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1 Favour avourable able preceptor-preceptee (mentor/men (mentor/mentee) tee) relationship that encour encourages ages graduates to pursue active learning and job ssa atisfaction

Students Name Professors Name Course Date

2 What is your expectation ffrom rom the preceptor preceptor-preceptee -preceptee (mentor/mentee) relationship that encour encourag ag ages es graduates to pursue active learnin learning g and job satisfaction? Introduction The transition of New graduate registered nurses (NGRNs) from student nurse roles to real-world RN roles is demanding and coupled with intense challenges that necessitate conceptualised programs to facilitate it. NGRNs often encounter challenges with intense workload, threat from senior nurses, inexperience, burnout, and breach in nursing standard of practice, necessitating need for transition programs. Hampton et al., (2020), differentiates the two, alluding to mentoring as an important, short term interaction between the mentor and a mentee, where the mentor nourishes the mentee with intellectual and clinical skills in their new professional role. In contrast, Preceptorship is a cogent, formal relationship between the preceptor and the preceptee visioned to instil competencies as well as personal and professional development in adapting to practice (Hampton et al., 2020). Jones-Berry (2017), highlights that effective mentorship/preceptorship programs requires a professionally healthy, and fostering relationship that will strengthen affinity, enhance trust, and cultivate respect for exchange of experiences. However, the unhealthy relationship may compromise the credibility of mentor/mentee, preceptor/preceptor interactions, thence the need for necessities of a healthy relationship (Jones-Berry, 2017). Following subsequent consultations and brainstorming, evidence obtained suggest numerous challenges that may threaten mentor-mentee/preceptorpreceptee relationship, fuelling the adoption of strategic elements for healthy and favourable interaction that will smoothen the transition, and additionally encourage active learning and job satisfaction. Unless the relationship in this program is short-term, goal-oriented, professional, and formal, the purpose may prove unachieved. Answerable qu question estion Selected answerable question The answerable contextual question adopted amongst the three options is stated as: “What is your expectation from the preceptor-preceptee (mentor/mentee) relationship that encourages graduates to pursue active learning and job satisfaction?” Answerable Qu Question estion Breakdown

3 Answerable question analyses expectations that may be drawn from preceptorpreceptee/ mentor-mentee programs that will encourage active learning and job satisfaction in a bid to enhance mentorship/preceptorship program in inaugurating NGRNs into a professional role. According to International Council of Nurses (ICN) standards for research analysis, the answerable question can be broken down using the PICO format, the acronym standing for Population, Intervention, Comparison, and Outcome (Reyes, Hadley and Davenport, 2013). In this case, the Population are the student nurses as well as NGRNs; Intervention involves identifying elements necessary for a healthy and unhealthy relationship, Comparison highlight differences in a likely and unlikely relationship with the resultant effect, whereas outcome evaluates the impact of healthy and unhealthy relationship during mentoring/preceptorship process post-transition of NGRNs in their new professional role. The answerable question will address the immediate expectation of graduate nurses in their initial integration to practice. Search str strat at ategy egy Systemic literature evaluation was conducted to obtain a concrete and most recent evidence-based analysis. An online survey was conducted using the South Metropolitan TAFE WA Library Catalogue, including ProQuest and CINAL, and online journals. To identify the most reliable literature for review, information from these sources went through a critical appraisal process that included and excluded some searches yielded. Evidence included limited the language to English, information published within the last 10 years, evidence-based journals, and evaluation considered information bearing the specific four objectives. Search word included, “relationship between preceptor-preceptee/mentor-mentee”, “preceptorpreceptee/mentor-mentee job satisfaction”, "expectations in mentor-mentee/preceptorpreceptee relationship with active learning". Also, a comparative analysis was conducted between the filtered information to show the similarities and relationship in the specific objectives (Reyes, Hadley and Davenport, 2013). Exclusion criteria nullified pieces of evidence that were more than 10 years old, non-peer-reviewed journals, results without the search words. Inclusion and exclusion criteria were set to scrutinize evidence obtained and enhance reliability. Evidence considered

