Date of Conferral

2022

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Edna Hull

Abstract

The transition from registered nurse to nurse practitioner (NP) can be challenging and stressful. This problem is particularly true for the novice NP who must adapt to a new scope of practice coupled with increased demands. Recognizing that mentorship can contribute to competency development, employee satisfaction, higher retention rates, and improved patient care outcomes, the goal of this project was to develop a staff education program and manual on mentorship. Knowles’ adult learning theory; Benner’s novice-to-expert framework; and the analysis, design, development, implementation, and evaluation model guided development of the staff education program and mentorship manual. Practice-focused questions guiding the project focused on identifying evidence-based strategies for mentorship and whether a staff education program could increase the knowledge of staff physicians and senior NPs on strategies for mentoring novice NPs. Major themes generated from the evidence on mentoring novice NPs included (a) creating a positive learning environment, (b) role modeling, (c) positive program outcomes, and (d) advocating for mentorship (Moss, 2020). Fourteen staff participants attended the staff education program, and pretest and posttest exams were administered before and after the program. A paired t-test showed a significant improvement from a pretest mean score of 77.14 to a posttest mean score of 97.85. Potential implications for positive social change that could result from this project include raising awareness of the mentoring needs of novice NPs which can lead to decreased employee turnover rates and improved patient healthcare outcomes.

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