Category: Mentorship

Mentorship can play a critical role in women’s lives by helping them reach leadership positions and perform their work successfully. Even though their presence within administrative jobs has significantly increased throughout recent years, men are evidently still in the majority. Block and Tietjen-Smith (2016) analyzed their own experiences and many studies on females in the workplace in order to determine the influence of mentoring practices. The authors focused on women’s status in higher education, the importance of progressing in their careers, and the necessity of gender-based guidance.

Block and Tietjen-Smith (2016) concluded that mentorship is essential for females, who often encounter a number of challenges while advancing in their professions due to male domination and social norms. They are convinced that women need to be supported and guided by same-gender role models who have already resolved different problems on their way to upper-level administrative positions. It is noted, “it is important for women … to become aware of the barriers that exist in their institutions and process those barriers with women who have navigated them successfully” (Block & Tietjen-Smith, 2016, p. 308). Unfortunately, there are fewer female leaders than male ones ready to mentor their subordinates. However, it is vital to pay more attention to the issue now to see positive changes in the future. Additionally, both Block and Tietjen-Smith appear to be objective and competent in the subject; thus, their view is worth consideration. Even though they do not offer practical approaches to address the issue, they clearly emphasize the faculty’s role.

In conclusion, the article discusses the significance of mentoring practices for women’s career advancement within higher-educational institutions. It proves that they can help females effectively handle various barriers produced by social norms and male-dominated upper administration. This article is highly relevant to the lack of mentorship of African American women, as it demonstrates females’ status within the workplace and offers potential benefits of same-gender mentoring practices.

Reference

Block, B. A., & Tietjen-Smith, T. (2016). The case for women mentoring women. The Future of Kinesiology in Higher Education, 68(3), 306-315. Web.

What is Mentoring?

A personal development that involves a mentor and mentee is called mentoring. Mentoring is the process of correlating an individual’s personal skills with empowerment tools. Mentoring principles include synergy, relationship, and uniqueness. Synergy describes the combination of two variables to produce a greater effect. Mentoring synergy creates a learning environment. Thus, the mentee will develop learning skills. Relationship principle creates partnership between the mentor and mentee. The relationship principle describes the coaching process and pattern. The uniqueness principle creates a channel for productive learning. The mentoring process is guided by synergy, uniqueness, and relationship. Thus, mentoring can be summarized as a powerful partnership process that creates a learning environment for the mentee.

What is a mentor?

A mentor is a guide who builds an individual’s personal learning skills. The responsibilities of a mentor include training, inspiring, and teaching. Other responsibilities of a mentor include availability, support, guide, patient, and respect. A mentor acts as a guide, teacher, counsellor, motivator, coach, advisor, referral agent, and a role model. The roles of a mentor create a positive learning process for the mentee. A successful mentor makes the mentee independent after the mentoring process. A mentor must have appreciative inquiry, listening skills, empathy, respect, warmth, focus, self-disclosure, observation skills and a good storyteller. Appreciative inquiry describes the personal character of the mentor. An effective mentor must listen as a child and act with precision. Thus, a mentor creates learning strategies that develop the mentee.

What is a mentee?

A mentor provides assistance using suitable experience. An experienced mentor shortens the learning process of the mentee. The ability to guide a mentee depends on the learning strategy (Johnson & Huwe 2003). Thus, a mentor determines the strategies of the mentoring process. A mentor creates a mutual bond with the mentee. The mentor builds the communication chain with the mentee. A successful mentoring process can be achieved with a positive relationship. A mentor identifies the mentee’s weakness using corrective strategies. Thus, the responsibility of a mentor describes the objective of the mentoring program.

A mentee is the person who receives training, coaching, and experience from a mentor.

The relationship between mentor and mentee

A mentee’s desire to learn is backed up with the willingness and ability to absorb the mentoring process. The progress of the mentoring process depends on the role played by the mentee. The responsibilities of the mentee include positive attitude, willingness to learn, patience, good listener, punctual, respect, proactive, trust and charisma. The mentee usually organizes the mentoring process. Thus, a proactive mentee will guarantee the smooth operations of the mentoring process. Trust is a principle in the mentoring process. A successful mentoring process is built on confidentiality. The skills required by the mentee includes listening ability, creating scenarios, responsibility, reflection, commitment, fellowship, initiatives, connection, communication and learning skills.

Who can participate in the mentoring program?

The participants include the mentor and mentee. The mentor is a guide, teacher, coach, motivator, trainer, and a role model. The mentee is an individual willing to learn from an experienced teacher. Thus, an eligible participant must be willing to teach or learn during the mentoring program.

A mentee must be ready to receive advice and instructions. A mentee must respect and acknowledge the experience of the mentor. The driving force in a mentoring process is a willingness to learn. Thus, a mentee determines the success of the mentoring process. The roles of a mentee can be summarized in four phases. Phase 1 describes the initiation process. The mentee understands the reason for the mentoring process. Phase 2 describes the learning outcomes of the learning process. The mentee creates his or learning need. Communication expectations are development phase two. Phase 3 describes the working relationship between the mentor and mentee.

Am I obligated to accept a match?

No one is obligated to accept a match in a mentoring program. The match determinants include similarity, compatibility, mutuality, and proximity. Thus, the match determinants evaluate the participants.

The fourth phase describes the overall mentoring process. The mentee updates the mentor with the learning outcomes.

The relationship between the mentor and the mentee defines the mentoring process. Thus, we can be summarized the keys for an effective mentoring process into four categories.

1. Trust: An effective mentoring process is determined by the communication pattern.
2. Responsibility: The role of the mentor must be identified. The role of the mentee in the mentoring program must be identified. The mentor must list the order of events during the learning process.
3. Create long and short-term plan: The learning process must be defined by short and long-term goals. For example, the weakness of the mentee will be treated as a short-term goal while the overall mentoring objectives will be a long-term plan.
4. Collaborate: The collaborative effort of the mentor and mentee defines the success of the program. For example, the mentor and mentee must collaborate to solve, plan, and discuss the mentoring process. Other tips for a successful mentor and mentee relationship includes open communication, support, expectations, contact, honesty, participation, innovation, creativity, reliable and consistent.

What happens during a mentor-mentee meeting?

During a mentor-mentee meeting, the mentor creates counsel schedules and objectives.

Other activities of the mentor during the meeting include storytelling, discuss, counselling sessions and mentee’s growth. The activities of the mentee include creating agendas, organise the meeting, and summarize the mentoring goals.

How do you match mentors with the mentee?

The matching process should be guided by six considerations.

1. Guardian/parental approval.
2. Common interest.
3. Expectations of the participant.
4. Family backgrounds of the participants.
5. Life expectations and preferences of the participants.
6. Strength and weakness of the participants.

How often do the mentor and mentee meet?

The participants will determine the meeting schedule. However, the mentor and mentee must meet within the first three weeks of the program.

Additional follow-up will be required within the next three months. The meeting sessions may continue for a year, depending on the mentoring agreement.

What is the job description of operation manager?

The operations manager aligns the goals of the organisation with the available resources (Slack, Johnston & Chambers 2007). Thus, operation managers must understand the firm’s objectives, create an operational strategy, design the operational process, and improve the performance of the organisation.

What is the job description of the Training Evaluation Manager?

A training evaluation manager creates, develops, execute, and evaluate operation strategies (Filstad 2004). The personal requirements of an evaluation manager include initiative, maturity, learning, and research knowledge, communication, and organizational skills. The training and evaluation manager conducts research survey and analyses. The manager develops training modules based on the organizational strategy. An effective evaluation strategy is determined by a proper training session. The evaluation manager provides training materials for new employees.

Executive Summary

Adult and peer mentorship programs have become one of the most popular ways of helping young people to pursue their goals. However, on most occasions, these programs are rarely evaluated and sponsors fail to get reports on the impact of their efforts. It is for this reason that this research has been scheduled to determine the effectiveness of adult and peer mentorship for adolescent dropouts. This report is guided by a research question, which is also the hypothesis of the research. The research hypothesis is supported by the set of objectives, which designed to form the core of the research.

The research will be using a quantitative research design to obtain solid data in the survey. This research design suits well the operation since it seeks to find out quantitative information that can be tested and worth of generalization. To successfully implement the research design, the non-probability sampling technique will be adopted. This sampling technique is best since it covers a large geographical area and only the targeted group is reached.

To come up with a credible report the research team will adhere to the code of ethics applicable to the research field. These ethical principles not only govern the conduct of the researchers but it also ensures that all the parties involved are contented with the outcome of the research. Finally, the report highlights the expected outcome from the research.

Research Design for Program Evaluation

Introduction

Incidences of female adolescent dropouts have been on the rise in the past several years. Attempts to contain this problem have often proven futile, thought different groups have shown resilience in curbing the situation. In order to determine the extent of female adolescent dropouts peer and adolescent programs have been formulated to show causes and effects on respective variables. This report is generated to determine the effect of these programs and providing a viable solution on how the scourge can be contained.

Peer monitoring is a type of mentorship usually carried out in learning institutions to establish the root course of certain behaviors. The high prevalence of female adolescent students has caused alarmed and major concern both to the government and to the public at large. In most cases, peer monitoring endeavors to provide facts concerning the extent of a certain problem as well as offering a lasting solution to the problem. It is for this reason that this research has been planned in an attempt to evaluate the effectiveness of these programs.

Program design

The program is designed to help obtain both the quantitative and qualitative information about the progress of female adolescent dropouts. This program is design and seeks to prove or reject a predetermined hypothesis. Also, the research strives to govern by a certain set of objectives, which are stipulated below.