4 Out of the 10 initial results obtained from the general search, 2 results were disregarded based on the age of the information (more than 10 years old). With regards to the specific five objectives under the broad question “What is your expectation from the preceptor-preceptee (mentor/mentee) relationship that encourages graduates to pursue active learning and job satisfaction?”, 2 more journals were filtered out, leaving only 6 sources that met the minimum threshold for inclusion. Theoretical P Perspectives erspectives According to Kathleen et al. (2013), the transition to the new professional role may be coupled with extreme challenges especially in the first year of practice despite the mentorship/preceptorship programs, thereby the need for a healthy, established relationship that will triumph amidst challenges. They add that such overwhelming challenges are not limited to intense workload, poor communication strategies, incompetency, job dissatisfaction, lack of confidence, and theory-practice gaps but also a professional threat (Kathleen, 2013). Reyes, Hadley and Davenport (2013), describes mentorship/preceptorship programs as a fourphased process that build on each other with specific strategies that lead to mentoring/preceptorship success. Besides, they highlight the role of a healthy relationship in these phases of interaction in yielding ultimate results. They point to mutuality, understanding, competency (especially to the mentor), and patience as the foundational principles for a healthy relationship that will grant active learning and job satisfaction (Reyes, Hadley and Davenport, 2013). A meta-analysis carried out by Ciocco (2020), reports that as at 2018 the Royal Australian Nursing Federation (RANF) estimated 31.2% out of 8000 NGRNs which is approximately 3000 graduate nurses to lack job opportunities and out of the latter, 2-5% is as a result of drop out during the transition. In his analysis, he cited vital contributing factors to incompetency, personal differences, lack of leadership, pre-eminence, and lack of understanding (Ciocco, 2020). Researc Research h Problem From the preceding analysis, NGRN transition to practice can be demanding and challenging. Therefore, there is a need for robust mentor-mentee relationships that motivate and invigorates NGRNs to pursue quality transition. Thus, the research problem identifies elements in mentor-mentee/preceptor-preceptee relationships that will lead to active learning

5 and job satisfaction. However, gaps in the reviews fail to provide a blueprint for optimal mentorship programs and plan of action. For example, the kinds of literature describe attributes of a good mentor but not qualities of mentee or the manifestation of a failed mentorship/preceptorship program. Comprehending these concepts is equally essential for student nurses as well as graduates in identifying their responsibilities as mentees and for effectiveness in mentorship programs. These findings can also be used by institutions in scheming preceptorship/mentoring programs to enhance and retain professionalism in the faculty. Findings Char Charac ac acteristics teristics of healthy and unhealth unhealthy y mentoring/preceptorship rel relationship ationship Rush et al. (2015), admits that transition from student nurse to Registered Nurse (RN) often results with some set of responsibilities that require initial exposure and guidance. The clinical setting, they add is always unpredictable and divergent from the experience of a student nurse. NGRNs may experience stress and intense pressure in their attempt to meet set standards during the provision of quality care. Establishment of a healthy relationship during naturing of holistic faculties is seldom and highlighted in Transition to Practice Program Curricula (TPPC). The national competency board requires that before a nurse is registered, they are in a position to offer comprehensive quality and evidence-based care to meet identified health needs. In response to these, Rush et al. and Ciocco identifies particular characteristics of a healthy mentor-mentee/preceptor-preceptee relationship that ideally can meet the expectation of active learning and job satisfaction in the practice (Rush et al., 2015; Ciocco, 2020). These elements identified by Rush et al. revolve around a three-phase mentoring/preceptorship transition program (orientation phase, transition phase and outcome) that act as an implementation tool. A healthy relationship, according to Jones-Berry (2017), encompasses aspects of observation, participation, and criticism developing the mentee/protégé holistically (mental, physical, social, emotional) (Jones-Berry, 2017). Therewithal, Rush et al. (2015), picture communication, commitment, curiosity, clarity, confidence, capacity and choreography as the driving force for successful transition programs that will offer job satisfaction amidst the intense demands from the NGRNs (Rush et al., 2015).

6 On the contrary, Ciocco (2020), identifies traits of an unhealthy relationship that may threaten the autonomy of nursing as a profession. He argues that destructive relationships result when ensue when misunderstanding, dishonesty, disrespect, and lack of interest sets in as a result of inevitable challenges (Ciocco, 2020). Rush et al. 2015 in their submission reiterate that under such influences, the principal focus may be shifted to solving conflicts and misapprehensions. Not only will such kind of influences result in job dissatisfaction but also loss of motivation, incompetency, substandard care, and the image of the nursing profession would be tarnished (Rush et al., 2015). Qualities expected from the mentor/preceptor Shin et al. (2014), in their descriptive comparative analysis, elevates the need for competency, primarily clinical competency. In evaluating this competency of NGRNs, Berman et al. (2014), pointed out only a few newly registered nurses to demonstrate an appropriate level of application and implementation of the nursing process. He further highlights that only 10% of senior nurses understand the role of NGRNs in providing quality care, whereas 25% are contented with the NGRNs clinical skills (Shin et al., 2014). They point this to failure in proper training/guidance during the mentoring/preceptorship period. During the transition to the new professional role, Jones-Berry (2017), in their review discovered a notable difference that exists between the type of support anticipated and the actual support provided (Jones-Berry, 2017). Shin et al. in a series of observation identify specific outspoken qualities that need to reign in the mentor that may enhance active participatory learning and provision of quality care that will potentiate job satisfaction. They link an influential mentor to be time conscious, motivated to succeed, harbours positivity and respect, and embrace honesty. Moreover, they note that the mentor/preceptor should adopt an active learning strategy during guidance that will simulate the mentee in developing practicum skills and adopting critical thinking strategies (Shin et al., 2014). Furthermore, qualities for favourable relationship according to Rush et al. (2015) is not only unidirectional (mentor/preceptor), but a multidimensional interaction that requires active cooperation between the mentor and the mentee. Although these works of literature are silent about the particular qualities needed of the mentee/preceptee, it is to be noted that a healthy relationship must identify the mentee/preceptee as an equally crucial participant (Rush et al., 2015). Jones-Berry (2017) expounds this concern and identifies attributes of the mentee to;

