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  MOTIVATING AND DEVELOPING STAFF 235 Horizontal promotion rewards the excellent clinical nurse without promoting the nurse to management. A clinical ladder, based on Benner’s (2000) novice-to-expert concepts, includes: 1. Clinical apprentice—new nurse or nurse new to the area 2. Clinical colleague—a full partner in care 3. Clinical mentee—demonstrates preceptor ability 4. Clinical leader—demonstrates leadership […]

MANAGING RESOURCES:of the mentor’s instruction, support, and encouragement. of the mentor’s instruction, support, and encouragement. The mentor thus buffers the mentee from criticism. A breakup stage may occur from six months to two years after a significant change in the relationship, usually resulting from the mentee taking a job in another department or organiza- tion

Mentoring Mentoring is another strategy to improve retention. Mentors take a greater role than preceptors in developing staff. Precepting usually is associated with orientation of staff, whereas mentoring occurs over a much longer period and involves a bigger investment of personal energy. Mentor- ing is suggested as a strategy to retain new graduates (Butler &

The efficiency of the unit may be reduced when on-the-job instruction occurs. 10. The learner must be closely supervised to prevent him or her from making any major mistakes and carrying out procedures incorrectly. Preceptors One method of orientation is the preceptor model, which can be used to assist new employees and to reward experienced

MOTIVATING AND DEVELOPING STAFF 233 8. Employees serving as teachers should understand that their new assignment is by no means a chance to get away from their own jobs but that they must build instructional time into their workload. Place Your Order Here!

On-the-job instruction has several positive features, one of which is its cost-effectiveness. New nurses learn effectively at the same time they are providing care. Moreover, this method re- duces the need for outside instructional facilities and reliance on professional educators. Trans- fer of learning is not an issue because the learning occurs on the actual

Trina Prescott, RN, joined the pediatric oncology unit of a large university teaching hospital. Her nurse manager, Lily Yuen, scheduled a lunch with Trina 30 days after she started. Lily had a relaxed conversation with Trina about the first 30 days of her employ- ment. Trina expressed how much she enjoyed her new job, but

232 PART 3 • MANAGING RESOURCES New employees often have unrealistically high expectations about the amount of challenge and responsibility they will find in their first job. If they are assigned fairly undemanding, entry- level tasks, they feel discouraged and disillusioned. The result is job dissatisfaction, turnover, and low productivity. 232 PART 3 • MANAGING

What directs behavior toward the accomplishment of some objective Unlike expectancy theory and equity theory, goal-setting theory suggests that it is not the rewards or outcomes of task performance per se that cause a person to expend effort, but rather the goal itself (Locke, 1968). Timothy was new to a home care hospice program. An

What mobilizes or energizes human behavior Expectancy theory also considers multiple outcomes. Consider the possibility of a promo- tion to nurse manager. Even though a staff nurse believes such a promotion is positive and is a CHAPTER 17 • MOTIVATING AND DEVELOPING STAFF 231 desirable reward for competent performance in patient care, the nurse also