Hypothesis

The research has both null and an alternative hypothesis. The positive hypothesis states “do female adolescence drop-outs excel more with adult or peer mentors. While the null hypothesis states “do female adolescence drop-out do not excel more with adult or peer mentors? The overall aim of the research is to determine which of the two (adult and peer) criteria produces the best result.

Research Objectives

The research is carried out with an overall objective of determining the causes and effects of adult/peer monitoring programs. The other objective are;

1. To determine the root cause of the high rate of female drop-outs from learning institutions
2. To evaluate how the drop-outs can be helped to lead a normal life
3. To demonstrate the correct modernity that can be used to influence all the female drop-outs to gather organization set up.
4. To offer a proposal on how the adult peer monitoring organizations can better improve their services.

Research methodology

The research design relies heavily on primary information. This information is obtained by conducting a field survey to obtain first-hand information. Several tools will be used to make the process a success, these tools are listed below. The other source of data is secondary sources, which include; interment and scholarly journals. The research design is descriptive as it strives to deal with all behavioral changes and how they affect and shape the conduct and behavior of people. This research design was chosen because it helps in obtaining in-depth information on people’s behavior and the way they react to certain incentives.

Quantitative Research design

This report uses a quantitative research design since it seeks to find concrete data on the effectiveness of the adult peer mentoring. In this case, the independent variable is adolescence drop-out while the dependent variables are poor education incentives, early pregnancy, and lack of financial constraints. This research design is easier in generating the specific population under investigation.

The research design is descriptive in nature whir variables are measured once. As the name suggests descriptive research usually looks at the relationships between variables and the effects of the mentoring. This research is effective especially while dealing with the descriptive issues. Despite dealing with a more qualitative topic, in nature, the approach is quantitative since it will entail obtaining tangible and thus numerical facts.

Tools used

The research design will use several tools to obtain relevant information. Some of the main tools that will be used include the following; questionnaires, quantitative interviews, cameras, interviews and focus groups (Marwat, 2010). All these tools not only collect data but also are useful in exploring new fields of operations. However, not all tools are applicable in all but each condition is best suited by a particular tool.

The research design will help in answering the research question since it will provide both qualitative and quantitative information. Since the sample population will be obtained clearly, it will be easier to get the required outcome as well as to obtain the relevant information. On the other hand, each questionnaire is mailed to respective respondents and the chances of unreturned questionnaires will be minimal.

The observation obtained will then be subjected to several analytical tests to prove the hypothesis whether it is positive or negative. The two main analytical tools used in data collection are SAS and SPSS. Since these analyses are very reliable the outcome is proven and they reflect the exact facts on the ground. In case the hypothesis taste is positive then it implies mentoring yields positive responses.

Marwat (2010) reveals that a valid research test should measure what is intended to. With this research design, all the stated objectives will be fulfilled and the report validity will not be question. However, all the tests need to be done to ensure that the final report is error-free.

Sampling techniques

There are two main sampling techniques in formal research probabilistic and non-probability sampling. This report will use a non-probability sampling method in selecting the sample size from the huge population. This research design will, therefore, be carried out using purposive or judgmental sampling. Purposive sampling method is mainly used in collecting data where the samples are scattered and substantial information about them is readily available (Babbie, 2010).

Purposive sampling usually requires the researcher to have a clear knowledge of the population such as its location, distribution and behavioral trends. Population knowledge should then be integrated with the purpose of the research. In this case, the research has already defined his research question and the population is well known. This survey is conducted over a large geographical region; it is well applicable in this format. Since adolescent dropouts are not confined in a single locality, the sampling techniques become even clearer since it deals with divergent sample. The area that makes purposive sampling even more appropriate is to understand that people who have gone through the mentorship program lead a normal life and they may not be distinguished from their peers.

From the ensuing observation, purposive sampling is more effective since the subjects under observation do not assume any probabilistic operation. Thus, the sampling method will only target the right sample. The sampling technique will also be able to obtain only the relevant data since the method will allow the respondent to express their opinion freely.

This sampling technique is effective since it can answer the research question more vividly since only the target group is involved. Flick (2009) contends that finding the right sample is half the battle, for instance, while researching on drug addicts finding the target group is more difficult than inducing them to talk. Owing to his explanation, purposive sampling helps in the identification of the right target and therefore it becomes easier to carry out the observation. Since the sample size is large enough, the results obtained will be worth of generalization in the situation. On the same note, the sample size covers a wide geographical area and therefore they are more acceptable.

Importance of the program

The program was developed to help young women to lead a better life even after the dropping-out of schools. In addition, the project endeavors to influence these ladies to return to school to be equipped with vital skills that are applicable in the contemporary society. The swift changes in the world require the society to change to become part of the changes in the world. However, should these ladies be neglected they will be subjected to high-level destitution?

In most cases, adults and peer volunteers and people of goodwill do mentoring. Thus, the research will help to assess the contribution of this program both to the person and to the community at large. Furthermore, the research result will be used by the nonprofit organization in decision-making. These organizations being the sponsors may either decide to increase their funding or even reduce depending on the outcome obtained. Furthermore, a positive outcome will influence them as well as attracting other such organizations to join in the campaign to help other adolescent dropouts.

The nonprofit organization will use the result of the operation of determining the course of action. Besides, the research outcome is crucial in determining the course of action it will also be used to consider whether the operation should be expanded or maintained at the same level. A positive research outcome will boost the brand name of the organization as part of community social responsibility (CSR). A successful operation or involvement in the CSR helps to influence the community even to accept is attracted to the society.

Ethical Issues

Just in other fields, ethics forms a focal in any research activity. In research, ethics influence the conduct and the way the researcher interacts with the respondent and finally in the recording of information. Ethics should be maintained both while preparing the proposal and while collecting data. For instance, while preparing the proposal, the research should avoid plagiarism by acknowledging the right author. This should apply to all copyrighted literature and other information (Jefferins, 1999).

During data collection, the researcher should be governed by the following ethics. He or she should always maintain the privacy of the respondent and should never his secrets with anybody else. Respondents’ anonymity should always be adhered to and it is prudent to conceal the name or change the actual name. The other ethical issue that should always be adhered to is the right to confidentiality. All the information obtained from the respondent should never be used for any other purpose and should also not be accessed by any other person whosoever (Rensik, 2010).

On the other hand, the researcher should also carry out his work without fabrication or completing his questionnaires without contacting respondents. Similarly, the other challenge that has also been identified as a cause alarm is poor data storage and retention capacity. Most researchers do not care about filling for the questionnaires after they complete their task. These questionnaires find their way to the public a means that cause bad relationships with the public.

Expected result

At the end of the research, I expect the results to prove or disapprove the hypothesis. However, most likely, the findings will prove that ‘female adolescent drop-outs excel more with adult or peer mentors’. This is because, as it is highly believed, most dropouts who receive constant guidance have higher chances to excel compared to those who had none. However, this should not be said with certainty since the result must be tested to prove the validity of such belief.

Reference List

Babbie, E. R. (2010). The Practice of Social Sampling. Wadworths: Cengage Learning

Flick, U. (2009). Research Methods for Everyday Life: Blending Qualitative and Quantitative Issues. London: Sage.

Jefferins, S.C. (1999). Ethical Issues in Research. Web.

Marwat, A. (2010). Education: Education Awareness and Research. Web.

Rensik, D. B. (2010). What Is Ethics In Research & Why Is It Important. Web.

General overview of the article

The article was published in 2006 following a research spanning over one year in Quebec Province, Canada, attempting to investigate the role of a mentor in the process of a person’s assumption of criminal life. It derives information from previous studies on other occupations that suggest similar roles of a mentor.

Research problem and hypothesis/question

The researchers argue that in career field, the role of a mentor is evidently one of the most significant factors that drive the career of an individual (Morselli, Tremblay and McCarthy 17). They use a number of studies to show how individual career programs and careers are developed through mentorship. From the study, it is evident that the current knowledge in career development recommends the young people to be under the influence of mentors in schools and other institutions in order to shape their career, skills and capabilities at the respective places of employment, which is based on evidence from empirical research. Nevertheless, the role of mentors in crime is not well understood from an empirical perspective. The researchers note that the development of a criminal life, just like career, is enhanced, and sometimes initiated, by a mentor (Morselli, Tremblay and McCarthy 21). In particular, the individuals who introduce young people to crime are considered the best mentors in criminal life. Thus, the study is based on this knowledge gap, which defines the current study problem.

Although the researchers have noted defined the specific research question that is being addressed in the article, it is clear that their hypothesis argues that mentors play a key role in enhancing criminal development and achievements. The hypothesis is simple yet well stated and attempts to examine a phenomenon that is a current social problem.

Research design

The researchers have used the findings of a survey they had carried on some incarcerated male adults the Quebec prisons for various crimes. The study was an ethnographic survey that sought to examine the “lived experiences” of the individuals involved in crime. The study attempted to describe the phenomenon from the reports provided by the individual offenders incarcerated for various crimes. Thus, the researchers have used a mixed method that used descriptive information instead of a statistical approach, which shows evidence of qualitative rather than a quantitative approach.

Other strategies that could have worked

Apart from the ethnographic study, the researchers had the freedom to apply other research strategies and arrive at similar or almost similar findings. For instance, the use of a grounded theory is an important research strategy in cases where the research idea is to examine the phenomenon based on the lived experiences of the individuals involved (Maxfield and Babbie 156). In this case, the incarcerated individuals are the proportion of the Quebec population that is affected by the problem of involvement in acts of crime through (or not through) mentorship. In research involving people, a grounded theory is an important strategy in developing a theory and using data to find out if the theory holds. Unlike other strategies, a grounded theory type of research begins with the development of a theory instead of a research question/hypothesis. It then ends by developing a research question, but tests the ground theory.