7 honest, observant, openminded, and ready to learn. Shin et al. overlook the characteristics of the mentee/preceptee because of their subordinate role in the relationship and their narrow scope of involvement (Shin et al., 2014). However, same as the preceptor/mentor, the mentee/preceptee need to encode particular qualities that will improve compatibility and enhance chemistry in interaction. Understanding the role of each player in the preceptorship program enhances the extent of involvement and besides maintains ethical issues in a professionally bound relationship (Ciocco, 2020). Role of pr preceptorship/mentoring eceptorship/mentoring Mentoring/preceptorship programs are an intermediary sect of activities recommended by the Nursing and Midwifery Board of Australia (NMBA), as Transition to Practice Program Curricula (TPPC) program (Rush et al., 2015). Mentoring and preceptorship prepare the graduate/novice or student nurse for an intense, demanding evidence-based professional role. The preceptee can provisionally sharpen their experience as well as intellectual faculties from experienced expertise. Horsburgh and Ross submit that preceptorship programs are treasures for graduate nurses and allied health faculty for moral growth and professional development (Horsburgh & Ross, 2013). Also, these programs offer guidance on the pros and cons in the profession and as a RN, provide emotional support, motivation, and acquittance with the profession. According to Giallonardo et al. (2010) the mentor helps the mentee in identifying and setting realistic goals, establishing the appropriate and professional relationship, survey the career, identifying necessary resources. As a result, effective mentoring/preceptorship programs will promote active learning, elevate the experience, improve competency, enhance job satisfaction, rejuvenate critical thinking and eloquence in communication and leadership strategies (Giallonardo et al., 2010). Comprehending the need for mentorship is essential, particularly for student nurses and graduands to smoothen the transition. Barriers in mentor-mentee/pre mentor-mentee/preceptor-preceptee ceptor-preceptee relationship Rush et al. 2015 states that barriers may compromise the stipulated goals, propagate differences, cultivate negativity, and inhibit understanding (Rush et al., 2015). Barriers can be escalated by lack of commonality in the relationship, poor coordination, deficient morality and personal behaviour, prejudices, unforeseen commitments and change in attitude. Unrealistic

8 goals, weak academic foundation of the mentee/preceptee may as well constrain effectiveness of the relationship (Jones-Berry, 2017). Conclusion Despite the successes of mentorship/preceptorship programs, the possibility of failure is non-negligible. Identifying exceptional qualities of the mentor and the mentee, collectively increase the chances of a healthy relationship that will promote active learning and job satisfaction. An effective relationship that will provide definite results must be practical, driven by altruism, build on shared understanding, and respect. Besides active learning and job satisfaction, the effective mentorship program is destined to invigorate the mentee with both physical and intellectual skills, enhance experience and competency and prepares the NGRNs for inevitable challenges in practice.

Ref References erences Ciocco, M. (2020). Fast Facts for the Nurse Preceptor: Keys to Providing a Successful

Preceptorship. Springer Publishing Company. https://doi.org/10.1891/9780826136121.0003

9 GIALLONARDO, L., WONG, C. and IWASIW, C., 2010. Authentic leadership of preceptors: predictor of new graduate nurses' work engagement and job satisfaction. Journal of

Nursing Management, 18(8), pp.993-1003. Hampton, K., Smeltzer, S., & Ross, J. (2020). Evaluating the transition from nursing student to practising nurse: An integrative review. Journal Of Professional Nursing 5(3), 12-21. https://doi.org/10.1016/j.profnurs.2020.08.002 Horsburgh, D. and Ross, J., 2013. Care and compassion: the experiences of newly qualified staff nurses. Journal of Clinical Nursing, 22(7-8), pp.1124-1132. Jones-Berry, S. (2017). Student drop-out rates put the profession at further risk. Nursing

Standard, 32 (2), 12-13. https://doi.org/10.7748/ns.32.2.12.s13 Quaile, A. (2018). More nurses leaving the profession than joining, figures show. Practice

Nursing, 29(1), 6-8. https://doi.org/10.12968/pnur.2018.29.1.6 Reyes, H., Hadley, L. and Davenport, D., 2013. A Comparative Analysis of Cultural Competence in Beginning and Graduating Nursing Students. ISRN Nursing, 2013, pp.1-5. Rush, K., Adamack, M., Gordon, J., Janke, R. and Ghement, I., 2015. Orientation and transition programme component predictors of new graduate workplace integration. Journal of

Nursing Management, 23(2), pp.143-155. Sheen, k., Shirk Marienau, M., Wildgust, B., Gerbasi, F. and Watkins, J., 2013. Assessment Of

Recent Graduates Preparedness For Entry Into Practice. AANA Journal. Shin, H., Sok, S., Hyun, K. and Kim, M., 2014. Competency and an active learning program in undergraduate nursing education. Journal of Advanced Nursing, 71(3), pp.591-598....