MENTORING EXPERIENCES OF WOMEN ADMINISTRATORS IN BACCALAUREATE NURSING EDUCATION.
Contributors: Oklahoma State University.
Published: 1985
Number of pages: 166
Subjects: Education, Higher.
Description: Scope of Study. The purpose of this study was to describe the mentoring experiences of women administrators in baccalaureate nursing programs with emphasis on career development and career advancement. The study addressed eight research questions relating to defining a mentor, characteristics of mentoring experiences, perceived differences in being mentored and being a mentor, improvement of the mentoring process, mentoring and career development, and mentoring and career advancement. Ten women administrators of baccalaureate nursing programs were interviewed using a structured interview schedule. Each interview was tape recorded, later transcribed, and data organized and summarized.

Findings and Conclusions. Ninety percent of the subjects indicated they had a mentor and all subjects said they had served or were serving as a mentor. A mentor was defined by subjects as "an experienced person who serves as a role model, guide, counselor, or confidant to another individual and provides honest assistance and help in advancing the mentee's career, development, profession, position, or role.".

Subjects described their mentors as primarily white females in their 50s or 60s who were 11 to 30 years older than the subject, with relationships lasting 2 to 14 years. Subjects described their mentees as primarily white females in their 30s who were 3 to 20 years younger than the subject.

Subjects identified the greatest difference between being mentored and mentoring as role differences. Subjects identified mentoring for faculty, students, and administrators as areas in which mentoring could be improved in nursing education. Strategies for improving mentoring for women administrators included having more women administrators serving as mentors to other women, changing attitudes regarding women administrators, appointment of women to important committees, and development of environments conducive to mentoring.

Women administrators in this study perceived that mentoring contributed to their career development and career advancement. Subjects with a mentor participated in a greater number of career development activities, completed a doctoral degree earlier, and moved into an administrative position sooner than did subjects without a mentor.
Notes: Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0798.

Thesis (ED.D.)--OKLAHOMA STATE UNIVERSITY, 1985.

School code: 0664.