Effects of a mentoring program on new graduate nurses' knowledge and competency skills
Health care is constantly changing and evolving, and the technical aspect of healthcare continues to grow. New graduate nurses are often expected to be competent at the end of orientation and are not prepared at the expected competency skill level. Mentors provide immediate and long-term support to new graduate nurses during and beyond the orientation period. The purpose of the study is to examine differences in knowledge and competency skills of new graduates who are mentored and new graduates who are not mentored before and after an orientation program and 6 months later. The traditional orientation program with a preceptor will be available for both groups, however one group will be part of a mentoring program. Benner's Novice to Expert Theory will be used as the theoretical framework. The sample will consist of new graduate nurses on monitored units at High Point Regional Health System in High Point, North Carolina, who will be invited to participate at the beginning of orientation. The anticipated sample will include 40 new graduate nurses. Participants may withdraw from the study at any time. The Institutional Review Board (IRB) at Ball State University and High Point Regional Health System will be approached for approval of the study. No risks have been identified for participation. This study is significant, because it will provide information about the benefits of a mentoring program for new graduate nurses.