What Goes Around Comes Around: Improving Faculty Retention Through More Effective Mentoring

Dunham-Taylor, Janne; Lynn, Cynthia W.; Moore, Patricia S.; McDaniel, Staci; Walker, Jane

doi:10.1016/j.profnurs.2007.10.013

Cited by 99 publications

(93 citation statements)

References 9 publications

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“…The period of transition from clinical to the academic environment can be a time of stress and difficulty for ECNA (McDermid et al, 2013). Mentorship is considered to be an influential means of successfully developing ECNA and supporting their efficacious transition into academic life (Dunham-Taylor et al, 2008). Indeed, mentorship can be seen as critical for the development of a successful academic career (Dunham-Taylor et al, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Mentorship is considered to be an influential means of successfully developing ECNA and supporting their efficacious transition into academic life (Dunham-Taylor et al, 2008). Indeed, mentorship can be seen as critical for the development of a successful academic career (Dunham-Taylor et al, 2008). Undertaking academic mentorship requires deep insight into and vision about the academic role, as well as high level skills in managing meetings and developing professional relationships to prepare ECNAs for academic leadership in nursing academia.…”

Section: Discussionmentioning

confidence: 99%

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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%

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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“…In addition, due to the shortage of available nursing educators, loss of existing faculty due to retirement, and the need to nurture and retain novice faculty further outline the need of a formal mechanism to train and mentor new faculty [64,65]. Easing the transition into the academic environment and culture by an inexperienced educator may not be realized without the guidance, support, and advocacy of a mentor since the expectations and social norms are typically not easily understood or documented [36,65,66].…”

Section: Expert Faculty Assigned As Mentorsmentioning

confidence: 99%

“…The National League of Nursing (NLN) [68] further emphasized the need for mentoring as a strategy to develop and socialize new faculty, and provide access to a variety of resources for the establishment and continuance of mentorship programs on their website. It is vital not only to successfully socialize new faculty into their role, but to provide nurturing and caring values as a construct for nursing education [64,69], to facilitate an understanding of the teachinglearning process, and for career development [57,65].…”

Section: Expert Faculty Assigned As Mentorsmentioning

confidence: 99%

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Beck¹

2015

SOJNHC

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Negative relationships between students and educators are faculty becoming a focus in higher education, this is due in part to the impact on student learning [1,2]. Emerging evidence also reveals that these poor relationships in academic environments are often the cause of educator attrition, [3,4] and nurse educators who experience these deteriorating relationships have an increased likelihood of leaving their employment or nursing altogether [5][6][7][8]. In order to better understand student and nurse educator relationships (commonly referred in the literature as student and faculty incivility), research was examined to determine how and why ineffective interactions occur using an integrative review method [9]. All the studies portrayed incivility as a multifaceted complex problem in student and faculty relationships with psychological and sociological foundations, but few offered tangible strategies for resolution. The purpose of this study was to utilize identified themes prevalent in the literature to develop a set of strategies that can be used in designing mentorship programs, and to improve interactions between students and nurse educators in both the classroom and clinical settings. Evidence-based strategies need to be implemented that foster positive relationships between students and educators to reduce the devastating effects of these disruptive behaviors. Nurse educators have the responsibility to provide an environment for learning that optimizes learner success. USA, personal experience in the assimilation of learning, cooperate effectively, and achieve higher levels of mastery of content and critical thinking skills [17,18].Effective teaching is an expression of personal and professional values which inform faculty behaviors and the interactions with adult learners that educators bring with them when teaching in their classrooms [19]. "Effective teaching is as much about the relationship as it is about technical proficiency" [19]. Teaching behaviors and interactions impact how students perceive their classroom and clinical experiences [4]. MethodsThe purpose of this investigation was to explore the historic evolution of research that included the keywords: student incivility, student and faculty relationships, and mentorship programs. The scope of the research was limited to studies from the last 15 years that primarily focused on higher education rather than practice settings, and excluded research that addressed bullying, and workplace mobbing. The analysis revealed consistent themes that were utilized to develop strategies to incorporate into existing mentorship programs to support new nurse educators entering the academic environment.

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“…From a global perspective, mentorship in nursing academia provides structured guidance to new nursing faculty and may prevent the premature departure of those with potential to become future nursing leaders. [4][5][6][7][8][9] The next generation of nurses will depend on strategic, focused plans to increase the pool of qualified nursing faculty.…”

Section: Introductionmentioning

confidence: 99%

Exploring mentorship programs and components in nursing academia: A qualitative study

Nowell

White

Benzies

et al. 2017

JNEP

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Objective: Nursing education institutions globally have issued calls for mentorship to address the nursing faculty shortage; however, little is known about the current state of mentorship for faculty members in Canadian schools of nursing. The purpose of this study is to describe the current state of mentorship in Canadian schools of nursing and explore definitions and goals of mentorship programs, mentorship models and components, and mentorship evaluation.Methods: A qualitative descriptive study was conducted. Within the Canadian Association of Schools of Nursing there are 81 English-speaking schools of nursing and 2,284 permanent faculty members spread over four regions. Participants were recruited from the 81 schools of nursing through the CASN newsletter list serve and publically accessible email addresses. Inclusion was limited to English speaking faculty. Purposive sampling aimed to capture variation across rank and tenure, school, size and areas within Canada. Semi-structured interviews were utilized to explore the participant’s (n = 48) perspectives and involvement with mentorship. Interviews were audio-recorded and transcribed verbatim. NVivo was used to code and analyze the data for significant statements and phrases, which were organized into themes and sub-themes.Results: Mentorship remains largely informal in nursing academia without common definitions or goals. Current mentorship in nursing academia employed dyad, peer, group, constellation, and distance mentorship models. Common mentorship program components included guidelines, training, professional development workshops, purposeful linking of mentors and mentees, and mentorship coordinators. Evaluation of mentorship in nursing academia, where it exists, remains mostly descriptive, anecdotal, and lacks common evaluative metrics.Conclusions: Our results confirm mentorship in Canadian schools of nursing remains largely informal. In developing mentorship programs, academic leaders need to consider the mentorship models and components to meet their specific needs. Further rigorous evaluation of mentorship programs and components is needed to identify if mentorship programs are achieving specified goals.

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What Goes Around Comes Around: Improving Faculty Retention Through More Effective Mentoring

Cited by 99 publications

References 9 publications

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

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

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Exploring mentorship programs and components in nursing academia: A qualitative study

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