Qualitative or quantitative?

As mentioned above, the study has attempted to avoid intensive application of statistical data and statistical analysis of data. Instead, the researchers have used an in-depth analysis of the various keywords and issues that emerged from the surveys on the incarcerated males in Quebec as they narrate their involvement in crime through (or not through) mentors. Thus, it is clear that the study uses a qualitative approach to the problem. It examines the phenomenon based on descriptive information provided by the participants in the survey.

Strengths and weaknesses of the research method

A qualitative method is an effective method in examining the social phenomenon, especially where the population of the participants is heterogeneous. In addition, it avoids the problem of using a statistical significance to develop a conclusion in cases where the real finding does not agree with the statistical finding. In other words, the qualitative approach attempts to use the quality of the aspects that describe, define or characterize the phenomenon. On the other hand, a relatively long procedure requires the researcher to examine the participants, develop keywords or issues and use them to examine the nature of the phenomenon.

What could have been done to improve the study?

Although it is clear that the study provides evidence of the role of mentors in crime, it is clear that it was done based on the findings of a previous research study that attempted to examine other aspects of crime. As such, it is recommended that the researchers use a direct approach in which they will develop a strategy based on either ethnographic or grounded theory approach and use it purposely for examining the phenomenon. In addition, it is possible to improve the presence findings by developing an additional study to expand the sample by including other provinces apart from Quebec in order to generalize the findings to the entire Canadian population.

Works Cited

Maxfield, Michael and Earl Babbie. The basic of research methods for criminal justice criminology third edition. Mason, OH: Cengage Learning, 2011. Print.

Morselli, Carlo, Pierre Tremblay, and Bill McCarthy. “Mentors and Criminal Achievement.” Criminology 44.1 (2006): 17-43. Print

Type and Purpose of the Research

The specific type of study was experimental, which is a form of study research in which scholars measure the statistical relationship between variables when manipulating some of them and determining the outcomes of the manipulation. The researchers reasoned that strategies intended to reduce negative affect and boost rapport can improve interracial relationships between mentors and their mentees (Leitner, Ayduk, & Mendoza-Denton, 2018). By using video chats and face-to-face interviews, the scholars changed the degree of participants mutual self-disclosure with the goal of obtaining an improvement of rapport and affect indicators.

The study’s purpose was to understand how mentors and mentees within an interracial environment could improve their relationships. This objective is particularly relevant to the interracial relationships because of the previous research indicating that the quality of connections in same-race mentoring was higher than in interracial ones. In addition, the issue of underrepresentation also played a role in defining the study’s purpose as the management and professoriate staff has shown to lack the representatives of racial minorities. Therefore, many mentees of color will have to receive mentorship from white instructors, which may complicate their relationships and limit the desired outcomes of mentorship.

Taking into account previous work, the researchers identified that negative affect and poor rapport among individuals were the key contributors to poor mentorship relationships; however, little information is available as to the strategies that can help solve the issues (Leitner et al., 2018). The main research question formulated for the study was whether the performance of mentees and the feedback provided by mentors in interracial mentoring dyads could improve as a result of decreasing negative affect and increasing rapport between the two individuals.

Framework

The conceptual framework used by the researchers was concerned with the understanding of the impact of rapport and negative affect on interracial mentoring relationships. Negative affect, which is defined as unpleasant or subjective feelings or mood, could present significant limitations to the mentoring process. For example, mentors may exhibit prejudice or racial stereotyping targeted at their mentees, and any constructive criticism would be interpreted as a negative affect in the eyes of an individual of color. In addition, the mere anticipation of being negatively perceived due to race is a significant contributor to adverse psychological outcomes. Rapport represents the degree to which individuals feel a sense of closeness and interconnectedness, and the researchers suggested that it might be lower among interracial dyads.

The theoretical framework was applied through adjusting the different levels of affect and rapport within interracial mentorship dyads to determine whether such changes would improve the quality of relationships. In alignment with the theoretical framework introduced in the study, the researchers modeled poor affect as a parallel mediator while baseline negative affect represented the control variable. By doing so, it was possible to increase participants’ self-disclosure as a predictor of increased rapport, which subsequently increased positive feedback and warmth within interracial mentorship dyads.

Methodology

The researchers aimed to determine the correlation between rapport and affect and mentorship relationships within interracial dyads. To reach the aim, experimental research was conducted, which implies a methodology that adheres specifically to scientific study design. This research design calls for the formulation of a hypothesis, the identification of a variable that can be manipulated and variables that can be measured, compared, or calculated. The research design of the study aligns with the experimental methodology because the scholars operated within a controlled environment and were the ones to manipulate the variables.

Three studies were carried out in the research to address different goals and measurements. Study 1 included 155 participants recruited from the Mechanical Turk and Qualtrics’ Panel. The participants targeted for the study identified either as Black or Latino. After the baseline measure completion, the participants were asked to take part in an experiment during which they would assume the roles of students and to perform a speech to be later assessed by a mentor.

In study 2, there were 144 participants identifying as White, taking the role of mentors that would provide online feedback to the speeches performed by the participants from Study 1. In study 3, 116 participants were recruited from a pool of students of an introductory psychology course to make up 58 dyads. Study 3 intended to examine whether, within face-to-face interracial mentorship environment, positive affect and rapport among mentees and their mentors would have the same implications an in the previous two studies.

As methods of data analysis, analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were carried out. ANOVA is a statistical method used for checking if the means of two or more groups are significantly different from one another. The approach is important for allowing to identify the influence of one or more factors through comparing the means of different samples, as applied to Study 1, Study 2, and Study 3 of the research. ANCOVA, on the other hand, is a combination of an ANOVA and regression analysis. Its use is attributed to the examination of the influence of an independent variable on the dependent one while the effect of the covariance factor is being removed.

Findings and Conclusions

Across three experiments implemented by the researchers, the increased rapport through self-disclosure and the decreased negative affect were associated with mentees’ improved performance as well as more helpful and positive feedback for mentors. These findings are central to the study because they show that a good quality of mentorship could lead to the improved professional and personal growth of trainees, with interracial mentorship becoming widely common in many domains. The researchers confirmed that their results were consistent with the available studies on the same topic that pointed out that an overall positive rapport and affect would benefit mentorship relationships within interracial dyads.

The research concluded that such factors as affect and rapport were both essential components of mentoring connections as shown in both online and face-to-face settings. Such results can be used as a starting framework for future interventions and research intended to enhance both the performance and retention of individual groups that have been either under- or misrepresented historically. Such interventions could result in an effective workforce that can meet the needs and demands of a highly diversified society.

Evaluation

The limitation of the study addressed by the researcher is linked to the fact that only a certain number of mentorship dyads was possible to study, which means that over an extended period of time, the quality of relationships within a mentorship dyad. It is essential for future studies to examine how the phenomena explored in the research by Leitner et al. (2018) would progress and change over time. Unexpectedly, the researchers found no observed advantages on reducing negative affect for mentors’ quality of feedback or benefits of rapport for the overall performance of mentees. Future studies may address these limitations while also considering the gender differences in mentors and mentees since the current research did not explore how gender impacts the nature of relationships within mentorship dyads.

The study supports the findings of research available on the topic of interracial mentorship when it comes to the impact of specific relationship characteristics on the effectiveness of a mentorship program. Importantly, the research allows for the understanding as to how the potential benefits of mentorship relationships, considering the availability of supporting evidence regarding the quality of mentorships being better in same-race dyads. The unique look on the nature of mentorships and the considerations of positive rapport and affect among mentors and mentees reveals the strategies that it is possible to implement strategies that would improve the relationships, creating a favorable environment for the training and information exchange.

The usefulness of the study for the personal research purpose is attributed to the possibility of using the findings in the exploration of how the mentoring of African American females occurs in the context of federal government and senior leadership positions. Both affect and rapport, which were found to contribute to the relationships between interracial mentors and mentees, should be considered as important barriers or facilitators of African American females’ mentorship, especially when it comes to the risks of racial prejudice or stereotyping. In addition, the findings of the research support the opportunity to study the perceptions of real women within the context of interracial and inter-gender mentorship.

Reference

Leitner, J. B., Ayduk, O., & Mendoza-Denton, R. (2018). Reducing negative affect and increasing rapport improvement on interracial mentorship outcomes. PloS One, 13(4), e0194123. Web.

Plan for Data Analysis for Demographic Variables

To understand the effects that peer mentorship and self-management have on the process of alleviating pain among patients, one should consider the demographic characteristics of the target population as one of the factors that are likely to affect the study results extensively. To gain a deeper insight into the unique characteristics of the target population, one should consider descriptive statistical tests. Thus, significant differences between the participants as far as their age, sex, ethnicity, etc., are concerned, will be identified successfully (Elliott & Woodward, 2014).

Particularly, it will be necessary to identify the means, the medians, and the standard deviations of the key demographic variables. The information retrieved in the course of the analysis will shed light on the factors that may contribute to the inaccurate in the future research results. Consequently, the accuracy of the research outcomes will be addressed successfully.

For instance, it will be necessary to analyze the data associated with the patients’ gender, ethnicity, and age so that the propensity to develop specific pain management techniques could be correlated with the identified variables. Furthermore, it may be required to consider the patients’ characteristics, such as their education. The identified variable is especially important in assessing the patients’ ability to develop the necessary pain management abilities since the acquisition of the relevant skills will demand the use of self-analysis. Since there is a reason to assume that the patients with an academic background have more experience in analysis, a higher rate of success among them is expected (Grove, Gray, & Burns, 2014).

