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NSB305 Leading And Learning: Building Professional Capacity

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NSB305 Leading And Learning: Building Professional Capacity

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NSB305 Leading And Learning: Building Professional Capacity

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Course Code: NSB305
University: Queensland University Of Technology

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Country: Australia

Question:
1. Analyse the WIKI discussion forum contributions (in relation to self-awareness, identity development and mentoring) and using the literature as a point of reference, discuss the significance of one of these professional development strategies in relation to transition to practice for the graduate registered nurse (GRN).2. Drawing from national and international literature, critically discuss the implications of the chosen professional development strategy for the graduate registered nurse working in a clinical environment in relation to achieving a work-life balance and developing a resilient approach to practice. 3. Referring to your critical discussion in Step 2, develop 2 SMART goals (one that aims to achieve work-life balance and the other a resilient approach to practice).  Advocate/argue for how the realistic SMART goal actions (to achieve a work-life balance and a resilient approach to practice) would enhance your transition to clinical practice as a GRN.
Answer:

Building Professional Capacity: Mentoring
The transition from a student to a graduate registered nurse can be considered as a significant milestone in the professional life of a student. In the ever-changing healthcare sector, one thing that remains constant is the fact that there has always been an increase in demand for nurses. The aim of this paper is to discuss a strategy for effective transition of graduate registered nurses to the real practical world or working environment. Specifically, the paper will discuss the significance of mentoring for Graduate Registered Nurses and how it helps during transition and its implications on work-life balance and resilience. SMART goals for achieving work life balance and resilience will also be discussed.    
The significance of Mentoring for GRN
In a complex profession like nursing, it is essential for practitioners to adopt the evidence-based practice and advocate for professional development. According to Melrose (2018), the traditional ways of educating and supporting research, clinical, personal and academic growth in the nursing profession has been found wanting. Literature supports mentoring as a strategy to address the existing gaps in individual nurse support. Effective mentoring results in promotion of collegiality, increased job satisfaction, team building, improved teaching and professional skills, and improved clinical and academic performances.
Mentoring has been defined by different researchers and hence, getting a universal understanding in the nursing field has proved to be difficult. The most common definition is by Martin & Hodge (2011) who defined mentoring as a relationship between two individuals in which the one with more experiences and more educated guides others and help them in their personal and professional development. Woolnough and Fielden (2017) defined mentoring as a process where a more experienced individual extends a helping hand to a young and aspiring person for advice, teaching and guidance in order to help him/her in establishing their profession. Considering these definitions, it is apparent that mentoring is very crucial for new graduate registered nurses.    
Kaihlanen, Lakanmaa and Salminen (2013) note that graduate nursing students are not well-prepared to handle the increased responsibility and the actual roles of a nurse in the hospital set up. Mentoring process has a significant impact on the new registered nurses who want to start their working life as it helps them in their professional growth and the development of self-esteem (Edwards, Hawker, Carrier & Rees, 2015). Wong et al. (2018) note that graduate registered nurses face a lot of challenges during their transition phases such as work dissatisfaction and stress which makes them quit their jobs. Some studies have established that mentoring and orientation can help them to increase their confidence in handling patients, increase job satisfaction and in coping with work stress (Tsang, Sham, Law, Chan & Sze, 2016). A compelling new graduate nurse-mentor relationship helps in supporting the professional growth of the graduate nurse (Mellor, Gregoric & Gillham, 2017). Mentoring has a significant impact on the experiences of acceptance, appreciation and belongingness and is considered to be an indicator of how easy the transition process to working life will be (Kaihlanen, Lakanmaa & Salminen, 2013). Mentors help new professionals and act as role models and adviser who can be relied upon in the new learning environment. Mentoring provides an opportunity for new graduate nurses to familiarize themselves with the new demands and roles as professional nurses (Kaihlanen, Lakanmaa & Salminen, 2013).              
Implications of Mentoring to Work-life Balance and Resilience  
Graduate registered nurses face a lot of challenges in their initial stages of the career. Such challenges have made it impossible to achieve a work-life balance which is a goal of any nursing professional. According to Simmons (2012), work-life balance refers a way of bringing work and leisure time into balance to enable one live life to its fullest. Work-life balance involves balancing work and leisure in order to achieve harmony in emotional, spiritual and physical health (Simmons, 2012).
Mullen (2015) reported that many nurses experience lack of balance between work and life outside work. Many nurses spend more time in their work than outside work; a factor that has negative health implications to one’s life. Some of the main challenges that make it difficult to achieve work-life balance among graduate registered nurses include sleep deprivation due to long working hours, bad social interaction, the feeling of isolation and workplace conflicts (Hofler & Thomas, 2016). Workplace bullying has also been reported to be among the most common challenges that new graduate registered nurses experience (Hofler & Thomas, 2016). Mentoring provides an opportunity for new graduate nurses to increase their competency which, in turn, gives them a sense of confidence and self-esteem to perform their duties. This further helps them to make wise decisions regarding work and life choices which significantly improves work-life balance (Hofler & Thomas, 2016). Mentors who coach the new graduate nurses integrate them into the actual practice environment.
