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The growing and aging population has created an increased demand for health care, resulting in a need for hundreds of thousands more nurses across the United States. As a result, additional nurse faculty are needed to teach the next generation of nurses. However, nurses who enter the faculty role in academia often come from various professional backgrounds with different educational preparation that may not equate to success with the tripartite faculty role of teaching, scholarship, and service. As a way to retain and develop novice faculty, mentoring relationships and programs are promoted as an intervention for career and psychosocial development within academia. Mentoring is an interpersonal process built on mutual trust and friendship to create a professional and personal bond. Mentoring relationships can help develop selfconfidence, productivity, and career satisfaction among nurse faculty members. Effective mentoring relationships can ease the transition into academia and provide a vital foundation for productive academic careers. However, the interpersonal process that is the hallmark of mentoring can differ between a mentor and protégé, leading to vast differences in quality and effectiveness. Although mentoring is widely recommended, little is known about the process of mentoring relationships in academia or how novice nurse faculty utilize mentoring to transition into academia. The purpose of this qualitative grounded theory study is to uncover a theoretical framework that describes how mentoring relationships, as experienced by novice nurse faculty, unfold. Charmaz's method of grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from nursing programs across the United States. The grounded theory theoretical framework, Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty within academia. The theoretical framework contains five main phases as described by novice nurse faculty being assigned a formal mentor, not having mentoring needs met, seeking an informal mentor, connecting with mentor, and doing the work of mentoring. Participants created mentorship pathways through both formal and informal mentoring relationships to navigate academia by acquiring knowledge, meeting expectations, and functioning in the role as a faculty member.
The purpose of this study was to explore the formal mentoring experiences of junior nursing faculty. The nursing faculty were located in associate degree nursing programs in community colleges in the Southeast. Three broad research questions were developed to guide the study: (1) What are the lived experiences of junior faculty with formal mentoring? (2) What is the nature of the interactions that take place between mentor and mentee? (3) What meanings do the mentees assign to these interactions? A qualitative research design was used to conduct the study. The participants offered a depiction of the lived experience of the formal mentoring experiences of junior nursing faculty. The results of the data analyses indicated the nurse educators encountered struggles as they acclimated into the nurse educator role. The formal mentoring that was provided for the mentees fostered within them a sense of belonging that resulted in job satisfaction and a desire to remain in nursing education. The mentees trusted that their mentors provided the best mentoring and learning experiences for them as the mentors sat in the classroom and observed them, provided guidance with instructional development, and assisted with test construction. All of these mentor actions helped the new faculty members grow as educators. Understanding the mentoring experiences of novice nurse educators is important to nursing education. Nursing faculty members leave education for a myriad of reasons including salary, stress, unclear role expectations, and job satisfaction. Job satisfaction greatly influences a faculty member's decision to remain in nursing education. The retention of qualified nurse educators is crucial to overcoming the nursing faculty shortage, and a means to address this problem is the mentoring of new educators. The study findings affirmed the positive nature of formal mentoring when examining the experiences of junior nurse educators.
According to the 2012 Bureau of Labor Statistics' Registered Nursing Workforce Projection, the shortage of registered nurses in the United States is predicted to reach 1.2 million nurses needed by the year 2020. In 2013, almost 80,000 qualified registered nurse applicants had been turned away from U.S. baccalaureate and graduate nursing programs. Nearly two-thirds of nursing schools identified faculty shortages as a major reason for not accepting qualified applicants into their programs (AACN, 2013). Mentorship has been cited as a best practice to successfully develop new nursing faculty that will improve recruitment, retention, and foster future nurse mentors (Dunham-Taylor, Lynn, Moore, McDaniel, Walker, 2008). Purpose: This qualitative pilot study will explore the meaning of positive mentoring experiences and characteristics of a positive mentor for novice nursing faculty that teach in baccalaureate nursing programs. There is a significant gap in the literature, with limited studies, found in both qualitative and quantitative research exploring the mentoring experiences and/or characteristics of a positive mentor specific for novice nursing faculty that teach in baccalaureate nursing programs (Anderson 2009, Anibas, Hanson-Brenner, Zorn, 2009, Cho, Ramanan, Feldman, 2011). This study aims to gain deeper understanding of positive mentoring experiences and characteristics of a positive mentor. Research Question 1: What are positive mentoring experiences for novice nursing faculty within the first two years of teaching in baccalaureate nursing programs? Research Question 2: What are characteristics in a positive mentor for novice nursing faculty within the first two years of teaching in baccalaureate nursing programs?
