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Celebrating the art of mentoring by sharing the gift of knowledge
President’s Message
DECEMBER 2004, VOL 80, NO 6
PR ESI DENT‘S
M ESSAGE
Celebrating the art of mentoring by sharing the gift of knowledge
M
entoring is about the circle of life and the passing on of knowledge. It is as old as humankind. For millennia, generations have passed on knowcdge to succeeding generations. There is no greater gift than sharing your skills or knowledge to help another person succeed. Mentoring is not a one-way street, however. It is not always a senior generation teaching a newer generation; it really is each generation teaching members of other generations. Having multiple generations in the workforce may complicate the mentoring process, but it also provides a wonderful opportunity for us to learn from several perspectives at once. During this holiday season, it is important to pause and celebrate one of our greatest abilities-the ability to share the gift of knowledge.
STOPPINGTHE Loss OF KNOWLEDGE Statistics indicate that during the next decade, thousands of perioperative nurses will leave the profession. They have done their duty, and they are looking forward to a well-deserved retirement. These colleagues possess such a wealth of knowledge that it would be a shame to lose it; however, this potential for loss is on our horizon. Additionally, we have thousands of nurses in leadership roles who are blessed with clinical and administrative knowledge. They know the ins and out of staffing, budgeting, capital equipment prioritizing, employee assistance and development, and schedule coordination. The next generation of nurses and nurse leaders is entering a world of tight budgets, looming staff shortages, an aging population, and a sometimes fanatical drive for efficiency by hospital administrators. I hear from both groups, however, that the other is not
WilliamJ.
m,
RN
interested in learning. As Mr Miyagi said in the movie The Karate Kid, “there are no bad students, only bad teachers.” I believe that the only way to teach is also to learn. To do that, we have to be open to hearing the wisdom of our mentors; however, mentors also have to listen to the needs of their students and shape their style of teaching to help students learn.
EMBRACINGDIVERSITY It is time for all generations to realize that we Each generation are all teachers, and we have the choice before us can learn of being good teachers or bad teachers. To be good something from teachers, we have to be open to lifelong learning. others, and This requires that we accept the diversity having multiple around us and try to find value in colleagues who generations in may not see things the same way we do. If we the workforce can open our minds to the concept of value in provides an everyone, we can become opportunity to great teachers. I see diversity in the learn from members you elected to your Board of Directors. several Each member of the Board brings his or her perspectives own experiences to the boardroom, and in at once. essence, they all represent a segment of our profession. To be the best Board we can be, we have worked hard to make sure everyone feels comfortable sharing and hearing different perspectives. This philosophy has allowed the Board to address practice issues and create a member access proposal, the national time out initiative, several AORN JOURNAL
1021
DECEMBER 2004, VOL 80, NO 6
new specialty assemblies, and a new perioperative association in Panama in only a few months. Conversely, I recently sat in on a meeting of a group that did not have open participation from its members and did not place equal value on opinions. I saw this group struggle as members talked of pulling out. One group built a coalition; the other built an empty shell and accomplished little. Good teachers see the difference and are confident that their ideas will be valued. They are not threatened by different ideas, which allows them to learn as they teach. If being a good teacher means you also have to be a good student, it is safe to say that all generations have much to offer the others. Senior groups can pass along knowledge they have gained after years of practice that could help newer generations gain mastery of the perioperative environment. Newer groups can help senior groups realize their value as their time on center stage moves toward completion, so that when they leave, they feel they have left a piece of themselves behind. Both groups can nurse each other in the art of passage.
WORKN I G TOGETHER The key to being a good teacher is to deliver your message in a way that can be heard. No one truly wants the answer given to him or her. People want to grow by
1022
AORN JOURNAL
The key to being a good teacher is to deliver your message in a way that can be heard. No one wants to be told the answer. Individuals want to shape the information provided to fit their own style and methodology.
