Evaluating the Impact of a Mentorship Program on Stress Levels and Transition to Practice Readiness in Nurse Practitioner Students
Disciplines
Nursing
Abstract (300 words maximum)
Nurse Practitioners (NPs) transitioning from registered nurses to autonomous practice face numerous challenges, including lack of confidence, job dissatisfaction, high stress, and burnout. Research indicates that mentorship offers crucial guidance, support, and skill development; however, structured programs for NP students remain scarce. A regional NP organization, including both NP students and experienced NPs, presents an ideal setting for a structured mentorship program. The purpose of this study is to develop and implement a mentorship program for NP students through a regional organization and evaluate the effectiveness in reducing stress levels and improving readiness for practice. Participants were recruited from a convenience sample of regional NP organization members as either mentors (NPs with >1 year experience) or mentees (in NP school). After considering inclusion and exclusion criteria, fifteen mentors and fifteen mentees were selected and paired based on mutual interests. For training, participants completed an online “Mentorship Nursing CE Course” and attended virtual orientation. For the 12-week program, mentors were instructed to communicate with mentees online at least weekly and to meet in-person at least monthly to offer guidance and support. Participants completed pre- and post-program PSS and Casey-Fink surveys depending on their role. Quantitative data will be analyzed to compare pre- and post-intervention results. Qualitative data will be gathered through focus interviews and analyzed using thematic analysis. Results are pending program completion. It is hypothesized that participation will reduce stress levels for both roles. Additionally, mentees are expected to show improved readiness for clinical practice, based on Casey-Fink survey scores for role transition experience. The study aims to demonstrate the value of structured mentorship programs in supporting the transition from education to practice for NPs. The findings could inform future initiatives to develop programs to improve NP transition and professional growth, fostering a culture of support and collaboration in practice.
Academic department under which the project should be listed
WCHHS - Nursing
Primary Investigator (PI) Name
Roxanne Bennett
Evaluating the Impact of a Mentorship Program on Stress Levels and Transition to Practice Readiness in Nurse Practitioner Students
Nurse Practitioners (NPs) transitioning from registered nurses to autonomous practice face numerous challenges, including lack of confidence, job dissatisfaction, high stress, and burnout. Research indicates that mentorship offers crucial guidance, support, and skill development; however, structured programs for NP students remain scarce. A regional NP organization, including both NP students and experienced NPs, presents an ideal setting for a structured mentorship program. The purpose of this study is to develop and implement a mentorship program for NP students through a regional organization and evaluate the effectiveness in reducing stress levels and improving readiness for practice. Participants were recruited from a convenience sample of regional NP organization members as either mentors (NPs with >1 year experience) or mentees (in NP school). After considering inclusion and exclusion criteria, fifteen mentors and fifteen mentees were selected and paired based on mutual interests. For training, participants completed an online “Mentorship Nursing CE Course” and attended virtual orientation. For the 12-week program, mentors were instructed to communicate with mentees online at least weekly and to meet in-person at least monthly to offer guidance and support. Participants completed pre- and post-program PSS and Casey-Fink surveys depending on their role. Quantitative data will be analyzed to compare pre- and post-intervention results. Qualitative data will be gathered through focus interviews and analyzed using thematic analysis. Results are pending program completion. It is hypothesized that participation will reduce stress levels for both roles. Additionally, mentees are expected to show improved readiness for clinical practice, based on Casey-Fink survey scores for role transition experience. The study aims to demonstrate the value of structured mentorship programs in supporting the transition from education to practice for NPs. The findings could inform future initiatives to develop programs to improve NP transition and professional growth, fostering a culture of support and collaboration in practice.