Resilience, on the other hand, refers to the ability a person to survive and adapt to adversity (Kim & Windsor, 2015). This attribute allows people to develop supportive and beneficial relationships with friends and family during difficult times (Kim & Windsor, 2015). The stressful nature of nursing professional requires resilience which can be achieved through effective mentoring by experienced nurses. Mentoring fosters confidence and self-esteem in new nurses which is essential in developing resilience (Tsang et al., 2016). Mentoring helps new graduate registered nurses to establish relationships which are crucial in times of emotional distress.  
Nurses often repor
t to ha
ve experienced a lack of balance
between their work and life outside of work.
SMART Goals
Work-life balance is an essential aspect that every employee yearns for. In order to achieve work-life balance, it is critical to establish goals that would help in the journey towards achieving it. The goal that has been set to achieve work-life balance is exercise. To ensure the goal of exercising twice a day is achieved, the first action that will be taken is to inform family and friends about the planned routine exercise as stated in appendix 1. Informing the family and friends will ensure that they provide any support that might be required. The family members will exempt one from some house chores and make the graduate nurse to concentrate on the exercises. Exercise requires maximum concentration; hence, switching off the phone will prevent any disruptions and maximise concentration. As a professional, it is essential to inform the employer about such arrangements so that they can provide the necessary support such as allowing one to report to work at a particular time (Greenhaus, Ziegert & Allen, 2012). Notifying the employer and workmates will prevent misunderstanding and will enable one to contribute to the exercise.  
Resilience is another critical aspect that graduate nurses require in their transition phase. This can be achieved by enrolling in stress management classes as indicated in appendix 2. Stress management classes will help the graduate nurses to acquire skills that would help them reframe life experiences using the five basic principles of forgiveness, gratitude, acceptance, higher meaning and compassion (Chesak et al., 2015). In this case, mentoring will come into play. Mentors will equip the graduate nurses with the necessary skills on how to cope with work adversities. Books and other reading materials will also help in acquiring more knowledge on resilience.   
Conclusion
The transition from a student to a graduate registered nurse is often characterised by a lot of challenges. Mentoring has proved to be an effective strategy that can help one to minimise such difficulties. Mentoring has a potential to reduce stress and anxiety and improve self-awareness and resilience. This will, in turn, lead to job satisfaction and improved care delivery. Another critical aspect that goes hand in hand with nursing is work-life balance. Due to the nature and complexity of the job, nurses have often found themselves spending more time at work than with family and friends. Mentoring will equip the graduate nurses with resilience and confidence to enable them to have a balance between work and off-duty activities.
References
Chesak, S. S., Bhagra, A., Schroeder, D. R., Foy, D. A., Cutshall, S. M., & Sood, A. (2015). Enhancing resilience among new nurses: feasibility and efficacy of a pilot intervention. The Ochsner Journal, 15(1), 38-44.
Edwards, D., Hawker, C., Carrier, J., & Rees, C. (2015). A systematic review of the effectiveness of strategies and interventions to improve the transition from student to newly qualified nurse. International Journal of Nursing Studies, 52(7), 1254-1268.
Greenhaus, J. H., Ziegert, J. C., & Allen, T. D. (2012). When family-supportive supervision matters: Relations between multiple sources of support and work–family balance. Journal of vocational behavior, 80(2), 266-275.
Hofler, L., & Thomas, K. (2016). Transition of new graduate nurses to the workforce challenges and solutions in the changing health care environment. North Carolina medical journal, 77(2), 133-136.
Kaihlanen, A. M., Lakanmaa, R. L., & Salminen, L. (2013). The transition from nursing student to registered nurse: The mentor’s possibilities to act as a supporter. Nurse Education in Practice, 13(5), 418-422.
Kim, M., & Windsor, C. (2015). Resilience and work-life balance in first-line nurse manager. Asian nursing research, 9(1), 21-27.
Martin, C. T., & Hodge, M. (2011). A nursing department faculty-mentored research project. Nurse Educator, 36(1), 35-39.
Mellor, P., Gregoric, C., & Gillham, D. (2017). Strategies new graduate registered nurses require to care and advocate for themselves: A literature review. Contemporary nurse, 53(3), 390-405.
Melrose, S. (2018). Mentoring non-traditional students in clinical practicums: Building on strengths. Clinical Nursing Studies, 6(3), 39.
Mullen, K. (2015). Barriers to work–life balance for hospital nurses. Workplace health & safety, 63(3), 96-99.
Simmons, S. (2012). Striving for work-life balance. AJN The American Journal of Nursing, 112(1), 25-26.
Tsang, L. F., Sham, S. Y. A., Law, S. L. W., Chan, Y. M., & Sze, C. Y. (2016). ToUCH Program on competence, occupational stress and self-efficacy of newly graduated registered nurses in United Christian Hospital: A mixed method research study. Journal of Nursing Education and Practice, 6(8), 129.
Wong, S. W. J., Che, W. S. W., Cheng, M. T. C., Cheung, C. K., Cheung, T. Y. J., Lee, K. Y., … & Yip, S. L. (2018). Challenges of fresh nursing graduates during their transition period. Journal of Nursing Education and Practice, 8(6), 30.
Woolnough, H., & Fielden, S. (2017). Mentoring as a Career Development Tool. In Mentoring in Nursing and Healthcare: Supporting Career and Personal Development. pp. 26-44.

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