Mentoring Clinical Nursing Faculty: Included Articles Qualitative Publications Methods Participants Findings Cangelosi, PR. 2014 Hermeneutic phenomenology 20 undergraduate nursing teaching faculty from 6 universities less than 2 years’ experience in 5 Eastern states were interviewed for about 1 hour Novice faculty searched for a mentor; faculty needed guidance and structure as transition from clinical to academia present challenges. 2. Hubbard, Halcomb, Roberts. 2010 Thematic content for open questions 163(of 440) nurse educators returned surveys at the Centennial Area Health Education Center Conference in the Rockies Seven themes were generated for facilitators of mentoring and seven themes for barriers to mentoring. 3. Lasater, Mitchell, Delahoyde, Nick, Siktberg. 2014 Hermeneutic analysis was used. Multiple interviews were recorded transcribed, and de-identified. Of the 20 mentors and 20 protégés who participated in NLN/J&J distance mentoring program, 12 mentors and 11 protégés were interviewed. Skpe and phone communication were used. Very meaningful and effective ways of mentoring for faculty progression and productivity were described via structured distance communication. 4. Turale,, Klunkin, Chonatown, 2010 Phenomenology via content analysis 14 Thai scholars Thai nursing scholarship is inclusive and collaborative but challenged by high teaching loads for junior faculty. 5. White, Brannan, Wilson, 2010 Interpretive phenomenology 23 novice faculty via focus group interviews Three main themes were found: creating a meaningful mentor-protégé relationship, transitioning as a new nurse educator, and the program--lessons learned 6. Wilson, Brannan, White, 2010 Interpretive phenomenology 11 mentors (10 were women). Developing reciprocal relationships for communication helps successful mentoring.
respondents reportedly had experience as a mentor, mentee, or both, but 35% had no experience in a mentoring relationship. Caring is an essential characteristic of a good mentor. 12. Singh MD, Pilkington FB, Patrick L 2014 Convenience sampling via online survey 74 Canadian nursing educators responded; however only 60% of these (n = 45) completed the survey Need for mentors was evident in the description of orientation and supports for scholarship, only 44% of faculty was currently engaged in a mentoring relationship. One-third of faculty expressed satisfaction with the mentoring experience. 13. Smith SK, Hecker-Fernandes JR, Zorn C, Duffy L 2012 Descriptive online survey via Measure of Precepting and Mentoring Questionnaire 31 nursing faculty and clinical instructors Clinical instructors experience greater precepting and mentoring satisfaction than faculty and distance-site department members experience a higher of satisfaction than department members. Faculty expressed the most dissatisfaction for late-career mentoring and organizational culture and outcomes. Text-based or Expert Opinion Publications Article focus Participants Findings . . . Position Statement: mentoring of faculty. 2006 NLN position statement All academic nurses One important primary step is the use of mentoring across the career continuum Anders R, Monsivais D. 2006 Expert opinion Hispanic faculty at University of Texas Health Sciences There are barriers that exist to passing on the knowledge that will allow success . Atleen, AM, Didham P, Stratton C. 2009 Opinion article Novice and senior faculty transitioning into the academic university where both teaching and As faculty embrace the challenge of nursing scholarship for the future, it is important that faculty development empowers
scholarly work are required nurse educators thus providing role models and mentors. Baldwin C, Chandler GE.2002 Scholarly writing coaching and mentoring program Non-published nursing faculty with recent doctorates in the northeastern US Coaching plus support for faculty publication produces publication outcomes. Baker SL.2010 Opinion paper with survey data Novice nursing faculty in the community college Formalized orientation can prepare and socialize nurse educators for academic roles, increasing job satisfaction and retention. Posttest scores showed that at program completion, perceived teaching competency was either the same or greater in all identified skill areas. Barksdale DJ, Woodley L, Page JB, Bernhardt J, Kowlowitz V, Oermann MH. 2011 Expert opinion paper Novice educators The faculty development program has three major components: (1) education to enhance instructional development; (2) mentoring of new faculty in the academic and educator roles; and (3) professional and career development of faculty. Billings DM. 2008 Opinion article New academic faculty Orientation and mentoring programs to facilitate the transition of these newly employed nurses to the faculty role is important. Blauvelt MJ, Spath ML. 2008 Description of program presented as a way to retain new faculty and solve nursing faculty shortage along the way Rapid expansion of a Mid-west nursing department and the need to orient several new faculty members at one time A mentoring program that promotes protégé-to-protégé and protégé-to-mentor relationships affirms the caring values of the department and the institution. Personalized attention, encouragement, and support and development of a positive attitude toward teaching were reported by new faculty in the program and mentor evaluations.
