Methods: This research project (PHD) utilised narrative inquiry as both the methodology and method. Ethics approval was obtained from ethics committees of the researcher’s university and three metropolitan acute care hospitals. This then all allowed for an email to be sent within the hospitals to all registered nurse asking for volunteers willing to participant in the research and provided contact details of the researcher. Twelve nurse leaders met the inclusion criteria of the study and were interviewed one- to one. Data collection of recorded and transcribed semi-structured interviews of the twelve nursing leader participants was undertaken during 2014. Focus group interviews in 2016 followed the completion of the coding and analysis of the data to check if the four themes were reflective of the nurse leader’s views of professionalism.
Results:
The findings of the study described the attributes of professionalism as identified by nurse leaders, one of which was mentoring and role modelling. Nurse leaders believed that role modelling and mentoring should be undertaken by all levels of staff as part of their nursing roles. They felt that setting an example through professional interaction with both colleagues and patients was considered an important means of developing desired behaviour in other staff and thereby increasing their level of professionalism. There are all mentoring programs discussed in the literature which enhance senior nurses’ orientation to new job roles, and provide enhancement of patient safety and quality improvement programs through the support of other senior staff members (O’Connor, 2017; Fleming, 2017; Eliades, Jakubik, Weese & Huth, 2017). However, the importance of role modelling is generally discussed focusing on the new graduate (Jabubik, Eliades, Weese & Huth, 2016; Vinales, 2015; Anonson, Walker, Arries, Maposa, Telford & Berry, 2014) or nursing students. Both nurse leaders and the literature discuss how the mentor assists the new nurse in negotiating the organisational systems, in understanding their professional role within the multidisciplinary health team together with assistance in improving their professional development (Clarke, 2015; Anonson, Walker, Arries, Maposa, Telford & Berry, 2014).
Mentoring programs are usually of a short-term nature for new staff members or graduate nurses, with longer term relationships being of an informal nature. Nurse leaders believed that a nurse will seek out an informal mentor of someone who is knowledgeable and approachable as a ’go to person’ when they have a question. The importance of being able to discuss patient information without fear of ridicule (Cowin & Eager, 2012) is an important aspect of improving patient safety. Padgett (2015) discusses that a community of practice allows peers and colleagues to speak openly with each other in the clinical practice environment. The development of a community of practice through utilising a network of mentors for all staff may develop a sense of collegiality and organisational commitment which may then reduce the incidence of workplace incivility. Feeling supported through the allocation of a support person with whom they are able to freely discuss any work related issues without fear of recrimination would increase the confidence of all staff to have open discussions about any professional or patient issues.
Conclusion:
Mentoring programs have been found to be beneficial to job satisfaction, retention and improved patient outcomes of nursing staff. This research study purports that with formalised ongoing peer to peer mentoring programs for all staff, there will be resultant positive individual and organisational outcomes. There will be a reduction in workplace incivility through the increased staff collegiality and organisational commitment with an increase in staff professionalism.