told you so"; instead it is a time for "what do you think went wrong?" and "how can we learn from it?" Sometimes a mentee has to make a mistake before he or she learns, and sometimes he or she will not learn and will fail in an endeavor. In those situations, we should focus on the human being and help him or her deal with the disappointment. Mistakes will happen; we all have experienced them in our lives. We know the feeling of pain that comes with mislooking at the information provided and then shaping it takes, and no one needs the added pain of listening to a to fit their own style and Monday morning quartermethodology. back. Instead, they need a As the world around us continues to evolve, all gener- coach. You can help them by saying, "Don't worry. I made ations must try to find ways a similar mistake, and it will to master the ever-changing climate of health care. They be okay if you learn from it need advice, insight, and sup- and do not repeat it." These port, not answers or rules individuals need someone to that say there is only one way help them stay focused on the learning involved and not the to do something. Messages error itself. This is important that say, "this worked for me to all of us. the last time" or "would you As a mentor, do not fret like to see something a mentor taught me?" are examples that you failed your mentee, of messages that allow recipi- remember that mentees are ents to stay open to hearing a individuals who sometimes have to learn a lesson the new idea. hard way. If a mentee does LEARNINGFROMOUR MISTAKES not take your advice and then fails, try to reach out and help Another key element of him or her cope by being a mentoring is helping each caring colleague. A time will generation deal with success come when the lessons you and failure. A big part of taught will be realized. teaching is learning to deal Likewise, members of with situations that do not turn out the way we like. The newer generations can help their mentors deal with failure. sign of a good mentor-like a Sometimes a mentor may not good parent-is to help the mentee deal with disappoint- be able to provide the exact guidance or development a ment. This is not a time for "I
mentee requires. Receiving well-intended advice that does not help the situation should not cause a mentee to abandon a mentor. Mentors are human too; they may make mistakes, and mentees can help them with the same support the mentee would like to receive when he or she errs. Mentoring truly is a two-way street where each side can learn from the other.
BEING A GOODMENTOR I guess the important question is, "are you the mentor you should or could be?" That is a tough question to answer. Individuals do not really know the answer until they pause and look inside themselves. We all hope we are good mentors, but take a few moments to assess that part of your life. Colleagues, I encourage each of you-young or old, experienced or novice-to take a nurse under your wing and pass the gift of perioperative nursing to him or her. Do
not lecture. Teach. Do not sit back and let someone fail. Give advice, and then step aside to let him or her practice. Do not scold or ridicule if an individual makes a mistake. Be honest and let him or her know you made the same mistake. In short, be a hero. I have so many examples of heroes in my life that I cannot possibly name them all. One of my heroes is Kathleen B. Gaberson, RN, PhD, CNOR. Dr Gaberson is a professor and chair of the department of nursing education at a college in West Virginia. Though long removed from the clinical role, Dr Gaberson mentors perioperative nurses. Each year she brings a nursing student to Congress. She does not seek or want recognition. She does it because it is the right thing to do. I also want to acknowledge some of my other heroes, my colleagues at Evanston Northwestern Healthcare, Evanston, Ill, who allow me to mentor
them. Each day, they teach me something new about being a good leader, mentor, and nurse. We have our difficulties, but I would not trade the experience for the world. It is a pleasure to serve with you.
KEEPING AN EYE ON THE FUTURE Look around. Do you see a great mentor in your OR? Can you help h m or her, or can you become a mentor? Yes, you can! It is a simple choice. I know times are difficult and the world moves very fast as you balance your family life, your personal interests, and your need to grow in your profession. I understand how hard it is, but even sharing a fraction of your knowledge is a gift of value. Each of us has the opportunity to be a mentor. Celebrate that gift, and happy holidays to all. *: WILLIAM J. DUFFY RN, BSN, MJ, CNOR PRESIDENT
Partnership for Reducing Surgical Complications Formed he Surgical Care Improvement Project (SCIP), a national quality partnership, has been formed t o prevent postoperative complications i n the United States, according t o an Oct 6, 2004, announcement from the Oklahoma Foundation for Medical Quality. The partnership has set a goal of reducing surgical complications by 25% nationally by the year 2010 i n four target areas: surgical site infections and cardiac, respiratory, and venous thromboembolic complications. AORN i s an active partner i n the development of SCIP. A national SCIP steering committee has been working since 2003 t o develop a quality improvement framework t o improve patient safety and the quality of care for surgical services nationwide. I n preparation for an official launch i n summer 2005, several developmental activities are currently underway, including completion of a three-state demonstration pilot; the formation of four technical expert panels to provide specialized guidance for improving each of the four target areas: and development of informa-
T
tion, materials, and evidence-based strategies t o help hospitals and their staff members participate. I n addition t o AORN, the SCIP steering committee consists of nine public and private organizations, including the 0 Agency for Healthcare Research and Quality, 0 American College of Surgeons, 0 American Hospital Association, 0 American Society o f Anesthesiologists, 0 Centers for Medicare and Medicaid Services, 0 Centers for Disease Control and Prevention, 0 Department o f Veterans Affairs, 0 Institute for Healthcare Improvement, and 0 Joint Commission on Accreditation of Healthcare Organizations. For more information, visit t h e SCIP Partnership web site a t http://www. MedQIC.org/scip. National SCIP Partnership Developing t o Reduce Surgical Complications (announcement, Oklahoma City, OK: Oklahoma Foundation for Medical Quality, Oct 6, 2004). AORN JOURNAL
1023
DECEMBER 2004, VOL 80, NO 6
PR ESI DENT‘S
M ESSAGE
Celebrating the art of mentoring by sharing the gift of knowledge
M
entoring is about the circle of life and the passing on of knowledge. It is as old as humankind. For millennia, generations have passed on knowcdge to succeeding generations. There is no greater gift than sharing your skills or knowledge to help another person succeed. Mentoring is not a one-way street, however. It is not always a senior generation teaching a newer generation; it really is each generation teaching members of other generations. Having multiple generations in the workforce may complicate the mentoring process, but it also provides a wonderful opportunity for us to learn from several perspectives at once. During this holiday season, it is important to pause and celebrate one of our greatest abilities-the ability to share the gift of knowledge.