Plan for Data Analysis of Study Variables

Similarly, the study variables will be analyzed with the help of the descriptive statistics tools. Standard deviations mean, and medians will be calculated to determine the correlation between the use of peer mentoring, the application of self-management strategies, and the success of alleviating pain among the study participants. It should be borne in mind that the process of quantifying the information about the degree of pain experienced by the patients will have to rely on the evidence provided by the participants. Therefore, there is a possibility of subjective information appearing in the study. To reduce the effects that the said subjective elements would have on the research, one will have to consider using general pain measurement tests.

Furthermore, scatter plots will be incorporated into the research at the identified stage so that the current tendencies among the research participants could be identified. The specified element of statistical analysis is especially important for determining the current tendencies among the target population as far as the acquisition of the relevant skills and abilities is concerned.

It should be borne in mind, though, that the focus on the current trend should not be viewed as the sole purpose of integrating the statistical analysis into the study. While it is important to determine the general tendencies among the specified population, it will also be crucial to make sure that unique patterns of skills development should be identified among the representatives of different groups based on the participants’ gender, age, ethnicity, etc. Thus, the essential aspects of promoting the active acquisition of pain management skills, as well as the improvement of peer mentoring strategies in different groups, can be located. Consequently, a comprehensive framework for pain alleviation can be built (Maltby, Williams, ‎& Mcgarry, 2014).

References

Elliott, A. C., & Woodward, W. A. (2014). IBM SPSS by example: A practical guide to statistical data analysis. Thousand Oaks, CA: SAGE.

Grove, S. K., Gray, J. R., & Burns, N. (2014). Understanding nursing research: Building an evidence-based practice. New York, NY: Elsevier Health Sciences.

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Abstract

For many years, the role of young men in teenage pregnancies has been neglected as much attention has been paid to the girls. Due to this neglect, many teenage fathers do not take responsibility for their children leaving it all to the teenage mothers.

They have also been involved directly in abortion cases as many of them pressure their partners to have abortions claiming they are not ready for parenthood. It is for this reason that mentoring programs for the young fathers have been developed to help facilitate the participation of the boys in teenage pregnancies.

The mentoring programs are aimed at instilling responsibility values to the young fathers, not only to relieve the burden left on the mothers, but also to facilitate parental rights to the children. These programs have had positive results and are highly recommendable to those regions that have not yet implemented them especially the developing countries. This paper examines the effective advancement of mentorship programs for teenage fathers across the globe.

Introduction

Young teenage boys have, for a very long time, been neglected in regard to teenage pregnancy. This is focused on promoting teenage parental rights to children. This has made the federal government agencies such as children focused organizations, gender-based organizations as well as the States to step up their child support mechanisms, efforts and enforcement to curb the increasing teenage pregnancy issue. This has led to an increased awareness on the broken bridge between young teenage mothers and their counterparts.

This has heightened the increase in the development of young fathers teenage mentorship programs which are aimed to train them about their responsibility as fathers and at the same time, to assist them avoid engaging in more sexual activities that may lead to other pregnancies. The need to realize that these young men have an increasing sexual drive calls for the need to approach them on a module of pregnancy prevention rather than sexual activity avoidance.

This recognition of the neglected teen pregnancy puzzle where boys and men lack recognition as key elements in the prevention efforts has led to much development over the past few years. At least almost forty states have implemented or are planning to implement strategies to prevent unwanted pregnancies or too early fatherhood (Sauls and Glassley, 2003, p. 27). This is according to The National Center for Children in Poverty.

On the other hand, over half of these states are adopting community or school based initiatives which are pro-male teen so as to enable prevention of teen pregnancy as well as to curb the same. One of the most commendable practices within some of these states is the development of a curriculum for middle class school students to teach responsible fatherhood.

Over the past years, family clinics have also been very instrumental in teaching young mothers on how to raise their kids as well as how to prevent further pregnancies. These clinics have broken their traditional approach and have also introduced programs for young men and teen fathers as well. Community based programs led by men have also been very effective where adolescent boys and teen fathers are given the platform to interact with adult men and fathers.

Mentorship Programs

This program is very effective in streamlining fatherhood responsibilities to these young fathers as it gives them a more pragmatic opportunity to discuss their difficulties in passage to manhood and responsible fatherhood at the same time.

This helps the young boys a great deal for they learn from the experienced adult men and fathers who guide them at every step of the way not as a parent figure but as a big brother figure which is more lenient to the teen fathers and boys for it gives them the privilege to feel and act mature which has been very effective.

The most recent development has been in the male juvenile centers where the criminal justice system is also playing part in prevention efforts of early pregnancy as well as teen fatherhood responsibility (Rowen, Wilsherl, Shaw and Rager, 2005, p. 230). Media campaigns on the other hand have come a long way in prevention of further pregnancies among the teens and this has been through encouraging teen boys to abstain from sexual intercourse or to either use contraception if they are sexually active.

The recognition of the increased sexual behavior by the media is very fruitful in avoiding such unwanted pregnancies at the same time advocating for responsible parenting campaigns which discourage young mothers from giving up their children for adoption as well as encouraging the young fathers to assist their female counterparts to take care of the children together and offer emotional support.

Aims of the Mentorship Programs

The ultimate goal for these mentorship programs is to assist the young men (teen boys and teen fathers) to understand the basic principles about creating a family and taking their rightful positions and responsibilities as men to both their children and wives (teen mothers).

Some of the basic principles intended for the young men include: the capacity to know that it takes two to create a pregnancy therefore each party should be held responsible for their sexual behavior. This seeks to instill a responsibility mental image to young fathers where they take up their roles as fathers to their children.

The programs also seek to lure the young men to be the responsible and the cautious ones with their sexual partners where they should make sure before intercourse they either use condoms (most preferred contraception method) or they make sure that their sexual counterparts (teen girls) have taken adequate and less harmful but effective contraceptive pills. Thus these programs enlighten the young fathers and boys to take up their role as responsible fathers and to uphold integrity as well as be cautious towards their sexual partners.

This is because male partners have strong influence over the decisions made by their counterparts (teen girls) about sex and contraception. They are also enlightened that it is a criminal offence to engage teen girls into sex so the older they are, the more they will be held criminally accountable (Brindis, Barenbaum, Sanchez-Flores, Mccarter and Chand, 2005, p. 44).

The mentorship programs also seek to develop these young men as responsible fathers as well as responsible community members by offering them education, skills, employment opportunities and hope which is aimed at building self-respect and self-determination to the young fathers in a bid to carry out their responsibilities both as responsible fathers and community members. This is also geared to respect their counterparts (teen mothers) and offer the necessary support to her and the children as well.

The Underlying Issues

To tap into these young men and fathers, there is a need to understand how they think and react under certain conditions or pressures especially the ones related to sex and parenting. For instance, teen boys below the age of 14 years are more likely to listen and comply with what their parents or adults tell them and this is called male-invulnerability. On the other hand, teens at their later ages tend to develop a more realistic sense of the risks associated with sexual behaviors.

Though there are other underlying conditions which need to be addressed in the mentorship programs such as family environment, class, race, family attitudes, sexual partners’ views and opinions towards them. The programs should also seek to help these young fathers realize their full potentials as well as their contributions to the world which would help them be mature and rational when making decisions pertaining to issues like abortion and regard to human life.

They also need to understand how to develop their sense of identity. The programs also need to address the pursuit for autonomy and independence for these teen fathers as well as their relationship connections with their families (Ngu and Florsheim, 2011, p. 196). This as well wills increase their understanding and approach to their sexual activities, contraceptive use and the responsibility they owe to their children and teen-mothers.

Tactics Used in Mentorship Programs

The programs seek to use a number of techniques so as to be in a position to lure the young fathers into accepting their rightful responsibilities as parents. There is a dire need for the mentors to first understand the language these teens use. That is, they should speak the cultural language of participating boys and teens.

This is because often teens tune out certain messages that do not sound credible. Therefore, the need for the mentors to learn and understand the teen language for it is through this that the teen fathers/boys gain credibility and meaning of what their mentors want to say and it creates a depth meaning to them.

Therefore, these programs should always seek to ask questions and at the same time learn what teen boys think, what it is that excites them, what it is that they yearn to become in future and from this the program’s curriculum can be well conditioned to these preferences and tastes among these young boys.

This approach gets the teens to perceive and decipher the intended message thus the program becomes successful in its own right. For the example, Los Compadres which is located in Santa Barbara (California) has a mentorship program which teaches young men and teen fathers the true meaning of being a responsible man (Government of Alberta, 2009, p. 1).

The other tactic the mentors use/should use is to teach these teen fathers and boys on how to understand, communicate as well as respect women (teen mothers/teen girls).

This approach should engage supervised mixed sex peer groups where these two groups, teen fathers and boys are mixed with teen mothers and teen girls and are taught together on how to respect and communicate with each other (Rowen, Wilsherl, Shaw and Robin, 2005, p. 230).

This should be coupled with plays and acts demonstrating different scenarios which involve pregnancy issues, abortion issues, respect of life issues, fatherhood and motherhood responsibilities towards the children and child rights.

Real life scenarios should also be brought forth where experienced persons who got pregnant at teenage should be invited to give talks and guidance to these young ones from a realistic point of view which is very effective. Such peer-to-peer learning sessions do have a very big impact for they assist young mothers and fathers to accept the underlying facts and take responsibilities for their actions.

