{"id":44420,"date":"2024-02-29T09:20:43","date_gmt":"2024-02-29T15:20:43","guid":{"rendered":"https:\/\/www.tmc.edu\/?p=44420"},"modified":"2024-02-29T10:38:52","modified_gmt":"2024-02-29T16:38:52","slug":"part-three-mitigation-strategies-for-nurse-turnover-through-dnp-ph-d-collaborative-partnerships","status":"publish","type":"post","link":"https:\/\/www.tmc.edu\/blog\/part-three-mitigation-strategies-for-nurse-turnover-through-dnp-ph-d-collaborative-partnerships\/","title":{"rendered":"Part Three: Mitigation Strategies for Nurse Turnover through DNP\/Ph.D. Collaborative Partnerships\u00a0"},"content":{"rendered":"

We should address nurse turnover mitigation strategies as we continue to share the impact and benefits of professional partnerships across academia and practice. Most documented reasons for nursing turnover include not feeling appreciated, long shifts, poor orientation leading to lack of competence, and negative workplace culture. Unfortunately, many novice nurses do not stay in their new role after 3-5 years of nursing. With that being said, the nursing shortage is likely to get worse. Without forward-thinking strategies to combat nursing turnover, the nursing shortage may become a global concern for optimal population health (Hallaran et al.,2023; Fleming, 2023).<\/p>\n

NAM Key Message One: “Nurses Should Practice to the Full Extent of Their Education and Training, and Nurses should achieve higher levels of education and training through an improved education system<\/em> that promotes seamless academic progression\u201d (NAM, 2021, p.23). <\/em>With ongoing partnerships, seamless academic progression can occur through peer mentoring programs and solid educational\/clinical pipeline partnerships. We can continue to build a robust foundation for nurses to practice to the full extent of their education and training in rural and urban settings (NAM, 2021). For example, encouraging academic and practice programs to partner DNP\/Ph.D. with new nurses in ambulatory care settings and acute care settings to support nurses to practice to the full extent of their education and training may impact professional growth and internal satisfaction on behalf of those involved (NAM, 2021).<\/p>\n

Academia continues to support community-based programs served by those obtaining higher-level degrees. However, to close this gap, ensuring that novice nurses are included in large-scale project-based programs may help ensure nurse retention. Have teams considered stacked academic mentorship after graduation to create a safe space or touch point for these at-risk populations? This could also inform gaps in academic training with the ongoing changes in the clinical environment. Have teams invited the tenured operational leaders in practice settings to share gaps that need addressing before transitioning to practice? In a recent study in Nurse Leader, <\/em>“key findings of a mentor program titled the ReSPeCT study indicated a benefit to a two-year internal program. When reviewing the data by cohort, NGN mentees who received mentorship for <2 years did not believe mentorship impacted their decision to remain in nursing, with the greatest benefit being between 1 and 2 years” (Gularte-Rinaldo et al., 2023). Would a follow-up with an academic mentor fill this gap? Would an extended mentorship assist in this transition? These are all resource constraints we face in both academia and practice.<\/p>\n

This post will briefly share peer feedback and experiential mitigation strategies for decreasing nurse turnover through building ongoing partnerships across academia to support nurses to practice to the full extent of their education.<\/p>\n

Mitigation Strategies\u00a0<\/strong><\/p>\n

1) Foster leadership acumen<\/p>\n