STOPPINGTHE Loss OF KNOWLEDGE Statistics indicate that during the next decade, thousands of perioperative nurses will leave the profession. They have done their duty, and they are looking forward to a well-deserved retirement. These colleagues possess such a wealth of knowledge that it would be a shame to lose it; however, this potential for loss is on our horizon. Additionally, we have thousands of nurses in leadership roles who are blessed with clinical and administrative knowledge. They know the ins and out of staffing, budgeting, capital equipment prioritizing, employee assistance and development, and schedule coordination. The next generation of nurses and nurse leaders is entering a world of tight budgets, looming staff shortages, an aging population, and a sometimes fanatical drive for efficiency by hospital administrators. I hear from both groups, however, that the other is not
WilliamJ.
m,
RN
interested in learning. As Mr Miyagi said in the movie The Karate Kid, “there are no bad students, only bad teachers.” I believe that the only way to teach is also to learn. To do that, we have to be open to hearing the wisdom of our mentors; however, mentors also have to listen to the needs of their students and shape their style of teaching to help students learn.
EMBRACINGDIVERSITY It is time for all generations to realize that we Each generation are all teachers, and we have the choice before us can learn of being good teachers or bad teachers. To be good something from teachers, we have to be open to lifelong learning. others, and This requires that we accept the diversity having multiple around us and try to find value in colleagues who generations in may not see things the same way we do. If we the workforce can open our minds to the concept of value in provides an everyone, we can become opportunity to great teachers. I see diversity in the learn from members you elected to your Board of Directors. several Each member of the Board brings his or her perspectives own experiences to the boardroom, and in at once. essence, they all represent a segment of our profession. To be the best Board we can be, we have worked hard to make sure everyone feels comfortable sharing and hearing different perspectives. This philosophy has allowed the Board to address practice issues and create a member access proposal, the national time out initiative, several AORN JOURNAL
1021
DECEMBER 2004, VOL 80, NO 6
new specialty assemblies, and a new perioperative association in Panama in only a few months. Conversely, I recently sat in on a meeting of a group that did not have open participation from its members and did not place equal value on opinions. I saw this group struggle as members talked of pulling out. One group built a coalition; the other built an empty shell and accomplished little. Good teachers see the difference and are confident that their ideas will be valued. They are not threatened by different ideas, which allows them to learn as they teach. If being a good teacher means you also have to be a good student, it is safe to say that all generations have much to offer the others. Senior groups can pass along knowledge they have gained after years of practice that could help newer generations gain mastery of the perioperative environment. Newer groups can help senior groups realize their value as their time on center stage moves toward completion, so that when they leave, they feel they have left a piece of themselves behind. Both groups can nurse each other in the art of passage.
WORKN I G TOGETHER The key to being a good teacher is to deliver your message in a way that can be heard. No one truly wants the answer given to him or her. People want to grow by
1022
AORN JOURNAL
The key to being a good teacher is to deliver your message in a way that can be heard. No one wants to be told the answer. Individuals want to shape the information provided to fit their own style and methodology.
