From Mentor to Mentoring Networks: Mentoring in the New Academy

Sorcinelli, Mary Deane; Yun, Jung H.

doi:10.3200/chng.39.6.58-c4

Cited by 209 publications

(135 citation statements)

References 23 publications

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“…Approaches to mentorship vary in their intent and design (Burlew, 1991;Sorcinelli & Yun, 2007;Dawson, 2014). In this project, mentors were provided with information about the aims and intent of the project, and opportunities for individual and group discussions with the research team were provided.…”

Section: Discussionmentioning

confidence: 99%

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

et al. 2015

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(2015). Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics. Contemporary Nurse, 51 (1), 69-82.Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics AbstractPurpose: This study explores the experiences and perceptions of academic nurse mentors supporting early career nurse academics (ECNAs). Methods: Interviews were undertaken with mentors following a mentoring partnership with ECNAs. Data were transcribed verbatim and analysed using a process of thematic analysis. Findings: Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries and managing expectations. Conclusions: This study provides a unique insight into the experiences of mentoring within the context of an academic leadership programme for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development. Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce. Methods: Interviews were undertaken with mentors following a mentoring partnership with early career nurse academics, embedded within a leadership development program. Data were transcribed verbatim and analysed using a process of thematic analysis. Disciplines Medicine and Health Sciences | Social and Behavioral Sciences Findings:Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries; and managing expectations. Whilst all mentors were committed to developing and supporting their mentees, all felt that the relationships primarily existed to meet the mentees needs. Conclusions:With the aging nurse academic workforce there is a need for succession planning and professional development of early career academics. This study provides a unique insight into the experiences of mentoring within the context of an academic leadership program for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development.Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce.

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Section: Discussionmentioning

confidence: 99%

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

et al. 2015

View full text Add to dashboard Cite

show abstract

“…Study participants seemed to agree that it is important for the mentee to be proactive in information seeking, and indeed in seeking out mentoring. The idea that mentees should play a role in choosing their mentors supports the conclusions of Allen et al (2006), Carey & Weissman (2010), and Sorcinelli & Yun (2007).…”

Section: Central Findingsmentioning

confidence: 83%

“…As noted in several studies, mentoring as a professional development strategy is challenged by the lack of a formal definition of the term (Berk et al, 2005;Sorcinelli & Yun, 2007;Zellers et al, 2008). Mentors and their mentees have difficulty when the relationship is not clearly defined in terms understandable to each side.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Studies also comment on the benefit to the relationship if the mentee is involved in choosing the mentor (Allen et al, 2006;Carey & Weissman, 2010;Sorcinelli & Yun, 2007); such a level of control may likely be beneficial to the foundations of the relationship. Almost every study reviewed for this literature review refers to the roles that a mentor might play for the mentee (Allen et al, 2006;Blackburn et al, 1981;Hansman, 2003;Thurston et al, 2009;Ugrin, Odom, & Pearson, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In fact, mentoring plays a crucial role in creating a successful academic career (Blackburn, Chapman, & Cameron, 1981;Sorcinelli & Yun, 2007). Of course it's not impossible to succeed in academe without the support of a mentor, but faculty tend to do much better when they are supported by one or more mentors (Carey & Weissman, 2010;van Emmerik, 2004).…”

Section: Introductionmentioning

confidence: 99%

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