSE (GRN) TRANSITION TO PRACTICE
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MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 2
Introduction
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 as a development strategy tool for a GRN
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)
The significance of mentorship in transition to practice for the GRN
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.

MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 3
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.
Implications of mentorship on work-life balance and developing resilience for the
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

MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 4
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).

MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 5
Step-wise action plan for the SMART Goals
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.
Work
Exercise, Workout, Family time, Relaxation
Fitness, Nutrition Community work,
Meditation
Life
Action-plan for work-life balance (Olney & Emery-Flores, 2017)
Work-life
balance

MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 6
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.
High persistence (constructive, determined, hardworking) High cooperativeness
Accept uncertainty, self-reliance Tolerant, conscientious, self-accepted
Maintain behavior despite frustration Adapt to behavior in whichever environment
Low harm avoidance (Decisive, optimistic, and bold) High-self directedness
Action plan for resilience (Eley, Cloninger, Walters, Laurence, Synnott, & Wilkinson, 2013)
Conclusion
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.
Resilience

MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 7
References
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burnout development, job satisfaction and patient care quality: a time‐lagged study.
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Chen, C. M., & Lou, M. F. (2014). The effectiveness and application of mentorship programs for
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preceptors to support new nurse transition. The Journal of Continuing Education in
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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.
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MENTORSHIP IN TRANSITION TO PRACTICE FOR THE GRN 8
Hofler, L., & Thomas, K. (2016). Transition of new graduate nurses to the workforce challenges
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Appendices
Table 1: SMART Goal Framework for a GRN to achieve a work-life balance
SMART Goal example
S (SPECIFIC) Going out with my family once a week
M (MEASURABLE) Will ensure I set a specific day and time for going out without failure
A (ACTION) I will book either a hotel or an outing place in advance to ensure nothing
will interfere with my plans. Will also make known to my employer
about my plans with my family. Therefore, I will not be available for
overtime shifts and any other work-related issues in such a time of the
day
R (REALISTIC) Every nurse has their shift indicating when they will be off. This makes
planning for the outing easy as I will know in advance the time I will be
free. Nurses are also encouraged by employees to strike a balance
between family and work
T (TIMELY) I need to start this beginning next month and continue with the same
spirit for the remaining part of the year
Table 2: SMART Goal Framework for a GRN to maintain resilience towards work
SMART Goal example
S (SPECIFIC) Training my mind to be more self-aware and the power of positive
thinking every day
M (MEASURABLE) Will ensure I become more purposeful and intentional in every
situation
A (ACTION) I will become more flexible as well as develop an internal locus of
control to ensure I will be ready for every challenge that comes my
way
R (REALISTIC) There is power in emotion regulation, positive emotions, and taking
things positively. Controlling my mind will ensure I develop a sense
of self-efficacy
T (TIMELY) Before the end of this year, I will have trained my mind on mental
agility and self-awareness.