Challenges faced by the Programs and Proposed Solutions

One of the hurdles faced by these programs is the consistency of the teen/boys attendance and adherence to advice taken. This is because naturally, men and boys are usually hard to reach out to as well as to get them to understand certain issue especially where respect is paramount (Sauls and Glassley, 2003, p. 27).

The fact that boys are also generally reluctant creates a need to invest in high quality staff and mentors who are well versed with situations of dealing with adolescent groups since there is a high need for mobilizing a group composed of teen boys for such a group can be hectic to handle if one does not understand the mechanics of handling such a group since this can lead to disillusionment to the mentors and at times they may even quit.

Therefore, the staff should be composed of highly intelligent, charismatic, not-easily intimidated and sharp mentors to spear head such programs.

Conclusion

The increase of mentorship programs for young men, teen-fathers and teen boys on the issue of pregnancy comes at an opportune time where the HIV epidemic and other sexually transmitted diseases are on the increase among the teenagers. Therefore, there is the need for the public heath pioneers to continue encouraging males to use condoms which are the best contraceptive for avoiding both pregnancy and STDs.

This shows there is a major concern to recognize the role of male in teen pregnancy. A good example is the Family Service Providers whose earlier programs focused on mothers and their children such as Head Start has started to reach out to fathers (Agrassroots Fatherhood Movement) which is led by small community-based support groups which are focusing on teaching, training and advising young boys on consequences of early pregnancy as well as the ways on how to be a responsible father in case one of the teens is a father already.

These mentorship programs of teen fathers have become very effective both in the family setting and responsible fatherhood for it has made the programming of girls more effective when addressing the teen pregnancy issue where both teens engaging in sexual activities are aware of the underlying consequences which create responsibility between the two.

This brings in a developed mutual relationship where these teens focus is diverted from being negative to being positive while looking at the bright side of things such as the programs help the parties to recognize that the child is a gift and not a curse nor a disadvantage. “Consequently, successful mentoring programs must include a component designed to encourage parental support and involvement in their teen’s lives” (Rowen, Wilsherl, Shaw-Perry and Robin, 2005, p. 227).

Reference List

Brindis, D, Barenbaum, M, Sanchez-Flores, H, Mccarter, V and Chand, R. (2005) “Let’s Hear It for the Guys: California’s Male Involvement Program.” International Journal of Men’s Health 4.1: 29-53. Print.

Government of Alberta. (2009) High School Teen Mentoring Handbook. Alberta Advanced Education & Technology. Alberta, CA: Alberta Advanced Education and Technology, Print.

Ngu, L and Paul F. (2011) “Among Young High-Risk Fathers across the Transition to Parenthood.” Family Process 50.2: 184-202. Print.

Rowen, W, Shaw-Perry, M and Rager, R. (2005) “Essential Components of a Mentoring Program for Pregnant and Parenting Teens.” American Journal of Health Studies 20.4: 225-232. Print.

Sauls, D and Glassley, J. (2003) “Development of the Adolescent Support Model.” The Journal of Theory Construction & Testing 15.1 (n.d): 24-30. Print.

Identifying a Current Practice that Needs Change

Practice Description

At the hospital I work for, there is a problem of high nursing turnover. The hospital’s authorities do their best to reduce turnover and increase retention. The most common ways of promoting employees’ desire to stay with the facility are monetary awards, such as bonuses and differential pay. Another approach to promoting nurse retention is offering summers off and winters off programs to the staff. Finally, there is a special offer for newly-hired nurses that is represented by a longer orientation period upon request or based on the chief nurse’s decision. However, despite all these efforts, the rates of retention are still rather high at the hospital where I am employed.

Hence, the current nursing practice that requires change can be identified with the help of a PICO model. The problem is nursing retention, the intervention is a mentorship program, the comparison is no mentorship, and the expected outcome is the increased retention rate. The issues of retention and turnover are closely interrelated both in practice and research. Scholars emphasize the negative aspects of the nursing profession, which lead to high turnover. Nei, Snyder, and Litwiller (2015) report that turnover can increase due to such factors as personal characteristics, working environment, the leader’s treatment of staff, and attitudes of colleagues. The authors note the significance of arranging a positive working environment and maintaining good relationships with the team of healthcare employees in gaining high retention, which holds true for my workplace.

My hospital strives to raise retention levels by creating a healthy work environment, arranging conditions for nurses’ professional development, and recognizing the role of nurses in the process of giving care to patients. However, it appears that the measures taken by my healthcare institution to decrease turnover are not sufficient. Thus, the issue of nurse retention requires thorough consideration and demands change. Subsequent parts of the report aim at establishing how the suggested change will simplify a nurse’s job.

Why the Practice Needs Change

Despite a variety of ways of promoting retention that are practiced by my hospital, the problem of nurse turnover is still significant. Most commonly, this issue refers to newly hired nurses, who do not last through the three-month probation period offered in the medical-surgical unit. Former students cannot cope with a number of challenges they meet upon starting their practice. First of all, they suffer from constant stress and psychological discomfort due to finding themselves in an entirely new environment where they have to work at high speed. Secondly, many new nurses find it physically difficult to work long shirts or be responsible for many patients at the same time. Thirdly, newly-hired specialists may lack experience in the field but feel too embarrassed to ask their senior colleagues for advice. All of these reasons lead to the increased turnover rate, which causes trouble both to nurses and the hospital.

Although financial losses related to turnover are significant, human factors are not less crucial. A nurse’s job is rather stressful, demanding, exhausting, and responsible (Scammell, 2016). If these specialists receive appropriate attention and support from management, they can cope with their important duties despite difficulties. However, each additional stressor adds up to the desire to leave the job, thereby raising turnover rates. What is more, burnout and job dissatisfaction experienced by nurses can be reflected in patients’ care and their satisfaction with the services provided (White, Aiken, & McHugh, 2019). Taking into consideration the detrimental effects of nurse turnover and the variety of approaches to dealing with it, the suggested change is to introduce mentorship programs for improving retention rates (Horner, 2017; Schroyer, Zellers, & Abraham, 2016). The need for change in the current practice is evident, so it is vital to analyze the most beneficial approach to managing the problem.

The Key Stakeholders

The main stakeholders in the process of change are nurses, managers, hospital leaders, mentors, and patients. The reason why nurses constitute one of the key stakeholder groups is evident. The focus of the whole change program is made on these specialists since their retention affects not only themselves but also hospitals where they work and patients about whom they care. Nurses’ reasons for quitting a workplace are significant for various stages of the healthcare process, so it is logical that nurses constitute the first stakeholder group. The second stakeholder community is comprised of managers who are the closest to nurses in the hierarchy chain and who can observe difficulties associated with nurses’ professional duties and pressure on a daily basis. Hospital managers are the most influential representatives of the facility’s authorities in each medical unit. Hence, their importance in the process of change cannot be overestimated.

The next stakeholder group is hospital leaders, who manage the whole organization. Leaders have many responsibilities and functions, so they need the help of managers to understand the working environment at different units. Without hospital leaders, no change could ever be promoted or implemented since every final decision is made by them. The fourth stakeholder group is represented by mentors, who play a crucial function in the suggested change process. Finally, patients, who are the main recipients of nurses’ services, constitute the fifth stakeholder group. The roles of each stakeholder will be identified in the next subsection of the report.

Stakeholders’ Roles

Nurses

There are several roles nurses will play in the suggested process of change. First of all, these stakeholders will need to participate in the discussion of the current state of the issue. Nurses will be inquired to fill out surveys and questionnaires the aim of which is to find out the level of job satisfaction and the likelihood of turnover. Secondly, nurses will have to cooperate with mentors and keep notes on their progress both in the professional dimension and in personal experiences. Specifically, nurses may be asked to keep a journal where they reflect their feelings and attitudes toward the mentorship program. Additionally, they may need to compare their attitude toward the working environment at regular intervals so that the researcher could trace some tendencies at the end of the change implementation process.

Hospital leaders

The function of this stakeholder group is to arrange the most beneficial conditions for the change to be enforced. Thus, hospital leaders will need to arrange meetings with managers to find out the general atmosphere of staff. Also, leaders might need to contact other facilities to discuss how they deal with the turnover issue. Next, hospital leaders will have to create beneficial conditions for the mentorship program and find the necessary financial and human resources o make the implementation of change possible. Finally, they will evaluate the change together with mentors and managers in the end.

Managers

In the process of change, managers will play the intermediary function between hospital leaders, mentors, nurses, and patients. At first, managers will cooperate with leaders to create a plan of change. Next, it will be the managers’ duty to design a schedule that will enable mentors and nurses to collaborate. Finally, managers will be responsible for supervising nurses’ work and collecting feedback from nurses, mentors, and patients regarding the quality of services and patient and nurse satisfaction.

Mentors

The role of these specialists is the most important in the process of change. Mentors will bear the responsibility of offering sufficient professional and psychological support to newly hired nurses who are usually at a high risk of leaving the workplace within their first year. Mentors will have to analyze the strengths and weaknesses of their mentees and create an individual plan for each of the mentees. Mentors will also report to managers on the flow of the change process.

Patients

This stakeholder group’s role is somewhat passive but still rather important. Patients will not have any specific role designated during the change, but they will be asked to share their impressions on the success of the project. Patients may be requested to complete questionnaires at the beginning and at the end of the program. Another way of collecting feedback from these stakeholders might be a daily conversation with the manager during which patients will share their experiences.

