Ementoringtelementoring

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E-mentoring/telementoring

• -Aubrie Graham, Sara Dolson, Lori Simeone, Jen
  Paige

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ISSUES IN THE PRESENT DAY NURSING WORLD

• Ontario 2005- Number of RNs over 50 rose 6
  from 32.8 to 38.6 from 2001-2005
• Number of RNs eligible to retire in 2005 was
  21.3
• Average age of an RN working in Ontario rose from
  45.1 years of age in 2004 to 45.2 years of age in
  2005
• National average for working RNs was 44.7
• The number of RNs in the present workforce
  increased increased 1.1 from 2003 to 2004 from
  85 187 to 86 099 however Ontarios population
  grew 1.2 over that year so the population is
  growing faster then the number of RNs who are
  able to take care of it!
• National RN workforce increase is 2.2 making
  Ontario a full 1 below the national average of
  RNs in the workforce.

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ISSUES IN THE PRESENT DAY NURSING WORLD

• Quick facts (US)
• Nurses taking the national licensure examination
  decreased by 20 from 19952003, and the shortage
  is projected to intensify over the next 2
  decades.
• The average age of the working nurse is 43.3
  years.
• Only 18.3 of nurses are under the age of 35 and
  40 of all RNs will be older than age 50 by the
  year 2010.
• The enrollment in nursing schools has increased
  some but the growth is still not enough to meet
  the demands of the future.

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Strategies to Combat Nursing Shortage

• the shortage is only going to grow with the 42,
  000 students being turned away from nursing
  schools this year in the United States
• The deficiency of nursing students graduating and
  the immense amount of nurses leaving the
  profession is leading to the shortage of nurses
  available to care for our aging population.
• More and more nurses are leaving the profession
  to find work elsewhere, or early retirement,
  because they are dissatisfied with their working
  conditions.
• By addressing the issues of poor staffing,
  workloads, and overtime pay, the hospitals will
  be able to better retain their current nursing
  staff.
• An additional factor leading to nurses finding
  work elsewhere is the fact that they see an
  increase in their wages early on in their career
  to only watch it quickly taper off.

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• The hospitals need to be able to find better
  funding and advertise sign-on bonuses, raise
  incentives, and extensive vacation packages like
  most corporations do.
• The diminishing number of graduating nurses is
  also causing the shortage of nurses. There were
  26 fewer RN graduates in 2000 than in 1995.
• The lack of nursing educators is causing a direct
  decrease in the amount of students that can
  enroll in nursing programs, therefore decreasing
  the number of people graduating from a nursing
  program.
• 30-54 of new graduate nurses change jobs or
  leave nursing during their first year of practice
  because they feel inadequately prepared, are
  caring for high-acuity patients, and dont have a
  supportive work environment.

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• The image of nursing needs to be addressed in
  order to successfully enlist the younger
  generation into nursing schools and the nursing
  field. Right now many younger kids are learning
  about the vast shortage of nurses that is leading
  to heavy workloads, increased responsibility
  without an increase in pay, and care giver burn
  out elements of nursing that are causing young
  people to consider other career choices.
• The new generation values having a "life",
  flexible scheduling, vacation packages, and
  on-campus workout centers". Employers need to
  start encouraging young people to enter nursing
  and teach them about the benefits of the career
  while attending to students concerns. They can
  also entice them with recruitment strategies that
  have had positive effects on the nursing
  shortage, including learn and earn programs and
  loan assistance/forgiveness programs.

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Mentoring

• A mentor is a more experienced or older person
  who acts as a role model, compatriot, challenger,
  guide or cheerleader.
• They can assist employees to deal with the
  challenges associated with successful,
  productive, meaningful work life.
• Examples of Mentoring Women executives assist
  other women to break the glass ceiling
  volunteers partner with students at risk of
  dropping out of school and experienced faculty
  members assist their newer colleagues.