told you so"; instead it is a time for "what do you think went wrong?" and "how can we learn from it?" Sometimes a mentee has to make a mistake before he or she learns, and sometimes he or she will not learn and will fail in an endeavor. In those situations, we should focus on the human being and help him or her deal with the disappointment. Mistakes will happen; we all have experienced them in our lives. We know the feeling of pain that comes with mislooking at the information provided and then shaping it takes, and no one needs the added pain of listening to a to fit their own style and Monday morning quartermethodology. back. Instead, they need a As the world around us continues to evolve, all gener- coach. You can help them by saying, "Don't worry. I made ations must try to find ways a similar mistake, and it will to master the ever-changing climate of health care. They be okay if you learn from it need advice, insight, and sup- and do not repeat it." These port, not answers or rules individuals need someone to that say there is only one way help them stay focused on the learning involved and not the to do something. Messages error itself. This is important that say, "this worked for me to all of us. the last time" or "would you As a mentor, do not fret like to see something a mentor taught me?" are examples that you failed your mentee, of messages that allow recipi- remember that mentees are ents to stay open to hearing a individuals who sometimes have to learn a lesson the new idea. hard way. If a mentee does LEARNINGFROMOUR MISTAKES not take your advice and then fails, try to reach out and help Another key element of him or her cope by being a mentoring is helping each caring colleague. A time will generation deal with success come when the lessons you and failure. A big part of taught will be realized. teaching is learning to deal Likewise, members of with situations that do not turn out the way we like. The newer generations can help their mentors deal with failure. sign of a good mentor-like a Sometimes a mentor may not good parent-is to help the mentee deal with disappoint- be able to provide the exact guidance or development a ment. This is not a time for "I
mentee requires. Receiving well-intended advice that does not help the situation should not cause a mentee to abandon a mentor. Mentors are human too; they may make mistakes, and mentees can help them with the same support the mentee would like to receive when he or she errs. Mentoring truly is a two-way street where each side can learn from the other.
BEING A GOODMENTOR I guess the important question is, "are you the mentor you should or could be?" That is a tough question to answer. Individuals do not really know the answer until they pause and look inside themselves. We all hope we are good mentors, but take a few moments to assess that part of your life. Colleagues, I encourage each of you-young or old, experienced or novice-to take a nurse under your wing and pass the gift of perioperative nursing to him or her. Do
not lecture. Teach. Do not sit back and let someone fail. Give advice, and then step aside to let him or her practice. Do not scold or ridicule if an individual makes a mistake. Be honest and let him or her know you made the same mistake. In short, be a hero. I have so many examples of heroes in my life that I cannot possibly name them all. One of my heroes is Kathleen B. Gaberson, RN, PhD, CNOR. Dr Gaberson is a professor and chair of the department of nursing education at a college in West Virginia. Though long removed from the clinical role, Dr Gaberson mentors perioperative nurses. Each year she brings a nursing student to Congress. She does not seek or want recognition. She does it because it is the right thing to do. I also want to acknowledge some of my other heroes, my colleagues at Evanston Northwestern Healthcare, Evanston, Ill, who allow me to mentor
them. Each day, they teach me something new about being a good leader, mentor, and nurse. We have our difficulties, but I would not trade the experience for the world. It is a pleasure to serve with you.
KEEPING AN EYE ON THE FUTURE Look around. Do you see a great mentor in your OR? Can you help h m or her, or can you become a mentor? Yes, you can! It is a simple choice. I know times are difficult and the world moves very fast as you balance your family life, your personal interests, and your need to grow in your profession. I understand how hard it is, but even sharing a fraction of your knowledge is a gift of value. Each of us has the opportunity to be a mentor. Celebrate that gift, and happy holidays to all. *: WILLIAM J. DUFFY RN, BSN, MJ, CNOR PRESIDENT
Partnership for Reducing Surgical Complications Formed he Surgical Care Improvement Project (SCIP), a national quality partnership, has been formed t o prevent postoperative complications i n the United States, according t o an Oct 6, 2004, announcement from the Oklahoma Foundation for Medical Quality. The partnership has set a goal of reducing surgical complications by 25% nationally by the year 2010 i n four target areas: surgical site infections and cardiac, respiratory, and venous thromboembolic complications. AORN i s an active partner i n the development of SCIP. A national SCIP steering committee has been working since 2003 t o develop a quality improvement framework t o improve patient safety and the quality of care for surgical services nationwide. I n preparation for an official launch i n summer 2005, several developmental activities are currently underway, including completion of a three-state demonstration pilot; the formation of four technical expert panels to provide specialized guidance for improving each of the four target areas: and development of informa-
T
tion, materials, and evidence-based strategies t o help hospitals and their staff members participate. I n addition t o AORN, the SCIP steering committee consists of nine public and private organizations, including the 0 Agency for Healthcare Research and Quality, 0 American College of Surgeons, 0 American Hospital Association, 0 American Society o f Anesthesiologists, 0 Centers for Medicare and Medicaid Services, 0 Centers for Disease Control and Prevention, 0 Department o f Veterans Affairs, 0 Institute for Healthcare Improvement, and 0 Joint Commission on Accreditation of Healthcare Organizations. For more information, visit t h e SCIP Partnership web site a t http://www. MedQIC.org/scip. National SCIP Partnership Developing t o Reduce Surgical Complications (announcement, Oklahoma City, OK: Oklahoma Foundation for Medical Quality, Oct 6, 2004). AORN JOURNAL
1023