Evaluation of a Student MENtorship Program. Kevin Milligan, BSN Student

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1 Evaluation of a Student MENtorship Program Kevin Milligan, BSN Student

2 Acknowledgements Gordon Gillespie, University of Cincinnati William Lecher, Cincinnati Children s Hospital Medical Center University Research Council University Honors Program

3 Learning Objectives Identify factors that precipitate the need for mentoring for men in nursing Examine the different structures of mentoring programs Describe the varying needs of nursing student throughout their education

different structures of mentoring programs Describe the

4 Reflection Think about YOUR mentors What impact have they had on your professional practice? Have you ever had a mentee/protégé? How does it feel to watch someone grow throughout their career?

5 History Lack of mentoring for men Lack of support structure for men Low acceptance of men in nursing Why does this matter?

6 IOM Report Gender Diversity: While more men are being drawn to nursing, especially as a second career, the profession needs to continue efforts to recruit men; their unique perspectives and skills are important to the profession and will help contribute additional diversity to the workforce. Institute of Medicine, 2011, p

unique perspectives and skills are important to the profession and will help

7 IOM Report Recommendation 4: Increase the proportion of nurses with a baccalaureate degree to 80 percent by Academic nurse leaders across all schools of nursing should work together to increase the proportion of nurses with a baccalaureate degree from 50 to 80 percent by These leaders should partner with education accrediting bodies, private and public funders, and employers to ensure funding, monitor progress, and increase the diversity of students to create a workforce prepared to meet the demands of diverse populations across the lifespan. Institute of Medicine, 2011, p. 13

8 IOM Report Report Brief And to improve the quality of patient care, a greater emphasis must be placed on making the nursing workforce more diverse, particularly in the areas of gender and race/ethnicity. Institute of Medicine, 2010, p. 2

the nursing workforce more diverse, particularly in the

9 Background Identified need for mentoring within the college Designed a new, combined model of mentoring MENtorship Team Kevin Milligan Lead Coordinator William Lecher Coordinator, Hospital Administrator Gordon Gillespie UC Faculty, UCAAMN Advisor

Kevin Milligan Lead Coordinator William Lecher Coordinator,

10 THE MENTORSHIP PROGRAM

11 MENtorship Planning

12 Structuring of Various Mentoring Programs One-on-one mentoring Group mentoring Formal/Informal

13 One-on-one Mentor Mentor Mentor Mentee Mentee Mentee

14 Group Mentoring Mentor Mentee Mentee Mentee Mentee

15 The MENtorship Family RN Senior Junior Sophomore Freshman/Pre-nursing

16 Goals of MENtorship Leadership Professional development Shadowing opportunities Different perspectives Reflection and decompression of experiences

17 MENtorship Participation 14 students and 5 RN mentors Piloted the MENtorship program for 2 months, March and April 2013 Reach back / pull forward structure Participants receive a mentor and a mentee Constitutes a MENtoring family

April 2013 Reach back / pull forward structure

18 Rules for MENtorship MENtoring is not tutoring If mentor assessed need for tutoring, they would refer the mentee to appropriate resources No gift giving (meals, presents, etc.) Cards acceptable Do give feedback

the mentee to appropriate resources No gift giving

19 Highlights from the Pilot Some groups met as a family, other groups were more individually focused Families met in between classes for lunch Shadowing opportunities allowed for experiences not taught in nursing school Family paintball outing

between classes for lunch Shadowing opportunities allowed

20 How did we do? Initial feedback was very positive, but vague Identified a need for further, more formal evaluation

21 MENTORSHIP EVALUATION

22 Evaluation of MENtorship All participants of the MENtorship program were invited to participate in the study Conducted Summer 13

23 Literature Review Male attrition in nursing school is nearly twice female attrition Male enrollment is lower than female Men face unique challenges because of gender (role strain, isolation, sexual stereotyping)

24 Methodology Non-experimental design Mixed methods QUAN/QUAL design QUAN QUAL DATA (2) surveys Telephone interview ANALYSIS Descriptive statistics Constant comparative analysis

25 Data Collection 2 surveys Quantitative sent via SurveyMonkey to student/rn addresses Evaluation of the Relationship with the Mentor Evaluation of the Relationship with the Mentee Qualitative Phone interviews conducted Recorded using the CallMynah wireless digital recorder Recordings transcribed Personal/identifiable information removed 3 reminder s sent

26 PROGRAM EVALUATION FINDINGS

27 Meeting/Scheduling Perceptions of Mentees Perceptions of Mentors

28 Strategizing Professional Goal Activities Perceptions of Mentees Perceptions of Mentors

29 Quality of the Relationship Mentees were Participative Mentors were Supportive

30 Seven Thematic Areas Framework for MENtorship Add structure without the homework Perfect and mucky scheduling Process of MENtorship Topics of discussion Communication Outcome of MENtorship Quality of the MENtorship experience A two way street Male camaraderie

31 Framework for MENtorship Process of MENtoring Outcome of MENtorship

32 Add structure without the homework Goals and outcomes More structure to the program Objectives Me vs. Us time Start early in the year

33 Perfect and mucky scheduling Scheduling logistics: Who Where How

34 Topics of Discussion Role of a nurse Soft skills Interviewing Resume building Preparation for the future How to survive

35 Communication Interaction Asking questions Texting Sharing of information

36 Quality of the MENtorship experience General and/or specific description of the merits of the program: it was good it was great it was helpful

37 Professional Benefits The benefits and/or perks of participation: being a role model/mentor actualizing what it will be like to be an upperclassman learning from others mistakes shadowing a nurse new perspectives

38 Male Camaraderie Activities Helping each other out Establishing connections Social dynamic

39 NEXT STEPS

40 The Future of MENtorship Build on the good, work on the bad: Incorporate research findings Goals Scheduling Logistics Keep consistent mentors across academic years

41 Conclusion Mentoring helped our male nursing students gain new perspectives Mentoring was beneficial in both dyad and family settings Mentoring allowed students to read between the lines Learn lessons not taught in nursing school Meaningful mentoring requires structure: i.e. goals, topics or themes It is our job, as facilitators, to provide that structure.

42 Thank you! Kevin Milligan University of Cincinnati 218 Bosley St. Cincinnati, OH 45219

Factors Influencing Retention of Students in an RN-to-BSN Program

Factors Influencing Retention of Students in an RN-to-BSN Program BRELINDA K. KERN, PHD, RN APRIL 4, 2014 1 Problem Justification Retention a benchmark for program success 2 Schools must identify reasons