This interview study examined perceptions of tenure track nursing faculty currently involved, or previously involved, as mentees in nursing departments in order to gather their reports about characteristics of their mentoring relationships, as well as the benefits and shortcomings of the mentoring they experienced. This occurred within seven baccalaureate schools of nursing in a single east coast state. The major conclusions were: 1. Mentors promote interpersonal bonding by serving as guides and resources for their mentees, which results in mentees freely dialoguing with department members. 2. Creating an environment of social support for new faculty mentees involves clearly defining expectations, inviting members to participate with mentors and other university leaders at meetings both at the university, as well as the surrounding communities. It is also important for the department of nursing to ensure that mentors are fully available to provide mentees with opportunities to listen, give advice, and provide feedback. 3. Mentors need to expose their mentees to opportunities for active participation in research, applying for grants, networking, and discussions about internal review board processes, as well as demands placed on nurse educators, as opposed to nurse clinicians. Discussion of all these topics should be incorporated into the department faculty and school of nursing meetings, which mentees should attend. 4. Departmental and school history needs to be communicated to new nursing faculty formally, rather than allowing such information to be only transmitted informally. 5. Mentors must be accessible to mentees when they first start their jobs. How responsive they are and how much time is devoted to the new mentoring relationship is very important, as is responding to mentees needs in a positive fashion by devoting time for one-to-one meetings weekly or every other week. These one-to-one interactions help to facilitate bonding between mentor and mentee.
Although there are over three million registered nurses in the United States, the national nursing shortage has reached epic proportions, with a vacancy rate of 9.9%. One of the contributing factors to the nursing shortage is the lack of qualified nursing faculty. While formal mentoring programs have been identified as best practice in supporting the expert nurse clinician in their transition into the novice nurse faculty role, these programs are not consistently implemented in schools of nursing. In this phenomenological study, the perceptions of nursing leaders regarding barriers to the implementation of formal mentoring programs were analyzed. Using a semistructured interview, six nursing school leaders were interviewed focusing on their perceptions of formal mentoring programs for novice nursing faculty. Findings of this study showed that nursing school leaders believe that mentoring programs are effective in supporting the novice nurse faculty in their role transition. Nursing leaders did, however, identify the barriers of human capacity, incentivization, and budgetary constraints to the implementation of formal mentoring programs. These barriers often outweighed the positive effects of formal mentoring programs. Nursing schools can enter academic partnerships with hospitals or secure grant funding to help support the implementation of formal mentoring programs. Additionally, working with novice mentors on how to teach someone to teach will be invaluable to the mentor dyad. Keywords: nurse, novice nurse academic, nurse educator, mentoring, orientation, transition, retention
The nursing faculty shortage and its contributing factors have been well documented in the literature. Contributory factors include lack of graduate prepared faculty, difficulty recruiting and retaining faculty, and a decrease in job satisfaction within the faculty role. The use of mentoring programs has the potential to impact the nursing faculty shortage by increasing job satisfaction while providing novice faculty with additional support during the transition from clinical nurse to nursing faculty. The purpose of the study was to examine the relationship between the importance of and satisfaction with characteristics of mentoring in full time nursing faculty teaching in baccalaureate degree programs or higher. This study aimed to determine the degree to which nursing faculty perceive the importance of characteristics of the mentor and mentoring relationship, as well as the level of satisfaction with the mentor and mentoring relationship. Benner's theory of novice to expert was used as the theoretical framework for this cross-sectional study. Full-time nursing faculty in a Midwestern state were surveyed using convenience sampling. The survey instrument consisted of demographic data, modified Perceptions of Mentoring Relationships Survey, and satisfaction with mentoring. The results were analyzed using descriptive statistics with measures of central tendency, independent t-test, and standard deviation. The results did not demonstrate a statistically significant relationship among survey items; however, mentoring characteristics that proved to be both of high importance and high satisfaction were identified. Deeper insight into the characteristics of mentoring that are of importance and produce satisfaction is essential into the development of formal mentoring programs to make positive, lasting impacts on the nursing faculty shortage.
In baccalaureate nursing programs in which context based learning (CBL) is used as a teaching-learning modality, it has been observed that there is a shortage of experienced faculty both in the classrooms and in the clinical settings. This shortage has led to an increasing number of clinicians, frequently with no formal teaching preparation and with little or no teaching experience being hired into the position of faculty lecturer or sessional faculty. Such hiring practices have led to concerns about the mentoring process of these faculty members and their transition to the academic setting. Role transitioning from that of experienced clinician to novice educator is often filled with trepidation and uncertainty. Effective mentoring is pivotal to successful role transitioning of novice faculty. To date, there is an absence of research regarding this mentoring process. The purpose of this grounded theory study was to examine the process involved in mentoring novice nursing faculty in a large university in Western Canada. Data collection occurred via semi-structured interviews. In keeping with grounded theory, constant comparative analysis and theoretical sampling were used. Working Together emerged as a dynamic and interactive process that occurred during an effective mentor-mentee relationship. Fundamental to this process of Working Together which ultimately fostered successful role transitioning for the mentee were four inter-related ambient conditions that included: a) sharing; b) communicating; c) role modeling, and d) supporting. Findings from this study could serve to augment our understanding of the mentoring process and in turn contribute to the promotion of an academic milieu that is nurturing, encouraging, and supportive for novice faculty.