NURSE MANAGERS’ PERSPECTIVES

ON NURSES’ PERFORMANCE IN
MENTORSHIP PROGRAM
Khin Thandar Aung
Lecturer
International Islamic University, Malaysia
 Researchers
1. Nor Qurratul Ain Binti Jamal

&

2. Khin Thandar Aung

 Outlines
• Study Background
• Significance of the study
• Literature Review
• Research Objectives
• Methodology
• Findings
• Discussion
• Conclusion
 Study Background

faced a variety of challenges;

-quality of patients’ care, in line with the
changes in medicine and nursing profession.
need to be mastered in all aspects.
need to deal with emotional and
professional demand of many
people(patients).
 Study Background
It is more stressful and challenging for newly
graduated nurses as they face problems to adapt
to their new professional career and
environment.
Many new nurses are lacking of clinical skills and
judgement needed to provide safe, competent
practice.
This situation puts newly graduated nurses under
stress and pressure, which reflect a high
turnover rate within the first year of
employment.
(Hsiung & Chiu, 2009).
 Study Background
According to Nursing Exclusive Center,
about 75% of newly graduated nurses
leave the job within the first year of
employment, with estimated turnover cost
$22, 420-$77, 200.
(Welding, 2011)
 Study Background
At this moment, in time, new nurse
mentoring programs are popping up and
upgrade nursing profession.
It is one of the educational approaches in
helping newly graduated nurses to
become competent and start their career
as a nurse readily and happily.
Mentorship program had help newly
graduated nurses to adjust their role
effectively.
Mentorship in nursing practice can be
interpreted as senior staff nurses who
have more experience will share their
experience, provide advice and support
newly graduated nurses.
(Abreu & Interpeler, 2013)
In Malaysia,
Mentorship program in nursing profession
is such a new phenomenon.

They have just started this program since

three years ago.
 Significance of the study

Novice to Expert Continuum

• Novice ➠ Advanced Beginner ➠
Competent ➠ Proficient ➠ Expert

Benner’s (1984)
 Significance of the study
Mentorship enhances a positive work
culture environment whereby nurses are
more satisfied with their job, increase
employee satisfaction and also improve
nurse retention.

Block, et al. (2005)

 Significance of the study
Mentorship provide newly graduated
nurses chance to practice the theory they
had learnt outside the clinical settings.
These positive implications of mentorship
come up with definite job satisfaction and
reduce stress to the nurses; hence, it
reduces the rate of turnover among the
nurses.
Fishel and Johnson (as cited in Ali & Panther,
2008)
 Significance of the study
It is vital to identify the effectiveness of
mentorship program among nurses in Malaysia in
terms of communication, professional development
and creative thinking to enhance quality of work
environments as well as to improve job satisfaction
among them.
 Significance of the study
Most of the study focus on the roles of
mentors or examine mentoring relationship
from the mentee perspectives.

The lack of study exploring the nurse

managers’ perspectives on newly
graduated nurses in mentorship program
formed the basis of this study.
 Literature Review
Challenging Problems among Newly
Graduated Nurses
 The transition time for a nursing student to a nurse in
clinical is such a tremendous challenging phase for the
majority of newly graduated nurses.
Chang & Hancock (2003)

 It is reported that many newly graduated nurses are

having problems to struggle with their new roles as a
registered nurse in their first few months of working.
Gerrish (2000).
 Literature Review
 Technically, mentorship is a process “to identify potential
candidates among the employees who could be ‘tutored’
eventually to take on senior positions.

