Aim
To conduct a systematic literature review and to examine the effectiveness and application of mentorship programmes for recently registered nurses.
Background
The implementation of mentorship ...programmes is an important strategy that health care institutions employ to retain nurses who have been recently registered. By better understanding the applications and effectiveness of mentorship programmes, the retention rate for these nurses can be enhanced.
Evaluation
We collected existing literature to examine experimental and quasi‐experimental studies that adopted mentorship programmes as an intervention. Five studies were included in the final analysis.
Key issues
The strength of the evidence provided through the selected studies was ranked at Level III based on the study design. Furthermore, these studies revealed that the implementation of mentorship programmes reduced turnover rates, employee turnover costs and medical negligence rates. Job satisfaction and professional identity were improved.
Conclusion
The results of this systematic review suggest that mentorship programmes are a beneficial process for mentors and recently registered nurses. In addition, mentorship programmes involve multi‐dimensional teaching strategies and training courses and require long‐term development.
Implications for nursing management
The findings of this systematic review on the application and effectiveness of mentorship programmes for nurses who have recently registered can provide references for nursing managers who are selecting mentors and for the design of practical programmes.
Continuing professional development is essential for healthcare professionals to maintain and acquire the necessary knowledge and skills to provide person centred, safe and effective care. This is ...particularly important in the rapidly changing healthcare context of the Covid-19 pandemic. Despite recognition of its importance in the United Kingdom, minimum required hours for re-registration, and related investment, have been small compared to other countries. The aim of this review is to understand the factors that optimise continuing professional development impact for learning, development and improvement in the workplace.
A rapid evidence review was undertaken using Arksey and O'Malley's (2005) framework; identifying a research question, developing a search strategy, extracting, collating and summarising the findings.
In addressing the question ‘What are the factors that enable or optimise CPD impact for learning, development and improvement in the workplace at the individual, team, organisation and system level?’ the British Nursing Index, the Cochrane Library, CINAHL, HTA database, King's Fund Library, and Medline databases were searched for key terms. A total of 3790 papers were retrieved and 39 were included.
Key factors to optimising the impact of nursing and inter-professional continuing development are; self-motivation, relevance to practice, preference for workplace learning, strong enabling leadership and a positive workplace culture. The findings reveal the interdependence of these important factors in optimising the impact of continuing professional development on person-centred care and outcomes.
In the current, rapidly changing, healthcare context it is important for educators and managers to understand the factors that enhance the impact of continuing professional development. It is crucial that attention is given to addressing all of the optimising factors in this review to enhance impact. Future studies should seek to measure the value of continuing professional development for people experiencing care, nurses and the wider organisation.
•Contemporary healthcare contexts require effective CPD for nurses in all settings.•Optimising CPD is essential to providing person centred, safe and effective care.•CPD is enabled by self-motivated, relevant, work based learning.•Impact of CPD is facilitated by strong leadership and a positive workplace culture.
It is good to see debate on nurse education (features June 10), and in discussions on twitter #shapeofcaring. It is clear that nurses of the future will need increasingly holistic skills.
An increasing number of palliative care educational programs strive to meet the workforce need for palliative care clinicians. This growth necessitates development of robust quality standards. The ...purpose of this Delphi consensus process was to describe high-quality postlicensure interprofessional palliative care education programs. The steering committee, composed of 6 faculty with experience implementing interprofessional palliative care educational programs, developed initial characteristics, definitions, and subcategories, which were refined through a series of 3 iterative Delphi surveys and a public presentation at a national palliative care meeting. More than 50 palliative care clinicians and educators representing multiple professions were invited to participate in the Delphi surveys; 20 completed round 1, 23 completed round 2, and 15 participants completed round 3. The final consensus included 6 characteristics with definitions, and both required and recommended subcategories for each characteristic. Identified characteristics include competencies, content, educational strategies, interprofessional focus, evaluation, and systems integration. This initial description of quality for postlicensure interprofessional palliative care education programs may be used by learners to guide program selection, new or existing program faculty for course development or quality improvement, or professional organizations to evaluate program quality in a program certification or quality award initiative.
