Lifelong Learning through Mobile Reflection at the Stretcherside
Justin Milici, MSN, RN, CEN, CPEN, CFRN, TCRN, CCRN, FAEN; Sueanne Cantamessa, DNP, MSN, MAOM, RN, CNOR; Jacqueline Mogusu, BSN, RN
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Session E presented Friday, September 15, 2017
Purpose: The purpose of this project is to impact the lifelong learning process of ED nurses to effective leadership development at the stretcherside. Millennials need leadership opportunities before the routine 18 moths of most onboarding programs. By introducing reflection via mobile journaling at the stretcherside, it is the hope that these nurses will develop their critical thinking and decision making skills, and therefore be matriculated into these leadership roles while being supported by a professional development practitioner and ultimately, increase retention.
Design: Evidence based implementation using mixed methodology through focus groups, lived experience through mobile reflective journaling. Increased retention measured via Graduate nurse intention to stay a Casey Fink validated & reliable tool.
Setting: A The setting is a large urban county teaching facility and level 1 trauma center.
Participants/Subjects: Criterion used will be tenure following residency program, baccalaureate entry in to practice, born between 1980 and 2001 and most important, aspiration to unit based leadership early in their career. Random sampling from each cohort focus group will be used for project implementation: Cohort A: residents who have graduated successfully from program and have remained in the department up to two years;
Cohort B: residents who have just completed the program, less than three months; Cohort C: residents who will complete the program within three months.
Methods: Several mobile applications have been identified for review and decision through the focus groups. A single application for the mobile journal will be used by all participants in the project. Manager characteristics identified in a recent study (Cziraki, et al., 2014) will be used as identifying factors for focused discussions, to identify themes and trends within study cohorts. In preparation for the project implementation, significant prework in literature review and concept analysis has been required. Barriers also had to be identified in Parkland and compared to barriers identified in the literature. The role of the front line manager is not well understood and role description could provide clarification by including the functions of team motivator, facilitator, enabler and coach. These functions are not fathomed by millennial nurses who are confident that they can achieve what they set out to accomplish.
Results/Outcomes: This out of the box innovation to transition millennial nurses into early leadership applies technology, leadership skills through reflective journaling and provides stability, organization support and performance feedback through lifelong learning experience with professional development specialists. Measureable Outcomes: Decrease turnover of less than 2-year tenured residency graduates by 10 %; Bedside reflective practice will increase leadership skills based on the “lived experience” of participants; Describe method to retain millennials, seeking leadership positions, in the system; Project will enhance word of mouth longevity and recruitment for Parkland.
Implications: This out of the box innovation to transition millennial nurses into early leadership applies to technology, leadership skills through reflective journaling. This approach provides stability and performance feedback through lifelong experience with nursing professional development practitioners, and also a method to retain millenial nurses seeking leadership positions within their system.
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