Career Concerns
Impact of a Multi-site Nurse Peer Mentorship Program on Job Satisfaction and Intent to Stay in the Acute Care Setting View Digital Media
Paper Presentation in a Themed Session Melia Formento
Registered nurse (RN) retention is a significant workforce issue in the health community that heavily affects the healthcare system, individuals' well-being, and patient quality of care. Preceptorship programs were developed at two different medical centers one in California and the other in Arizona offering novice nurses the opportunity to be paired with a senior nurse with the intention of increased staff retention and job satisfaction. The projects integrated the theoretical framework of Patricia Benner on novice to expert practice and Hildegard Peplau's Theory of Interpersonal Relations. Surveys were conducted on job satisfaction and intent to stay before and after the programs. Mentors and Mentees were paired together for a 12-16 week period of time. Mentors and Mentees connected on a weekly basis to support Mentee role transition. There were 39 total participants, eighteen mentors, and twenty-one mentees. Results were analyzed by comparing pre- and post-survey Means (M). There was significant improvement between the pre-program job satisfaction and intent to stay scores compared to the post-program scores, with every mean score increasing. The results demonstrate a substantial increase in job satisfaction and intention to stay in both acute care settings. Despite a distinctly different approach in the methodology of the projects, both supported positive social change through increasing job satisfaction and intention to stay. The implication is that mentorship has to the potential to reduce transitional shock for new hire nurses in an acute care setting.
Featured Student-centered Learning (SCL) in Georgia and Its Effect on Career Success
Paper Presentation in a Themed Session Natia Gegelashvili
After joining the Bologna Process in 2005, one of the main challenges for Georgian higher education was integrating student-centered learning (SCL). Although there is no single definition, SCL broadly aims to create a learning environment tailored to students’ well-being, interests, and abilities. According to the Leuven/Louvain-la-Neuve Communiqué, SCL helps students develop skills needed for a dynamic labor market. This study develops a conceptual framework based on a narrative literature review and qualitative research involving academic staff. The findings suggest that SCL is closely linked to student and academic staff well-being. When genuinely implemented, it enhances students’ motivation, emotional well-being, and sense of autonomy—factors that are essential for long-term career success. The study highlights the need to view student-centered learning not only as a teaching strategy but also as a foundation for student well-being and future professional development.