Simulation has been used extensively to train students and health professionals in the assessment and early intervention of patients with acutely deteriorating conditions. These simulations evoke ...psychophysiological stress in learners which may affect performance. We examined the relationship between stress variables, confidence, and performance during repeated scenarios in clinically-based emergency simulations.
Twenty-six registered nurses completed three simulation scenarios focussing on life-threatening clinical events in a single group pre-test/post-test study design. Trait anxiety was measured at baseline. Visual analogue ratings of anxiety and stress were measured before (‘pre’), recalled ‘during’, and immediately following (‘post’) each simulation scenario, with a self-rating of confidence completed after each simulation scenario. Heart rate was measured continuously throughout the simulation program. Participants self-rated their clinical performance prior to and following the simulation program (‘pre’ and ‘post’).
Participants' trait anxiety was not elevated at baseline (mean: 39.6, SD 6.1). Across the three simulation scenarios, anxiety and stress was elevated ‘during’ simulation compared to ‘pre’ and ‘post’ time points. However, the magnitude of elevation of stress and anxiety during all time points (‘pre’, ‘during’ and ‘post’ simulation) decreased significantly (p < 0.05) with progressive simulations. Heart rate increased significantly during all simulations compared to ‘pre’-levels but returned to similar levels following the simulation. The amount of increase in heart rate over progressive simulations was attenuated during simulation 3 compared with 1 and 2 (Sim 1: 103.6 bpm (SD 22.1), Sim 2: 101.9 bpm (SD 18.9), and Sim 3: 99.5 bpm (SD 23.4)). Confidence increased across the three simulations (p < 0.001), with most of the increase observed after the first two simulations. Performance scores increased by 19.0% ‘pre-post’ simulation program (p < 0.001) and were not confounded by previous ALS or simulation experience.
We observed temporal-dependent changes in psychophysiological stress variables across the simulation scenarios, with decreased magnitudes of elevations of psychological (self-reported anxiety and stress) and physiological (heart rate) stress variables during successive simulation scenarios. This study has shown that simulation increased stress, especially before and during scenarios; however, the learning effect decreased the magnitude of the stress response with repeated simulation scenarios. Simulation educators need to create simulations that change stress in a purposeful manner to enhance learning.
To explore barriers and facilitators for midwives working in a midwifery continuity of carer model, and to assess if an educational intervention could help address some of these barriers, designed to ...help achieve NHS England's target of majority of women receiving midwifery continuity of carer by March 2021.
Two-day workshops were co-designed by experienced continuity midwives, service managers and midwifery educators using implementation theory delivered to maternity staff, with barriers assessed prior to training and re-assessed at the end.
1407 maternity healthcare professionals from 62 different National Health Service trusts across England attended 56 different workshops.
Perceived barriers to working in this model were reported more frequently than facilitators. Reported facilitators prior to training included perceived benefits to the midwife and to women. Reported barriers included personal and professional concerns, fear, issues with the national agenda and institutional and/or organisational issues. The educational intervention was able to address the majority of barriers raised. The training was well evaluated, with an average rating of 4.2 on a five-point Likert scale.
While this specific educational intervention appears to have been useful in addressing concerns with working in a continuity model, further work is needed to identify barriers to change. This will aid more local designed interventions.
If policy targets related to continuity of carer are to be achieved then working in this way needs to be sustainable and appeal to the current midwifery workforce.
Healthcare organizations often have to provide patient care around the clock. Shift work (any shift outside of 7 a.m. to 6 p.m) and long work hours increase the risk for short sleep duration and ...sleep disturbances. Thirty-two percent of healthcare workers report they do not get enough sleep. The purpose of the article is to give an overview of the wide range of risks to nurses, patients, and employers that are linked to shift work, long work hours, and poor sleep from other sources.
Shift work and long work hours increase the risk for reduced performance on the job, obesity, injuries, and a wide range of chronic diseases. In addition, fatigue-related errors could harm patients. Fatigued nurses also endanger others during their commute to and from work.
The key strategy to reduce these risks is making sleep a priority in the employer's systems for organizing work and in the nurse's personal life.
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