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Mentoring: Positively Influencing Job Satisfaction and Retention of New 1.0 ANCC CE Contact Hours Mentoring: Positively Infl uencing Job Satisfaction and Retention of New Hire Nurse Practitioners Diane Kostrey Horner , MSN, FNP-C, DNP (C), CPSN, CNOR The purpose of study was to determine whether mentor- scale. These results are similar to the MNPJSS score with ing based on Watson’s Caring Model positively infl uences a mean of 4.39. A mentoring experience can provide a nurse practitioner (NP) job satisfaction. This nonexperi- positive environment, which can lead to increased job mental mixed-methods study utilized an online survey, satisfaction. In turn, a higher level of satisfaction in the administered through Qualtrics containing demographic work environment can be associated with reduced turn- and mentoring variables. Job satisfaction results were over and improved retention and patient outcomes. Ulti- obtained from the Misener Nurse Practitioner Job Sat- mately, a safer health care system will evolve and improve isfaction Scale (MNPJSS). Also, open-ended questions patient care and outcomes. Through Watson’s Caring regarding mentoring were reported. There was a 54% Model, a reciprocal relationship between the mentor and response rate in which 37 of the 69 participants re- the mentee can provide a new NP hire a sense of com- sponded ( n = 37), with statistical signifi cance set at p < munity and direct availability. By experiencing a mentor .05. All or 100% of participants reported that the mentor relationship, job satisfaction can improve, which is a key experience/relationship positively infl uenced job satisfac- factor in retaining NPs. As E-mentoring is a newer topic tion. Scores from the MNPJSS ranged from 141 to 246, in nursing literature, further research is needed. Further with a mean of 195.26 ( SD = 28.29) corresponding to studies could also review and develop one-on-one mentor- “minimally satisfi ed” or a mean of 4.44 on the 6-point ing programs. he term “mentor” originates from Homer’s Odys- The health care system demands increased knowledge to sey . “Athena, the Goddess of Wisdom disguised navigate a complex system, and mentoring can facilitate T herself as an Ithacan noble named Mentor” ( Har- this experience. Mentoring can also produce a positive rington, 2011 , p. 168). Athena then prepared and pro- infl uence on the patient, profession, and the institution tected Telemachus, Ulysses’ son ( Harrington, 2011 ). Yet, through creativity and increased productivity. today, mentoring has many different descriptions. Men- To Err Is Human: Building a Safer Health System ( In- torship is defi ned as a dynamic relationship between a stitute of Medicine [IOM], 1999 ) is a report on the safety mentor and a mentee to encourage personal develop- of the U.S. health care system. Although the date of pub- ment and give back to a profession ( Hayes, 2005 ). “Men- lication is more than 10 years old, it is still applicable toring is a process designed to bridge the gap between today. The report illuminates the erosion of patient sat- the educational process and the real-world experience” isfaction with health care delivery and also a decrease ( Barker, 2006 , p. 56). Mentoring can have a signifi cant in job satisfaction among health care providers. In 2001, infl uence on job satisfaction. The mentor–mentee rela- the IOM advised a total overhaul to the American health tionship is established on clear objectives, boundaries, care system, which then led to the partnership in 2008 and expectations that contribute to the growth of both of the Robert Wood Johnson Foundation (RWJF) and the parties. According to Fawcett (2002) , a commitment is IOM. Together, recommendations were created after a needed from the mentor and the mentee to be successful. 2-year initiative on the future of nursing. In 2010, the IOM fi led the following report, The Future of Nursing: Leading Change, Advancing Health , putting forth rec- Diane Kostrey Horner, MSN, FNP-C, DNP (C), CPSN, CNOR, is a family nurse practitioner in Indianapolis, IN. With more than 26 years of nursing ommendations. A key message was emphasized that experience in a variety of roles, the knowledge base to improve quality through an improved educational system, nurses should care, patient safety, evidence based practice, and information technology achieve higher levels of education and training. In addi- from an interprofessional perspective is present. tion, after this higher level of education and training is The author reports no confl icts of interest. achieved, there is an ongoing need for continual learn- Address correspondence to Diane Kostrey Horner, MSN, FNP-C, DNP (C), CPSN, CNOR, 10960 Fairwoods Dr, Fishers, IN 46037 (e-mail: ing to consistently provide the safest environment possi- [email protected] ). ble for the patients. Also, creating an effective workforce DOI: 10.1097/PSN.0000000000000169 plan can improve information infrastructure. The IOM Plastic Surgical Nursing www.psnjournalonline.com 7 Copyright © 2017 American Society