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Mentoring VS. Preceptoring

• Preceptoring
• Goal is to reduce time required for new junior
  faculty to become a part of the work team.
• Increase productivity and potential for academic
  success.
• The responsibilities of the preceptor are to
  orient the preceptee to the school or work world,
  provide information, counsel, facilitate
  socialization process, and set initial goals for
  career development.
• One year partnership between new junior and
  senior faculty member.
• Recommended to have 1-2 hrs per month of
  consultation.
• Benefit for preceptee increased comfort from
  learning the formal and informal rules of
  academic or work world.

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• Mentoring
• Goals are to increase potential for academic
  success and thus the number of successful senior
  faculty and provide a structured system for
  strengthening and assuring the continuity of
  organizational culture.
• The responsibilities for the mentor are to guide
  the new member in personal and professional
  issues, goal setting and feedback, and introduce
  new member to individuals who can further their
  career.
• There is a multi-year partnership beginning in
  the 2nd-4th year of new members employment in
  which frequent contact occurs throughout the week
  or month.
• Benefits for new member guidance in promotion
  and tenure process, facilitating advancement in
  career.

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E-mentoring

• The definition of group e-mentoring is matching
  a group of experts with a group of learners using
  a significant digital electronic component. It is
  the merger of mentoring with electronic
  communications and has been termed telementoring,
  cybermentoring, or virtual mentoring. E-mentoring
  provides opportunities for mentoring prohibited
  by face-to-face mentoring programs, and offers a
  flexible communication environment independent of
  time and space. (Kalisch, Falzetta, Cooke.
  2005)
• A recruitment strategy for many disciplines due
  to the high incidence of youth fluency with
  internet technology

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E-mentoring vs. telementoring

• Interchangeable!
• E-mentoring is the more commonly used term
  because it commonly identified with e-mail as the
  main mode of communication, while telementoring
  can be confused with telephones as main mode of
  communication

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GEM-Nursing

• History of GEM-Nursing
• One of the first e-mentoring projects, the
  International Telementoring Project, began in
  1994 and involved pairing elementary school and
  high school students with professionals in IT
  corporations to assist students with class
  projects over e-mail.
• In 1998 MentorNet was formed by Dartmouth College
  to provide female undergraduate and graduate
  students with access to a female professional in
  science, technology, engineering, and
  mathematics.
• University of Michigan had an initiative called
  GEM-SET (Girls Electronic Mentoring in Science,
  Engineering and Technology) which connected
  female scientists and engineers to high school
  students through e-mail

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• In 2002 the US Department of Labour, Womens
  Bureau noted the success of GEM-SET and gave
  University of Michigan a 6 month contract to
  develop a pilot program to promote recruitment
  into nursing, called GEM-HS (Group Electronic
  Mentoring in Healthcare Services)
• Due to the success of this pilot program, GEM-HS
  was expanded to other regions and renamed
  GEM-Nursing

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GEM-Nursing

• Introduction
• http//www.gem-nursing.org/Lisavideo.php?idlisafa
  lzetta.mov
• Goals of GEM-Nursing
• To increase student participants awareness of
  the benefits of working in Nursing fields and the
  career options within Nursing.
• To increase the number of young people, ages
  15-21, who select a nursing career.
• To achieve high overall satisfaction with
  GEM-Nursing from both the mentor and student
  participants perspectives

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• Benefits of GEM-Nursing
• Give students a place to voice their questions
  and concerns about nursing
• Give experienced nurses the ability to share
  their knowledge and expertise with the younger
  generations

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Other examples of E-mentoring

• Closer to home
• The Health Canada allocated 800 million to
  programs improving public access to effective
  primary care services, called the Primary Health
  Care Transition Fund. The objectives of the PHCTF
  are
• Increase the proportion of the population with
  access to primary health care organizations which
  are accountable for the planned provision of
  comprehensive services to a defined population
• Increase the emphasis on health promotion,
  disease and injury prevention, and chronic
  disease management
• Expand 24/7 access to essential services
• Establish multi-disciplinary teams, so that the
  most appropriate care is provided by the most
  appropriate provider and
• Facilitate coordination with other health
  services (such as specialists and hospitals).

