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In the U.S., there is a growing nursing shortage that threatens to cripple the health care system as the need for nursing services, particularly in acute care, continues to outweigh the number of nurses available (Buerhaus, Staiger & Auerbach, 2000). Much attention has been paid to recruitment and retention of hospital staff nurses, who represent the majority of the nursing workforce. Mentoring has been widely suggested as one strategy to promote retention of hospital staff nurses (Allen, 2002a; Allen, 2002b; Fawcett, 2002; Hom, 2003, Oermann & Garvin, 2002; Pinkerton, 2003). Research has demonstrated the relationships between mentoring and both competency and retention among novice staff nurses. Nursing research examining interventions and benefits related to mentoring among nurses beyond the first year in practice is limited (Caine, 1998; Fagan & Fagan, 1983; Thomka, 2004). This research study explored mentoring benefits among pediatric staff nurse proteges through application of a business mentoring model, the Mutual Benefits Model (Zey, 1991), to nursing. This descriptive correlational study used a research booklet containing three questionnaires, demographic questionnaire, Caine Quality of Mentoring Tool (CQM) developed by Caine (1989), and the Jakubik Mentoring Benefits Questionnaire (Jakubik MBQ) developed by this researcher to collect data from 214 pediatric nurses who had experiences as staff nurse proteges in mentoring relationships. The hypothesis that the linear combination of quantity, quality and type of mentoring relationship would predict mentoring benefits better than any one factor alone was rejected. The hypothesis was tested by stepwise multiple regression analysis which revealed an overall R = .55 with quality of mentoring as the only predictor variable which entered the MR equation (p
Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
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.