of Plastic Surgical Nurses. Unauthorized reproduction of this article is prohibited. has a plan to meet the needs of a safer health system actually sought a mentor, and 17% indicated that they en- by removing the scope-of-practice barriers. In removing tered into a mentoring relationship by chance” (as cited in these barriers, nurse practitioners (NPs) can practice to Barker, 2006 , p. 56). Brown and Olshansky (1997) found the full extent of their education and training, which al- that a supportive environment enables an NP to increase lows a greater number of patients to have quality care in productivity. Through mentoring, an NP can increase a timely manner. job satisfaction and productivity, resulting in a decreased Nurse practitioners obtain health histories, diagnose, and adjustment period; a quality mentor is vital ( Brown & implement a plan of care utilizing a holistic caring approach Olshansky, 1997 ). Freeman’s (1989) dissertation identifi ed that continues into the job role. Nurse practitioners experi- the role of the mentor as “three-fold: educator, counselor, ence signifi cant transitions into their new role upon gradu- and sponsor” (p. 96). ation. Appropriate mentoring can allow an NP to transition There are opportunities and barriers impacting a mentor with decreased stress ( Brown & Olshansky, 1997 ). Through program. Opportunities include the ability to collaborate in sharing of knowledge, advice, and counseling, a support- a multidisciplinary team to improve patient outcomes, role ive mentor can create a positive experience on a mentee’s modeling professional behaviors, and peer networking. job satisfaction and patient outcomes. A grant through the Also, project sharing, brainstorming, and problem solving RWJF and the Northwest Health Foundation has shown can occur. These are clearly opportunities that may be met that mentoring programs improve retention rates and pro- with barriers that included time factors, scheduling limita- fessional development ( Cottingham, DiBartolo, Battistoni, tions, and space constraints (Hayes, 2005). Time factor is & Brown, 2011 ). A positive work environment enables NPs a concern due to current work demands, which must be to experience more satisfying careers. sustained by the mentor. Typically, there is no monetary According to Ritchie (2014) , 62 million Americans have incentive or decrease in workload to mentor a new hire limited access to primary care. To meet the increasing NP. The addition of the mentoring role for the NP can be demands for access to health care, NPs are educated to seen as a burden and met with resistance if the relation- provide primary care and are positioned to fi ll the void. ship is not protected and the role is not valued to the orga- The Coalition of Advanced Practice Nurses of Indiana nization (Hayes, 2005). Many organizations lack mentoring (2015) estimated the 2008 ratio of primary care NPs across programs that can impact a newly hired NP. the nation was 4:1 and is expected is to be 2:3 by 2030. The number of NPs in the workforce is expected to in- However, according to the 2014 Outcomes Report of the crease dramatically by 2025 ( Coombs, 2015 ). As the pop- American Association of Colleges of Nursing (2014 ), al- ulation ages, more NPs will be needed to provide care. though the need for NPs will increase, more than a quar- However, many new NPs change jobs within the fi rst year ter of new graduates will leave their job within the fi rst of employment due to job dissatisfaction. By continually year. Nurse practitioners focus on medical treatment, with researching data and evaluating the current climate, new strength in caring, counseling, and holistically supporting hires can be mentored in a positive way and have high patients as an answer to a safer health care system. This job satisfaction, leading to retention and ability to provide focus is further represented by the need for the NPs to care for the population in need. Once this is achieved have a holistic relationship with mentor–mentee to pro- and mentors are utilized, the new NPs will be less likely mote positive change (Brykczynski, 2012 ). A mentor can to leave their jobs ( Mariana, 2012 ). enhance the understanding of the NP role beyond formal That being understood, there is still a multitude of rea- education and degree attainment. Even with an experi- sons why new NPs do not stay in their current positions. enced NP, a mentor may enhance and provide a safe Salary, bonuses, reward distribution, and compensation environment for transition to a new practice site. for work outside of regular duties contribute to dissat- Recruitment and retention are correlated to job satisfac- isfaction, which can prompt NPs to leave their current tion, thereby maintaining NPs importance to health care positions. Either the intent to leave or actually vacating a administrators. An organization must recognize factors that current position has a signifi cant impact on a health care contribute to satisfaction of a job. It is the duty of all NPs organization.
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