Naillah (2012)

 Norhasni (2006) claimed that mentorship as “the most

effective way to transfer skills and knowledge quickly”.
 Research Objectives
General Objective
To identify the nurse managers’
perspectives on nurses’ performance in
mentorship program.
 Research Objectives
Specific Objectives
• 1) To determine the nurse managers’
perspectives on nurses’ effective
communication.
• 2) To identify the nurse managers’
perspectives on nurses’ performance in
professional development.
• 3) To study the nurse managers’
perspectives on nurses’ creative thinking.
 Methodology
• Quantitative • Hospital
method Tengku
• Cross- Ampuan
sectional Afzan
study (HTAA),
Kuantan,
Study Study Pahang
Design Setting

Sampling Population • 51 nurse

Method Sampling managers in
• Convenience the ward of
sampling HTAA
• applying
mentorship
program
(Chevalierrecently
& Buckles,. 2013
 Research Tools
• Modified questionnaires were taken from
AMSN Mentoring Program-Mentor Guide
book.
• Consists of four parts:
Part A
Socio-demographic
data
(age, gender, level of
study, working
experience as RN,
working experience as
a nurse manager)
 Research Tools

Part B

concerning about Part C

effective
communication
Regarding on
among newly
professional
graduated nurses Part D
development of
newly
Regarding on
graduated
nurses’ creative
nurses
thinking
 Research Tools
Part Categories No. Of Format of question
question

Part A Socio-demographic data 5 Closed and opened ended

questions

Part B Effective Communication 9 Five-Likert scale (very poor to

excellent)

Part C Professional Development 14 Five-Likert scale (very poor to

excellent)

Part D Creative Thinking 8 Five-Likert scale (very poor to

excellent)

TOTAL 36
 Data Analysis
• Total questions Part B, C and D =31
• Total marks for Part B, C and D =155
• Equal or more than 50% of total marks
assume positive perception.
• Pilot study was conducted on 15 nurse
managers at Pantai Hospital in Batu Pahat.
 Ethical Consideration
• Kulliyyah of Nursing Research Committee
(KNRC)
• International Islamic University Malaysia
Research Ethics Committee (IREC).
• Clinical Research Centre (CRC) HTAA
• National Medical Research Register
(NMRR) (online application).
• February to April 2015(Data collection)

• SPSS version 19 ( Data Analysis)

 Findings (Part A)
Variables Frequency Percentage Mean (± SD)
(N) (%)
Age 45.41 (± 4.513)
38 3 5.9
39 7 13.7
41 2 3.9
43 3 5.9
44 3 5.9
45 6 11.8
46 4 7.8
47 5 9.8
48 8 15.7
49 3 5.9
50 4 7.8
52 1 2.0
57 2 3.9
Gender
Female 51 100
Level of Study
Certificate 2 3.9
Diploma 39 76.5
Degree 10 19.6
Working 3.67 (± 1.143)
Experience as Staff
Nurse
1-5 years 1 2.0
6-10 years 9 17.6
11-15 years 11 21.6
16-20 years 15 29.4
>20 years 15 29.4
Working 1.25 (± 0.595)
Experience as Nurse
Manager
1-5 years 41 80.4
6-10 years 8 15.7
11-15 years 1 2.0
 Findings (Part A)
Level of study

3.9
%
19.6%

76.5%
 Findings (Part B)
Effective communication

Survey Questions 1 2 3 4 5
N N N N N
(%) (%) (%) (%) (%)
Active listening 0 0 4 32 15
(0.0) (0.0) (7.8) (62.7) (29.4)
Providing constructive feedback 0 1 5 32 13
(0.0) (2.0) (9.8) (62.7) (25.5)
Establishing a relationship based on trust 0 0 6 37 8
(0.0) (0.0) (11.8) (72.5) (15.7)
Identifying and accommodating different 0 0 6 39 6
communication styles (0.0) (0.0) (11.8) (76.5) (11.8)
Able to communicate with nurse colleagues 0 0 2 35 14
(0.0) (0.0) (3.9) (68.6) (27.5)
Able to communicate with physicians 0 1 4 32 14
(0.0) (2.0) (7.8) (62.7) (27.5)
Able to communicate with other health care 0 1 3 34 13
providers (0.0) (2.0) (5.9) (66.7) (25.5)
Able to communicate with patients/clients 0 0 3 30 18
(0.0) (0.0) (5.9) (58.8) (35.3)
Collaborate with other services to optimize 0 0 4 33 14
patient’s health status (0.0) (0.0) (7.8) (64.7) (27.5)
 Findings (Part B)
Effective communication
 Findings (Part C)
Professional development
 Findings (Part D)
Critical thinking
Survey Questions 1 2 3 4 5
N N N N N
(%) (%) (%) (%) (%)
Facilitate process of ethical decision making 0 (0.0) 0 (0.0) 8 (15.7) 32 (62.7) 11 (21.6)
in patient care

