Importance of and Satisfaction With Characteristics of Mentoring Among Nursing Faculty

Abstract

The nursing faculty shortage and its contributing factors have been well documented in the literature. Contributory factors include lack of graduate prepared faculty, difficulty recruiting and retaining faculty, and a decrease in job satisfaction within the faculty role. The use of mentoring programs has the potential to impact the nursing faculty shortage by increasing job satisfaction while providing novice faculty with additional support during the transition from clinical nurse to nursing faculty. The purpose of the study was to examine the relationship between the importance of and satisfaction with characteristics of mentoring in full time nursing faculty teaching in baccalaureate degree programs or higher. This study aimed to determine the degree to which nursing faculty perceive the importance of characteristics of the mentor and mentoring relationship, as well as the level of satisfaction with the mentor and mentoring relationship. Benner's theory of novice to expert was used as the theoretical framework for this crosssectional study. Full-time nursing faculty in a Midwestern state were surveyed using convenience sampling. The survey instrument consisted of demographic data, modified Perceptions of Mentoring Relationships Survey, and satisfaction with mentoring. The results were analyzed using descriptive statistics with measures of central tendency, independent t-test, and standard deviation. The results did not demonstrate a statistically significant relationship among survey items; however, mentoring characteristics that proved to be both of high importance and high satisfaction were identified. Deeper insight into the characteristics of mentoring that are of importance and produce satisfaction is essential into the development of formal mentoring programs to make positive, lasting impacts on the nursing faculty shortage. I would like to thank my dissertation chair, Dr. Kit Kacirek, for her unlimited support and guidance. I am grateful for the kind and supportive words that always came when I needed them the most. I would also like to thank my dissertation committee members, Dr. Ketevan Mamiseishvili and Dr. Michael Miller, for your guidance and support during this process. I would also like to thank my colleagues for their encouragement during this process. I appreciate the understanding and support during the writing of this dissertation. Most importantly, I would like to thank my husband, without whom I could not have achieved my educational goals. You supported me when I needed it the most, encouraged me to keep going when I was tired and frustrated, and provided me with the motivation to complete this process. Dedication This dissertation is dedicated to my amazing husband who has a never ending supply of love and support of my personal, professional, and educational endeavors.

Nurse Educators

“…Findings from this nurse educator study resonate with previous studies noted in the literature related to CF 2,22,23 . Although it is promising that this group reports low to average burnout and low to average secondary traumatic stress, it remains concerning that only a little more than half report high levels of CS.…”

“…Findings from this nurse educator study resonate with previous studies noted in the literature related to CF. 2,22,23 Although it is promising that this group reports low to average burnout and low to average secondary traumatic stress, it remains concerning that only a little more than half report high levels of CS. Compassion is one of the core values of caregiving that allows the nurse educator to feel passionate and hopeful, and have stamina to deal with the demands of education.…”

“…Nurse educators are at risk for CF for a variety of reasons. First, they expend a lot of compassion when teaching, advising, 22,23 mentoring, 23 and role modeling. [2][3][4] Second, after prolonged exposure to student stories and challenges, nurse educators may begin to integrate their students' suffering, increasing their own emotional collapse leading to secondary traumatic stress, which is similar to posttraumatic stress disorder.…”

Incivility and the faculty shortage in nursing academia

“…Various best practices are available for mentoring new faculty into a department/unit to prevent the perfect storm of perceived incivility, bullying, and lack of confidence in a new role. [24][25][26][27][28][29] Having a formal mentoring plan and training for mentors is crucial. Not all faculty should be a mentor, and mentors should not be selected just because they were at the institution for a long time or hold a higher title.…”

“…Not all faculty should be a mentor, and mentors should not be selected just because they were at the institution for a long time or hold a higher title. 26 It is important to be inclusive and invite all faculty to any training being offered, even if they are not going to be a mentor. There are many models of mentoring programs including supervisory mentoring, peer mentoring, and group mentoring.…”