Evidence Critique Table

Evidence Summary

Research by Lengerich et al. (2017) aimed at generating and trying out the Baptist Health Nurse Retention Questionnaire (BHNRQ), with the help of which scholars investigated nurse retention determinants. Such aspects as flexible scheduling, management’s competence, support, and engagement, a sufficient number of employees, a positive environment, and others were included in the questionnaire. Data were obtained from 279 bedside nurses working at a community hospital. Lengerich et al. (2017) performed a principal component analysis to establish the subscale structure of the BHNRQ. The authors found that the BHNRQ had sufficient validity and reliability and could be used to measure the determinants of nurse retention. The article relates to the practice change since it investigates the factors of nurse retention.

The study by Bugajski et al.’s (2017) is the continuation of Lengerich et al.’s (2017) research. The purpose of the article was to analyze the significance of factors associated with nurse retention. The authors investigated the responses of 279 nurses to the BHNRQ consisting of twelve questions to identify how the specialists understood retention factors. Additionally, Bugajski et al. (2017) differentiated between the results of the groups of nurses varying by generation, the type of unit, degree, and years of experience. The results of the study indicate that various aspects of work related to nursing practice, staffing, and management have moderate to high significance for nursing specialists. The article supports the practice change recommendation in that it singles out the factors associated with nurse retention.

Research by Horner (2017) investigated mentoring as a positive effect on nursing retention. The aim of the study was to check the correlation between nurses’ job satisfaction and mentoring grounded in Jean Watson’s Caring model. The study had a non-experimental and mixed-method design, which employed an online survey conducted through Qualtrics (Horner, 2017). The author found that mentoring experience had the potential to create a positive environment, which could raise job satisfaction. Consequently, an increased level of job satisfaction would lead to decreased turnover and increased retention. The study supports the selected practice change since it contains suggestions on increasing nurse retention.

Schroyer et al. (2016) focused their research on the analysis of the correlation between mentorship programs and nurse retention. The authors aimed at investigating whether the use of mentors had the potential to increase retention rates of new graduate nurses, re-entry specialists, and nurses who are new to a specific professional area. Schroyer et al. (2016) employed a descriptive, quasi-experimental, quantitative method of research. The findings indicated that the retention level of nurses involved in a mentorship program was 25% higher than of those not mentored. The article endorses the selected practice change since it investigates a viable approach to increasing nurse retention.

The purpose of the study by Trybou, De Pourcq, Paeshuyse, and Gemmel (2014) was to evaluate the effect of leader-member exchange, perceived organizational support, and psychological contract breach on nurse retention. Scholars emphasized that one of the main reasons for high nurse turnover was the unsatisfactory working environment. Hence, Trybou et al. (2014) employed a cross-sectional survey to investigate whether the mentioned factors were related to job satisfaction and retention. The authors found that turnover was closely associated with the social exchange. The article supports the practice change recommendation because it involves the analysis of crucial factors influencing nurse retention.

The Best Practice

Based on the evidence summary developed in the previous section, the best practice recommended for a successful change of the problem is the implementation of mentorship programs for newly hired nurses. Two out of the five articles included in the evidence critique table dwell on the importance of mentorship. The study by Horner (2017) has the 4^th level of evidence strength, and the article by Schroyer et al. (2016) has the 3^rd level. Both of these researches emphasize the need for increasing nurses’ job satisfaction to enhance retention rates. Schroyer et al. (2016) note that the leaders of healthcare facilities should engage in workplace development programs since the creation of favorable conditions can decrease turnover and promote retention. As such, scholars suggest that a mentorship program for nurses has the potential to present nurses with the opportunities of professional growth and eliminate negative factors, such as stress and burnout. In Horner’s (2017) study, similar postulates are defended, as well as the association between decreased turnover and a better healthcare system. The scholar remarks that patient outcomes and nurse satisfaction increase significantly with the implementation of mentoring programs.

The suggested change incorporates the process of translating knowledge from more experienced staff to novices. Research findings indicate that this approach can lead to considerable growth in retention rates. Specifically, Schroyer et al. (2016) report a 25% higher retention rate among nurses who have participated in a mentorship program versus those who have not been enrolled in such a program. All the participants of Horner’s (2017) study acknowledged the positive effect of mentorship on their job satisfaction. Therefore, the introduction of a mentorship program for newly hired nurses may be considered as the best practice to be employed with the aim of eliminating the retention problem.

A Practice Change Model

The selected change model to be used in the present project is Kotter’s eight-stage model of change. Out of the variety of change frameworks, this one is rather popular in healthcare settings due to the clear distinction between phases and high efficacy that develops because of such a distinction. Kotter’s model contains eight independent steps necessary for creating a significant change. The stages included in Kotter’s change model are as follows:

1. Generating a sense of urgency: it is necessary to make it clear that the change is critical and that the organization will suffer without it.
2. Forming a powerful coalition: one person, no matter how eager he or she is, cannot guide the whole change process, so it is crucial to create a team that will work on the process.
3. Creating a strategy and vision: this step will help the change initiator to explain the premise of change to all staff units and will eliminate misunderstandings.
4. Communicating the vision: to promote people’s understanding of the change, it is important not only to create a vision but also make it clear to everyone.
5. Empowering the change: at this point, the most crucial thing is to remove the barriers to change and eliminate the activities undermining the effort.
6. Creating short-term wins: with the help of these, it will be easier to manifest the positive role of change and motivate staff to continue dedicating their efforts to the project.
7. Reinforcing gains and generating more change: it is necessary to cement every new achievement and not relax when the first gains become apparent.
8. Anchoring the change in corporate culture: rather than generating one successful change, the hospital should make it a part of the organization and gain a lasting effect (Pollack & Pollack, 2014).

The Rationale for Choosing Kotter’s Model

The reason for selecting Kotter’s model is that this approach is highly useful for the suggested change. By analyzing each stage of the change process separately, it will be possible to generate a well-developed plan of action. By viewing the model as a single unit, it will be easy to create a sense of connection between each phase, as well as between stakeholders. Kotter’s change model allows not only identifying the problem but also explaining its urgency to every staff member. Additionally, this approach promotes a sense of success through creating short-term goals and keeping track of their achievement. What is more, with the help of Kotter’s model, leaders do not have to generate all ideas and put them in action by themselves. All they have to do is form a powerful coalition whose mutual efforts will promote the success of the process.

Another asset of Kotter’s model is that it promotes the removal of obstacles in the process of change. Creating a vision and strategy and following them also serve as beneficial aspects of the model. With the help of cementing every small gain, it will be easier to reinforce the staff’s belief in the positive resolution of the problem. Finally, when the change becomes anchored in the facility’s corporate culture, it will be possible not only to fix the result in this aspect but also generate positive outcomes in other spheres.

Applying Kotter’s Model to the Proposed Practice Change

• Step 1. At the initial stage of the change model, managers will collect data on nurse retention and inform hospital leaders about the detrimental effects of high turnover. To complete this phase successfully, managers can employ both the data available at their units and research findings based on scholars’ analyses of the problem. Additionally, the financial analysis of the past year or two, indicating losses from high turnover, could encourage the leaders to enact change.
• Step 2. At this point, hospital leaders will work on creating a powerful coalition that will work jointly on the change. There are several purposes that the newly assembled coalition will pursue. First of all, it will help the leader to understand the problem from different angles due to the diversity of knowledge and experiences. Secondly, it will become possible to delegate responsibilities and share information throughout the facility. Lastly, the coalition will enable the prompt fulfillment of each phase of the suggested project.
• Step 3. This phase will be used to generate a vision encapsulating the overall purpose of change. With the vision, it will become easy to explain the core aim of the change process to all stakeholders. The vision will serve as a rationale for each staff member involved in the change process. When creating the vision, one should bear in mind that it should be simple but inspirational at the same time.
• Step 4. Hospital leaders and managers should realize that the creation of the vision is not enough to make the project successful. Therefore, they will need to communicate the vision to each stakeholder group in order to make it clear to all the participants. At this phase, the coalition formed during phase one will be of service since it will enable leaders to divide responsibilities related to communicating the vision.
• Step 5. While the previous steps are crucial for bolstering the initiative, the fifth stage is important to look forward and identify the potential barriers to the change process. Managers and mentors will play the most crucial role at this phase since they will communicate with nurses and patients directly, thus being able to single out problematic issues. If the potential obstacles become known, it will be easier to oppose them.
• Step 6. Creating short-term wins will lead to enhanced motivation and increased activity of stakeholders. In the current project, a short-term goal may be a slight decrease in turnover, which can be measured over the first several months of the change. Also, it may be useful to measure the levels of workplace stress and anxiety of newly hired nurses within the same period and announce positive changes to the stakeholders.
• Step 7. When the first positive results are recorded, the managers should not slow down the pace of the program. On the contrary, it will be necessary to implement mentorship for each novice without waiting for the risk of a person’s quitting. The analysis of gains will be performed by managers and leaders, and potential improvements will be generated. This phase will prepare the hospital for the last and most important one.
• Step 8. Finally, the facility should make sure that the change is ingrained in its corporate culture. At this point, hospital leaders might think about some reward system for mentors under whose guidance novices’ acclimatization has been the smoothest. Also, nurses who demonstrate the best professional achievement under mentors’ guidance might be rewarded. By doing so, hospital leaders will promote a positive attitude to the current and future changes among the staff.

Possible Barriers to Implementation

Any change involves the risk of some barriers to its successful implementation. Within the healthcare settings, such potential obstacles are related to the attitude of various stakeholders to the proposed change. First of all, hospital leaders might find it irrelevant and unnecessary to introduce a mentorship program that would entangle additional financial and human resources. Secondly, some novices may be opposed to the program due to considering it as a personal insult and accuse of professional incompetence. Thirdly, patients may feel concerned about the need for their nurses to be trained. This stakeholder group is the most vulnerable in terms of health care, so patients may feel alarmed about nurses being taught by senior personnel right upon graduation. Also, some patients may not want to fill out the questionnaires even if they accept the idea in general.

