Policy Design
Derline Merancier
Indian River State College

Policy Design
There is an increased need for a mentorship program for new RNs as they transition into practice as an imperative tool for new graduate nurses for effective role transition. The policy guidelines are based on comprehensive review of scientific evidence and input from healthcare professionals. The purpose of the policy is to promote effective implementation of new graduate RNs to be assigned a mentor for one year after they have completed their orientation program. Coaching and mentoring ought to be a fundamental requirement for graduate-level nurses since they play the two vital roles in the nursing profession and career progression. Coaches and mentors assist in mentoring after which the nurses boost their abilities’ confidence and desire to continue working at their workplace eventually leading to a signi?cant decrease in turnover (Thompson, Wolf ; Sabatine, 2012). The career coaches have a chance of mentoring the nurses thus promoting their professional development, boosting the confidence of their mentees and encouraging lifelong learning. A policy guideline must be formulated and implemented to address the high turnover due to lack of effective mentorship programs. A Mentoring program is important in reducing the turnover rate to 8% compared to 20% turnover rate before mentoring (Zhang, Qian, Wu, Wen, ; Zhang, 2016). According to Newhouse et al. (2007), approximately 35% to 60% of new graduate nurses will shift to other work environments within a year of employment.
Mentors should work the same shift with the mentee RNs to increase the contact hours for the mentorship. This can be achieved through implementation of a policy enabling scheduling of nurse mentors with the new graduate RNs on the same shift. A mentor must have the prerequisite experience and should be willing and able to share with others to guide them in their professional advancement (Thompson, Wolf ; Sabatine, 2012). By providing need-based guidance and being there for the nurse’s every step of the way, as a resource, the mentor can easily identify with their fears and allow the nurse or staff member to express themselves for ultimate personal development and growth. This would be the model of choice since it starts with setting agenda for the policy, policy formulation, policy implementation and evaluation. According to Zhang, Qian, Wu, Wen, and Zhang (2016), effective mentors have a vital role in the facilitation of newly graduated nurses’ transition and orientation.

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Newhouse, R. P., Hoffman, J. J., Suflita, J., ; Hairston, D. P. (2007). Evaluating an innovative program to improve new nurse graduate socialization into the acute healthcare setting. Nursing administration quarterly, 31(1), 50-60.

Thompson, R., Wolf, D. M., ; Sabatine, J. M. (2012). Mentoring and Coaching: A model guiding professional nurses to executive success. Journal of nursing administration, 42(11), 536-541.

Zhang, Y., Qian, Y., Wu, J., Wen, F., ; Zhang, Y. (2016). The effectiveness and implementation of the mentoring program for newly graduated nurses: A systematic review. Nurse education today, 37, 136-144.


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