ABSTRACTEmergency departments (ED) require nurses to have a vast and in-depth knowledge and skill base to perform their work. Novice nurses within the ED have higher burnout, turnover, stress, and retention problems than other areas. The program pairs Mentors with mentees and helps them address the issues and stressors that new nurses face. The results of mentoring have shown marked improvements of knowledge, skill, and critical thinking, while decreasing stress, lower turnover, and higher retention of staff.

PICOT QUESTIONIn new nurse hires in the emergency department (P), how does a mentoring program (I) compare to current training and orientation of new hires(C) affect the skills, education and ability to perform within the emergency department (O) within a year (T)?

LITERATURE REVIEWThe review supported the the need of mentoring within the ED, with the following.• Addressing nursing shortages within

the ED (1,2,3).• Decreasing nurse turnover (1,3,4,5).• Higher competency of nurses who

were mentored (4).• Improved job satisfaction (2,4,5,6)

and retention (1,2,5,6,7).• Higher level of knowledge and

skills(5,8)• Improved critical thinking skills (4)

Development of an Emergency Department Mentoring Program for

New Graduate Nurses

Michael Johnson, BSN, RN, MSN Student

Plan and Implementation• Tailored mentoring program

specific to the ED.• Mentors that are expert level

nurses in the ED and willing to be mentors.

• Support from management and administration.

• Multiple teaching environments in addition to clinical work.

Evaluation

• Mentee evaluations done pre-program and at 3,6, and 12 months.

• Evaluations will address skills, knowledge, ability, critical thinking, and interaction of mentee.

• Monitor mentee progression from novice to competent level (8)

THEORETICAL FRAMEWORKPatricia Benner’s theory addresses five levels of proficiency (8). The ED mentor program focuses on taking a novice nurse to a competent level. The theory provides focus and evaluation.

• Novice – a nurse with no prior experience.

• Advanced beginner – prior exposure, starting to act independently, though uncomfortable with this.

• Competent – sees long-range goals, identify priorities, but lacks speed and flexibility.

• Proficient – sees entire clinical situation, guided by experience.

• Expert – possess an intuitive grasp of the situation, are fluid, flexible and work with certainty. Deep understanding of the situation.

CONCLUSIONSMentoring helps mentee nurses make the adjustment needed to work in the ED. Mentor program provided tools to help mentee –• learn, adjust, adapt, and meet the

challenges of ED nursing.• Improved performance.• Higher retention.• Improved skills and critical thinking.• Competent level ED nurse.

REFERENCES1. Baumberger-Henry, M. (2012). Registered nurses’ perspectives on the new graduate working in the

emergency department or crucial care unit. The Journal of Continuing Education in Nursing, 43 (7), 299-305. http://dx.doi.org/10.3928/00220124-20111115-02

2. Park, M., & Jones, C.B. (2010). A retention strategy for newly graduated nurses. An integrative review of orientation programs. Journal for Nurses in Staff Development, 26 (4), 142-149. http://dx.doi.org/10.1097/NND.0b013e31819aa130

3. Winters, N. (2016). Seeking status: The process of becoming and remaining an emergency nurse. Journal of Emergency Nursing, 42 (5), 412-419 http://dx.doi.org/10.1016/j.jen.2015.10.023

4. Kang, C., Chiu, H., Lin, Y., & Chang, W. (2015). Development of a situational initiation training program for preceptors to retain new graduate nurses: Process and initial outcomes. Nurse Education Today, 37, 75-82. http://dx.doi.org/10.1016/j.nedt.2015.11.022

5. Strauss, E., Ovnat, C., Gonen, A., Lev-Ari, L., & Mizrahi, A. (2016). Do orientation programs help new graduates? Nurse Education Today, 36, 422-426. http://dx.doi.org/10.1016/j.nedt.2015.09.002

6. Fox, K. C. (2010). Mentor program boots new nurses’ satisfaction and lowers turnover rate. The Journal of Continuing Education in Nursing, 41 (7), 311-316. http://dx.doi.org/10.3928/00220124-20100401-04

7. Morphet, J., Considine, J., & McKenna, L. (2011). Transition to specialty practice programs in emergency nursing – A review of the literature. Australasian Emergency Nursing Journal, 14 (1), 45-49. http://dx.doi.org/10.1016/j.aenj.2010.11.001

8. Brenner, P. (1982). From Novice to Expert. The American Journal of Nursing, 82 (3), 402-407. Retrieved from http://www.jstor.org/stable/3462928

9. Photos by Michael Johnson, BSN, RN, MSN student10. Permission by Cheyenne Hofmeister, SN for portrait

PROJECT METHODOLOGYED mentoring programs improve new nurse satisfaction, skills, knowledge, and abilities (5). This program was the objective of this evidence based project. It includes a plan for implementation, evaluation of strengths, and limitations. Participants will obtain BLS, ACLS, PALS, TNCC, and ENPC during the project.Benner’s theory provides focus and guides this project.

• Novice – mentee starting point.• Advanced beginner – mentee is working and taking required education.• Competent – mentee at end of project, having taken all courses and earned all

certifications.

Mentoring Benefits: (1,2,3,4,5,6,7)

• Decreased turnover.• Improved morale.• Development of competent

nurses.• Improved job satisfaction.• Decreased stress.• Improved knowledge and skills.• Greater critical thinking ability.• Improved performance.

Helping novice nurses become competent ED nurses