Ethical Implications

During the planning and implementation stages of the proposed change, some ethical implications may arise. For instance, some nurses may feel that they do not adhere to the second provision of the Code of Ethics. This provision states that the primary commitment nurses make should be to patients and not to their own professional development (American Nurses Association, 2016). If such a problem occurs, the mentor and manager should help the nurse realize that by increasing their professional scope, they will be able to give more care to their patients. This aspect is included in provision 5, declaring that nurses should “continue personal and professional growth” (American Nurses Association, 2016, p. 2). The ANA Code of Ethics has a number of provisions that support the suggested practice change. Provision 4 states that nurses should promote patients’ health, provision 6 requires the enhancement of the working environment, and provision 7 demands professional advancement. Provision 8 advocates collaboration with other specialists, and provision 9 emphasizes the articulation of nursing values (American Nurses Association, 2016). Hence, the Code of Ethics promotes the suggested change initiative in several ways.

References

American Nurses Association. (2016). Code of ethics for nurses. Web.

Bugajski, A., Lengerich, A., Marchese, M., Hall, B., Yackzan, S., Davies, C., & Brockopp, D. (2017). The importance of factors related to nurse retention: Using the Baptist Health Nurse Retention Questionnaire, part 2. JONA: The Journal of Nursing Administration, 47(6), 308–312. Web.

Horner, D. K. (2017). Mentoring: Positively influencing job satisfaction and retention of new hire nurse practitioners. Plastic Surgical Nursing, 37(1), 7–22. Web.

Lengerich, A., Bugajski, A., Marchese, M., Hall, B., Yackzan, S., Davies, C., & Brockopp, D. (2017). The Baptist Health Nurse Retention Questionnaire: A methodological study, part 1. JONA: The Journal of Nursing Administration, 47(5), 289–293. Web.v

Nei, D., Snyder, L. A., & Litwiller, B. J. (2015). Promoting retention of nurses: A meta-analytic examination of causes of nurse turnover. Health Care Management Review, 40(3), 237–253. Web.

Pollack, J., & Pollack, R. (2014). Using Kotter’s eight stage process to manage an organisational change program: Presentation and practice. Systemic Practice and Action Research, 28(1), 51–66. Web.

Scammell, J. (2016). Should I stay or should I go? Stress, burnout and nurse retention. British Journal of Nursing, 25(17), 990–990. Web.

Schroyer, C. C., Zellers, R., & Abraham, S. (2016). Increasing registered nurse retention using mentors in critical care services. The Health Care Manager, 35(3), 251–265. Web.

Trybou, J., De Pourcq, K., Paeshuyse, M., & Gemmel, P. (2014). The importance of social exchange to nurses and nurse assistants: Impact on retention factors. Journal of Nursing Management, 22(5), 563–571. Web.

White, E. M., Aiken, L. H., & McHugh, M. D. (2019). Registered nurse burnout, job dissatisfaction, and missed care in nursing homes. Journal of the American Geriatrics Society, 67(10), 2065–2071. Web.

Introduction

Mentoring student practitioners remains an integral part of the daily practice of midwives, registered nurses, and medical community specialists. Naturally, facilitating future nurses to develop their competence turns out to be the means of cultivating one’s professional integrity and stimulating the desire to become a demanded specialist. The role of a mentor is hard to underestimate in nursing practice. When it comes to sharing the acquired knowledge and expending one’s skill level, the support of a mentor provides an indispensable service. Knowing that their actions are supervised gives practitioners enough confidence to make an important decision. It is generally known that students of medical universities are subject to fears and concerns at earlier stages of their careers. The task of a mentor is to help them overcome these concerns and teach them to work independently, which makes the process of mentoring a critical issue to study.

Mentoring and Its Relevance to Nursing Education

The mentoring process is usually defined as supporting and encouraging individuals to manage their learning, maximize potential, and develop skills (Peltz & Raymond, 2016). Judging the quality of a student’s practice turns out to be a relevant component of preparing future specialists since the mentor’s evaluation of the practitioner’s progress allows educational establishments to take a more objective approach to the matter of grading. However, it is not the evaluation of one’s capabilities which adds significance to the mentor’s profession. The vital part of mentoring is assisting novice nurses in acclimation to their new role. However, as Hodgson and Scanlan (2013) point out, the mentor-student relationship should be based on professional partnerships retaining the boundaries that differentiate them from friendship. If the mentioned principle is observed, the relationships promise to give positive results.

Both a mentor and a mentee are engaged in the process of nurturing the relationship. Such type of relations can be viewed as an agreement or a bargain in which one party is obliged to share the experience, and the other one consumes all the shared knowledge. A mentee looks at an expert as at the source of acquiring consultations, career advancement, and personal development (Babcock, Rosebrock, & Snow, 2014). Naturally, this kind of relationship cannot be established without a proper level of trust and mutual understanding. Fostering such a type of students’ attitude is another task a mentor is supposed to cope with. The way a person interrelates with others to a greater extent determines how successful his or her achievements on a new post will be. This fact once again admits the relevance of a properly structured mentoring program: it cultivates an individual’s positive attitude to the environment he or she works in.

One more relevant aspect of a mentor’s program is that a coach creates a background for a mentee’s smooth transition into a workplace. During the entire training course, the tips about how to work independently are given. Such a regulatory element of teaching allows practitioners to develop critical thinking and ensures patients’ safety in the meantime (Babcock et al., 2014). The focus, in this case, is usually made on engrafting self-assessment, communicational, and interventional skills. Peer-viewed evaluation of patients’ state of health and prescription of a treatment course contributes to gaining a required level of experience and a person’s confidence in his/her actions. In its turn, it motivates the faster professional growth of novice nurses.

Stages of Mentoring

According to the existing scholar’s opinion, mentoring is divided into four stages: initiation, cultivation, separation, and redefinition (Peltz & Raymond, 2016). Different stages are defined by using different interventional practices. It is of great importance that all stages are present and their principles are strictly observed. Skipping one or two stages may result in sharing an insufficient amount of knowledge. Thus, a successful separation is only possible when two of the previous stages are completed, and a nurse practitioner has acquired all the necessary skills to continue an educational program. Otherwise, the effectiveness of an entire training course might be called into question by both educational establishments and students.

Initiation

As derived from the name, the initial stage is the first stage of interaction. It is a period when mentor-mentee relationships start to form an environment for mutual respect and effective knowledge transfer. At this very stage, learners begin to uncover their mentor’s potential, his/her ability to represent material, and the way this material is being delivered. They also might treat a mentor as a valuable role model who provides the guidelines for faster professional integration. As Babcock et al., (2014) point out, at the initial phase “mentors must assist APRN students in linking their acquired classroom knowledge with real patient encounters” (p. 322). A mentor needs to start recognizing a protégé as a person who deserves all of the attention and coaching within a medical establishment. Through such a form of interaction, student practitioners familiarize themselves with the ethical norms of medical worker’s behavior and develop a concept of an ideal nurse practitioner. This concept will serve as the major motivation to reach higher results during a future practice.

Cultivation

At the cultivation phase, the partners learn more about the capabilities of each other and get the maximum benefit of cooperation. The role of a mentor is maximized in this period, as larger volumes of knowledge are being transferred and more spheres are being touched. As to the length of the phase, it may last for a couple of years. During the entire course “mentors are approachable, knowledgeable, honest, friendly, patient, experienced, enthusiastic, and willing to spend time with the mentee” (Hodgson & Scanlan, 2013, p. 390). Naturally, the duration of the phase tends to be shortened significantly and lasts for no longer than a couple of months since organizations require novice specialists to get to the duties fulfillment as soon as possible. However, the decisions about student’s promotion and switching to the further stages are always made by mentors who supervise and evaluate their performance.

Separation

The third stage is marked by a structural and psychological separation between the two parties. Mentees are given enough level of independence and the mentor’s intervention into the process of education becomes gradually decreased. The separation phase may last up to 24 months in total but again, the period is usually much shorter and may be reduced to only one month. Hodgson and Scanlan (2013) stress that the period is often associated with the feeling of anxiety and breakup. Nevertheless, this phase is needed for practitioners to learn to act on their own and rely on their personal experience. During the stage students are allowed to assess clients’ health state without close supervision, however, decisions about treatment courses are always made with the consideration of the mentor’s opinion.

Redefinition

Regarding the fourth stage, it is the final phase of the program, which terminates the mentorship and creates a suitable environment for practitioners to operate independently. The mentor-mentee relationships evolve to the level of mutual support and informal contact. This type of relationship may, in fact, transform into friendship with mutually beneficial cooperation. As Weese, Jakubik, Eliades, and Huth (2015) highlight, “the ability to identify the mentoring practices that predict specific benefits for individual nurses provides a better understanding of how mentoring relationships can be leveraged within health care organizations” (p. 385). The length of the redefinition stage is always indefinite and may last for as long as one continues working within an organization and keeps communicating with a former mentor.

Historical Perspective of Mentoring

It is known that some medical schools insist on teaching medical history as a means to familiarize their students with a long and complicated discipline evolution. According to Bryan and Longo (2013), “exposing medical students to the history of medicine promotes at least two of the seven types of professionalism identified by Hafferty and Castellani” (p. 97). Learning the concepts of medicine of bygone eras helps to develop professional solidarity and a sense of belonging to a chosen sphere within future specialists. Therefore, adding some historical context to one’s teaching model would be regarded as a wise approach to the process of mentoring. There are, by the way, peculiar facts about mentorship from a historical perspective. I will try to unveil them thoroughly in the following passages.