Boyden KM. 2000 Expert opinion New nursing faculty New faculty have high stressors. Faculty development programs for new faculty are more important than previously. Broome ME. 2000 Expert opinion Senior faculty and junior faculty Multiple ways for mentoring junior faculty are offered Bryant AL, Brody AA, Prerez A, Shillam C, Eledman LS, Bond SM, Foster V, Siegel EO. 2015 Describes the Hartford gerontological peer nursing program Early career gerontological faculty The program assists the mentees in reaching and career objectives and supports peer mentors’ ongoing professional development. Dennison S. 2010 Expert opinion Nursing faculty and students Canadian faculty can teach mentoring in a laboratory setting. Duphily N. 2011 Expert opinion with explanatory Case Study Nursing educators Barriers created by cultural dissonance be lifted through educational, collegial, mentoring and administrative support. J, Lynn CW, Moore P, McDaniel S, Walker JK. Expert opinion and conclusions from nursing interviews faculty new and those needing retention or career growth Mentoring is a process that should not after a few weeks or months. This is a strategy to encourage nursing faculty to remain in teaching roles. Gazza EA, Shellenbarger T. 2005 Expert opinion Newly hired nursing faculty, temporary to permanent and or full-time Enculturation through mentoring of new faculty may help with recruitment and retention. Strategies include orientation, connecting with people (building relationships), navigating the political structure, functioning efficiently, and reflective practice (on role and development needs). Hadidi NN, Lindquist R, Buckwalter K. 2013 Descriptive text and expert opinion Hartford Gerontology program mentors and protégés Understanding that productivity is not always defined as accomplished goals, but the wealth of
Boyd ZN. 2013 Lewallen LP, Crane PB, Letvak S, Jones E, Hu J. 2003 Descriptive program New faculty Group mentoring allows benefits and barriers. McCarthy G, Fitzpatrick J. 2008 Descriptive program Nursing faculty without research experience or PhD Junior faculty were mentored to build research capacity. Maas ML, Strumpf NE, Beck C, Jennings D, Messecar D, Swanson E. 2006 Descriptive program Faculty in the Hartford Foundation mentoring program Mentoring came to encompass a multitude of programs and activities for undergraduate and graduate students, pre-doctoral scholars and post-doctoral trainees, faculty, and practicing nurses preparing for leadership roles as geriatric nurse clinicians, educators, and scientists. Mahara MS, Bowen D, Brennan J, Crawford L, Gomez L, Parsons L. 2005 Descriptive program Distance mentoring Canadian BSN program faculty Reflective of effective mentorship is a caring relationship. L, Kako PM, Stevens PE.2010 Expert opinion paper minority female faculty Collaborative mentoring relationships of individual or mentoring may hold the greatest potential for colleges of nursing seeking to attract and retain women faculty of color. Montavlo W, Veenema TG. 2015 Descriptive article Leaders in RWJF Nursing mentoring program Academia plays an important role in conducting, identifying, and disseminating research on how mentoring can support the development of transformational nurse leaders. Montogomery KS. 2001 Mentoring reflection Future administrators in doctoral studies The benefits of mentoring relationship can be a