Submitted to the School of Nursing and HealthProfessions of Colorado Christian University Lakewood, Colorado in partialfulfillment of the requirements for the degree of DOCTOR OF NURSING PRACTICE Abstract: Newly graduated nurses are expected to deliver high-quality, safe care but often need more opportunities to increase confidence and competence to achieve this goal. At a large hospital in south-central Texas, medication errors and turnover among new nurses increased significantly in 2022, where 50% of new nurses' exit interviews revealed that lack of support, especially after a medication error, was a reason for turnover. This evidence-based project (EBP) project examined the collaborative relationship between new nurse graduates (NGN) and mentoring by nursing leadership. The purpose of this mentorship program was to support NGNs in their transition to practice with a mentorship program by nurse leaders. This quality improvement project connected nursing leadership with the new nurses, allowing them to develop their knowledge, skills, and confidence. A secondary outcome was to impact the frequency of medication errors, a root cause of turnover indicated by NGN exit interviews. Given the focus on new nurses' practice, Benner's novice to expert theory was adopted for this project. Guided by the IOWA model, the project utilized a comparative quality improvement design to measure the effectiveness of the mentorship program on job satisfaction and intention to stay among new nurses and, secondarily, to reduce the frequency of medication errors. A paired t-test performed on the Intent to Stay/Leave Survey scores from 15 NGNs was not statistically significant [t (14) = -0.431, p = 0.33] and showed the mean preimplementation intent-to-stay score was 4.7 (SD = 0.45), while the mean post score for was 4.8 (SD = 0.77). Clinical significance was demonstrated by the higher scores, both pre and post-implementation, indicating that the NGNs were likely to stay or remain within the organization. Pearson's chi-square test compared the frequencies of medication errors per 61 patient days, and a statistically significant difference was measured between the pre (n = 9, .15) and post frequencies (n = 0, .00) [χ² (1) = 9.72, p = .002]. Clinical significance was demonstrated by zero medication errors being reported after implementation compared to nine before implementation of the mentorship program. Keywords: Benner's novice to expert theory, medication errors, mentorship program, new nurse graduates, intent to stay, IOWA model.