![]() With priority placed in staffing and constant evolving needs, including significant changes in practice such as the transition to virtual learning, the mentor/mentee relationship was placed on the backburner. Though the effort was with good intention, the project was initiated during the pandemic of 2020 a time of pure chaos. Due to the facility being a level one trauma academic medical center, mentorship programs are implemented on a unit by unit basis with specific, individual needs supported by the staff nursing service line councils. Using the Academy of Medical Surgical Nurses’ Mentorship (AMSN) Program guidelines, goals of the program included: develop supportive and encouraging relationships, guide nurses in their professional, personal, and interpersonal growth, promote mutuality and sharing based on the needs of colleagues, and communicate information concerning expectations, learning opportunities, and stressors (AMSN, 2012). With this, an attempt to provide a mentorship program coinciding with orientation training for trauma/surgical NGNs occurred with mixed results. A number of investigators have highlighted the benefits of structured orientations and residency programs including improved retention, satisfaction, and clinical competency (Rush, Adamack, Gordon, Lilly, & Janke, 2013 Van Camp & Chappy, 2017), however the impact of having a mentor separate of their preceptor may provide additional resources and comfort during the professional transition. Considering the reality of nursing shortages, and the projected increase in need of bedside staff of 45%, adequate NGN preceptorship is integral (AACN, 2019 NSI Nursing Solutions Inc, 2018). The rate of turnover of NGNs that leave the profession within the first year of their professional nursing career is over 28% the highest amongst all bedside staff (NSI Nursing Solutions Inc, 2018). New graduate nurses (NGNs) go through a difficult transition from student nurse into a professional role (Pasila, Elo, & Kaariainen, 2017). ![]()
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