Explore new perspectives and provide 0 (0.0) 2 (3.9) 9 (17.6) 31 (60.8) 9 (17.6)

insight into new idea

Able to modify plan of care based on 0 (0.0) 1 (2.0) 9 (17.6) 30 (58.8) 11 (21.6)

patient’s response to therapy

Able to think reasonably and rationally 0 (0.0) 0 (0.0) 7 (13.7) 33 (64.7) 11 (21.6)

Able to invent a new process/procedure for 0 (0.0) 3 (5.9) 13 (25.5) 25 (49.0) 10 (19.6)

doing something appropriately

Reapply an existing process/procedure into 0 (0.0) 1 (2.0) 5 (9.8) 34 (66.7) 11 (21.6)

a new or different situation

Bringing a new idea into existence 0 (0.0) 4 (7.8) 10 (19.6) 28 (54.9) 9 (17.6)

Able to elaborate each solution/idea and 0 (0.0) 1 (2.0) 13 (25.5) 28 (54.9) 9 (17.6)

developing it further
 Findings (Part D)
Critical thinking
Findings (Overall)
 Discussion
• In this study, the first objective was to
determine the nurse managers’
perspectives on nurses’ effective
communication.

• Nurse managers were having positive

perceptions of their newly graduated
nurses’ communication skills.
• Mentorship program had a significant
effect on cultivating communication skills
and human relationship among the newly
graduated nurses.
• The newly graduated nurses had improved
their communication after exposing to
mentorship program as they received
some guidance and training from their
mentors.
Komaratat & Oumtanee (2009)
 Discussion, con’t
• Professional development is a crucial aspect in
nursing profession as it allows the nurses to
develop, maintain and expand competency in
practice.
• Andrea (2013) also agreed that mentorship
program directly impact the nurses’ professional
development.
• Creative and critical thinking were developed
among the newly graduated nurses as they
receive guidance from their mentor.
Wangensteen (2010)
• In this study, nurse managers had positive
perception on newly graduated nurses’
professional development and creative
thinking skills.
 Conclusion
• Mentorship is the one of the nursing
education strategies to promote learning
and development of newly graduated
nurses involving a long-term commitment
which requires strong bond and
relationship between the senior nurses
and newly graduated nurses.
 References
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Standard (Royal College of Nursing (Great Britain) :, 22(42), 35–9.
doi:10.7748/ns2008.06.22.42.35.c6579
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Making and a Positive Identity: A Comparative Study in Turkey and Portugal. International Journal
of Information and Education Technology, 5(1), 42–46. doi:10.7763/IJIET.2015.V5.473
3. Block, L. M., Claffey, C., Korow, M. K., & McCaffrey, R. (2005). The value of mentorship within
nursing organizations. Nursing Forum, 40(4), 134–40. doi:10.1111/j.1744-6198.2005.00026.x
4. Chang, E., & Hancock, K. (2003). Role stress and role ambiguity in new nursing graduates in
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5. Gerrish, K. (2000). Still fumbing along? A comparative study of the newly qualified nurse's
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480.
6. Hsiung, T. L., & Chiu, C. (2009). Job Standardization : Helping Adaptation and Retention of Newly
Graduated Nurses, 5(June), 155–161.
7. Komaratat, S., & Oumtanee, A. (2009). Using a mentorship model to prepare newly graduated
nurses for competency. Journal of Continuing Education in Nursing, 40(10), 475–80.
8. Nalliah, S. (2012). Mentoring in the clinical setting : Process , issues and challenges, 6(1), 4–10.
9. Norhasni, Z. A. (2006). Mentoring and Coaching : The Roles and Practices, (November), 107–116.
10.Welding, N. M. (2011). Creating a Nursing Residency : Clinical Competence, 20(1), 37–40.
Thank you