MENTORING RELATIONSHIPS OF MEN INTO ACADEMIC ROLE IN NURSING PROGRAMS.
Contributors: University of Alabama at Birmingham.
Published: 1994
Number of pages: 134
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Education, Higher.
Description: The purpose of this study was to determine the mentoring relationships of men in the academic role in nursing education programs. The study population consisted of 114 men teaching in nursing education programs, 76 who were mentored and 38 who were not. The study population completed a self-report instrument that gathered data on mentorship experiences and scholarly productivity. Using a framework of socialization and mentoring relationships, 12 hypotheses were tested, with the first 3 comparing mentored and nonmentored subjects in areas of scholarly productivity, doctoral degrees, and academic rank. Hypotheses 4 through 12 focused on the characteristics of mentoring relationships and significance or relation to scholarly productivity.

Descriptive statistics were used to describe demographic data for both groups. Chi-square analyses on differences between mentored and nonmentored groups on the categorical demographic variables were performed. Due to the number of variables assessed, simple and multiple regression analyses were applied to test each hypothesis in which scholarly productivity was the dependent measure.

There was no significant difference between groups, with each displaying important scholarly activities. Both groups were similar in demographic data in regard to age, academic degree, race, and type of institution of employment. Mentorships that enhanced scholarly productivity among male nursing faculty tended to occur when proteges sensed an intense relationship, friendship, and philosophical similarity with their mentors.

The study found that mentorships of men for academic role did occur. There were similarities in the mentoring experiences described by participants and the experiences reported by other researchers. Mentorships for academic role were identified as significant to scholarly productivity when the research component was included.

This study showed that mentored men did not differ significantly from nonmentored men in scholarly productivity. It can be concluded that mentorships provide support for new faculty in developing scholarly productivity. Further research is needed to investigate cross-gendering mentoring in nursing. The knowledge that nursing is predominantly a feminine profession does not explain the lack of male mentors for male nurses.
Notes: Source: Dissertation Abstracts International, Volume: 56-02, Section: B, page: 0739.

Thesis (D.S.N.)--UNIVERSITY OF ALABAMA AT BIRMINGHAM, 1994.

School code: 0005.