RELATIONSHIP OF MENTORING ACTIVITY AND CAREER SUCCESS OF NURSING FACULTY.
Contributors: Northern Illinois University.
Published: 1985
Number of pages: 126
Subjects: Education, Higher.
Description: The purpose of this investigation was to examine the relationship of mentoring activity in schools of nursing as measured by Alleman's Leadership Development Questionnaire (L.D.Q.) and career success of nursing faculty. Career success was defined as the attainment of high academic rank, publication activity, acquistion of outside funding, and history of academic administrative position. The sample included 144 nursing faculty from five randomly selected Midwest schools of nursing that had National League for Nursing accredited bachelor's and master's degree programs in nursing.

Analysis of variance and multiple regression analysis were used to test the hypotheses. Although mentoring activity was reported, the analysis indicated no significant difference existed between the total mentoring activity score and career success of nursing faculty. Analysis of selected subfactors of the L.D.Q. was also conducted. Nursing faculty who had been academic administrators perceived more mentoring activity related to the "job teaching" function of a mentor. Full professors who had acquired funding perceived a greater amount of mentoring activity related to "career counseling.".

The implications indicated that nursing faculty might profit from programs on the mentoring process to improve the effectiveness of mentoring in their organizations.
Notes: Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0439.

Thesis (ED.D.)--NORTHERN ILLINOIS UNIVERSITY, 1985.

School code: 0162.