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• In conjunction with NORTH, RNAO is heading the
  Telementoring portion of this collaborative
  initiative. The focus of this project is on nurse
  practitioners in rural areas.
• Goals
• Support and enhance professional practice
• Help to reduce professional isolation
• Assist in professional growth
• A toolkit has been developed to assist NPs with
  their professional growth.
• http//www.rnao.org/tmkit/

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E-mentoring for community nursing

• Shift from individual preceptorship to communal
  mentorship
• Use of video conferencing and forum as opposed to
  e-mail telephone to allow for the entire
  community to engage in progressive inquiry about
  varying topics
• Encourages communal discourse
• Mentee and mentors engaged in reciprocal learning
• Shared control and democratization of the power
  differential between mentors and mentees results
  in better student learning outcomes and patient
  care (Russell Perris 2003)
• webKnowledge Forum
• Also designed to promote learning of computer
  software and internet resources

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• Saint Elizabeth Health Care study
• Mentees paired with mentors for a set time each
  week and participated in webKnowledge Forum
• Program is divided into clinical discussion
  (notes on literature such as health care models,
  assessments) and informal discussion (chat about
  nurse burnout, community events)
• Program yielded collaborative learning of mentors
  and mentees, with little adhesion to the
  mentor-mentee pairing

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• Learning was highest in problem solving,
  professional development, and lowest in knowledge
  gained of computer technology and clinical skills
• Although participants reported high
  satisfaction with the technology, they were less
  satisfied with the nature of the online dyadic
  relationship, again supporting the argument that
  dyadic preceptorship models endemic in nursing
  education and practice may profit from a communal
  configuration (Russell Perris 2003)
• Mentees reported increased ability to seek out
  help amongst mentors and peers

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Requirements for a successful e-mentorship
program

• Participants having access to technology
• Adequate training of participants with technology
• Scanning of mentor candidates
• Agreement of mentor and mentee to a certain
  number of participation sessions in a given time
• Professional and respectful atmosphere
• Moderator with conflict resolution skills (mainly
  for dyadic mentorships)
• Close program development with programmer to
  promote easy and accessible interfaces

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• Numerous mediums to support communication needs
  (i.e. personal discussion forum, private dyadic
  discussion, group forum)
• Adequate funding for technology upgrades
• Back-up systems in case of technology errors or
  lost information
• Reliable server and sustainable virtual space
• IT support available for immediate resolution of
  technical problems
• Pilot tests and technology function tests prior
  to use
• Participant feedback and evaluation
• Ability to combine different technologies to
  adapt to the learning need (i.e. telephone,
  webcam)

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Future of e-mentoring

• Clearer regulations to using programs
• Easier web interfaces to promote usage in those
  without computer familiarity
• Interdisciplinary mentoring
• E-mentorship progressing to sustained
  professional communication
• Telecommunity

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References

• Boyle, P Single, R. (2005). E-mentoring for
  social equity review of research to inform
  program development. Mentoring Tutoring
  Partnership in Learning 13(2) 301-320
• Evans, B. (2007). Student perceptions the
  influence of a nursing workforce diversity grant
  on retention. Journal of Nursing Education.
  46(8) 354-360
• Kalisch, B, Falzetta, L Cooke, J. (2005). Group
  e-mentoring A new approach to recruitment into
  nursing. Nursing Outlook 53 (4) 199-205.
• Price, M. Chen, H. (2003). Promises and
  Challenges exploring a collaborative
  telementoring programme in a preservice teacher
  education programme. Mentoring Tutoring 11(1)
  105-117
• Russell, A Perris, K. (2003). Telementoring in
  Community Nursing a shift from dyadic to
  communal models of learning and professional
  development. Mentoring Tutoring Partnership in
  Learning11 (2) 227-239
• http//www.adgp.com.au/site/index.cfm?display2515
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• http//www.gem-nursing.org/
• Health Canada Primary health Care
  http//www.hc-sc.gc.ca/hcs-sss/prim/phctf-fassp/in
  dex_e.html
• http//www.southernregionalahec.org/professionals/
  requirements.htm