The term ‘mentor’ originates from the times of ancient Greece. There was a character introduced by Homer whose name was Mentor and who appeared to be the advisor of Telemachus. As a reader proceeds with the plot of the story, it becomes evident that Telemachus, the son of Odyssey, does receive advice from Mentor and tries to follow it. In fact, Mentor never misses an opportunity to teach his friend’s son whenever it is required. The relationship between an older teacher and a younger student was later named ‘mentoring’ (Bryan & Longo, 2013). The concept of mentoring, which was unintentionally created by Homer, became a popular term and remained widely used throughout the entire history of humankind.

Regarding the history of medicine, the bright example of a paradigmatic mentoring relationship can be tracked in the relations between Harvey Cushing and William Osler. Cushing met Osler in 1896 when he first came to Baltimore as an assistant on Halsted’s surgical service. A young specialist possessed a remarkable talent and was very creative in his decisions. William Osler recognized that this was an extraordinary young man who deserved special attention (Bryan & Longo, 2013). A known physician had seriously influenced Cushing’s perception of a medical sphere and impacted his professional growth in particular. Because of Osler’s intervention into his career, Cushing was introduced to a wider world of medicine and even spent 14 months in Europe where he learned the new techniques of surgery. When a young man opened his practice, Osler continued to consult him and discuss the most severe cases.

Naturally, the example of Osler and Cushing provides enough evidence to the argument that the ideal mentor-mentee relationships are based on mutual respect and a desire to share all the available knowledge with a student. One of the requirements of a mentor’s daily practice is that it includes the principles highlighted in a previous sentence. Regarding my professional goals, I focus on using the most effective mentoring techniques that have proven to be irreplaceable through the decades of a successful medical practice. Therefore, studying the history of mentoring plays a relevant part in my research. Following the working principles of some of the world-known figures can assist me in both professional and personal growth, as well as in establishing more open communication with students.

The Impact of Mentoring on Nursing Practice

With the anticipated shortage of medical personnel, the impact of mentoring on overall nursing practice is hard to underestimate. As Weese et al. (2015) point out, mentorship is a form of an educational program that may significantly contribute to career satisfaction and one’s total devotion to a chosen sphere. It is generally known that recent economic challenges have hurt the profession’s popularity and have led to a noticeable reduction in APRN units throughout the country’s hospitals. Mentoring novice nurses arrives as a means to cultivate one’s proper understanding of the key concepts of nursing practice and stimulate the intent to stay in the medical sector. The main task of a mentor is to deliver this message to student practitioners.

A beneficial impact of mentorship on nursing practice is traced in the fact that mentors stay familiar with all the changes in clinical policies, thus, developing guidelines that are most suited for beginner nurses. Formal training programs, preceptorships, and internships contribute to an individual’s clear vision of a nurse’s role in a clinic, professional duties, and career opportunities (Weese et al., 2015). A competent supervisor nurse can recognize leadership qualities within a person and create a favorable environment for these qualities to start to develop. Quite often simple advice made by a mentor arrives as a signal to action and a stimulus to change one’s behaviors and attitudes towards an acquired position. Therefore, mentorship is a sphere that requires full dedication to remain meaningful and helpful for students. Otherwise, the impact it makes on a person’s judgments can turn to the direct opposite.

One more aspect that mentoring influences is the establishment of cozy and professional relationships within an organization. The atmosphere of trust and support all students encounter when they are first introduced to their mentor serves as a background for building a versatile communicational scheme used in one’s day-to-day practice (Weese et al., 2015). Only people with an inborn mentorship talent can help to develop the right communicational patterns within a personality and help one to adapt to a new environment faster. The way mentors deal with the mentioned tasks can, in the end, determine whether the situation with nurses’ shortage improves or not. Thus, neglecting such a relevant part of education as mentoring is an unacceptable type of behavior for hospital managers nationwide.

Legal, Ethical, and Regulatory Elements of Mentoring

Regarding the regulation of the existing nurses’ programs, under the Nursing and Midwifery order of 2001, the Nursing and Midwifery Council (NMC) serves as a regulatory body for both the profession of nurses and that of midwives. The authority is funded by the government and supports the educational programs that are currently delivered by higher educational institutions (Johnson & Ridley, 2015). By the directives of the order, all students studying nursing achieve a diploma in higher education regardless of a chosen form of study (either a full-time or a part-time form). Mentoring during an internship is represented as a compulsory form of education, which is accompanied by close cooperation with a supervisor and practical task fulfillment. A mentor is a person whose opinion is of primary value when making decisions about one’s proper/insufficient level of professional integrity.

As to the ethical norms of nurses’ mentoring programs, every mentor is expected to obey a set of established rules when working with students. One of the rules states that a mentor should provide appropriate guidelines and enforceable standards practitioners have to follow strictly. The other one makes the accent on the principles of students’ interactions: a coach is obliged to develop a behavioral concept and put it into practice. Another relevant aspect a mentor is supposed to focus attention on is guiding mentees’ personal and professional growth and highlighting their strong points. However, the primary task a supervisor must perform is to turn into a model for his or her students and motivate their desire to reach the same level of professionalism. Naturally, such factors as high-level competence and a formidable working experience play a key part in achieving the above-stated goals.

A legal side of the mentor-mentee relationships is outlined by the right to deliver patients’ personal information to student practitioners and discuss available medical data with them. Johnson and Ridley (2015) point out that “the decision to disclose confidential information is undoubtedly tied to the specific profession, work setting, and a host of legal considerations” (p. 27). Eventually, the responsibility of unveiling such data as diagnosis, disease history, and a prescribed treatment course fully lie on a mentor. One must have a clear picture of what sort of information to share and what data to keep private. In the case, students can perform their tasks without any excessive information being provided it is reasonable to conceal those data and use all of the competence to resolve an occurred situation with no personal aspects being touched. However, if such data are still required, practitioners need to be instructed about the non-disclosure of information and be warned about a possible violation of this principle.

Conclusion

Summarizing the study outcomes, mentoring plays one of the most important parts of today’s nursing practice. The concept helps an individual to adapt to a new environment and develop a better comprehension of working duties and a general role of the profession in the medical sphere. It is known that the process of building mentor-mentee relationships is divided into four stages: initiation, cultivation, separation, and redefinition. Each stage involves using various methods and focusing attention on different aspects of education. As my study shows, the process of mentoring has been evolving throughout the entire history of humankind, and currently, we use the model that is generally accepted and suited for all clinics and organizational establishments worldwide. Moreover, it has proven to have an impact on overall nursing practice and to serve as a means to assess one’s professional integrity.

References

Babcock, P., Rosebrock, R., & Snow, B. (2014). Tips for mentoring advanced practice nursing students. AACN Advanced Critical Care, 25(4), 322-325.

Bryan, C. S., & Longo, L. D. (2013). Perspective: Teaching and mentoring the history of medicine: An oslerian perspective. Academic Medicine, 88(1), 97-101.

Hodgson, A. K., & Scanlan, J. M. (2013). A concept analysis of mentoring in nursing leadership. Open Journal of Nursing, 3(05), 389-394.

Johnson, W. B., & Ridley, C. R. (2015). The Elements of Mentoring: The 65 Key Elements of Coaching. New York, NY: St. Martin’s Press.

Peltz, C. M., & Raymond, D. M. (2016). Effects of associate degree nursing students’ characteristics on perceptions and experiences of mentoring. Journal of Nursing Education, 55(5), 258-265.

Weese, M. M., Jakubik, L. D., Eliades, A. B., & Huth, J. J. (2015). Mentoring practices benefiting pediatric nurses. Journal of Pediatric Nursing, 30(2), 385-394.

Sample and Setting

Number of Subjects

To carry out a detailed analysis of the effects that peer-mentoring and self-management have on patients suffering from pain, one will have to recruit a total of at least 200 participants. Thus, the foundation for an all-embracive analysis can be created. With the above information in mind, one will have to consider using a sample size of 120 people. Thus, a basis for retrieving credible results can be built (Creswell, 2014).

Inclusion/Exclusion Criteria

The participants will be recruited among the people that suffer from pain and need strategies that will help reduce it. Since the perception of pain is individual and, therefore, measuring pain intensity is going to be problematic, it will be necessary to recruit the people that have the same condition (e.g., cancer). Thus, the results of the study will remain homogenous.

Sampling Strategy

To make sure that the outcomes of the study should remain objective, it will be necessary to provide every participant with an equal choice to be selected as a part of the sample group. Therefore, the use of random sampling is recommended. The identified framework will help reduce biases (Grove, Gray, & Burns, 2014).

Research Design

Description

The research will be conducted as a quasi-experimental randomized control trial. The participants will be represented by two main groups, i.e., Group A, where peer mentoring and self-management will be used, and the control group, where traditional approaches to pain alleviation are utilized. A comparison between the two will shed light on the subject matter.

Rationale

It is crucial to make sure that the research is modeled after a real-life scenario. Thus, the efficacy of the study will remain high. Furthermore, the introduction of randomness into the study will help make the outcomes more objective (McKean, Ross, & Dressler, 2016).

References

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: SAGE.

Grove, C. K., Gray, J. R., & Burns, N. (2014). Understanding nursing research. Building an evidence-based practice. New York, NY: Elsevier Health Sciences.

McKean, S., Ross, J., & Dressler, D. D. (2016). Principles and practice of hospital medicine. New York, NY: McGraw Hill Professional.