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Making the transition from RN to family nurse practitioner (FNP) can be challenging and stressful. The transition may begin during graduate school. As FNP students struggle to balance the multitude of academic, personal, and professional demands, they may also struggle with how to make the transition in role and practice. Nurse faculty may aid FNP students by mentoring them. However, information is limited regarding successful mentoring programs and faculty mentoring of FNP students. A literature review of mentoring was conducted, and findings are presented and discussed in this article, including recommendations for additional research. This information may assist faculty, students, and academic institutions seeking to better facilitate the RN-to-FNP transition during graduate school.

Recent efforts to ease the nursing shortage focus on recruiting and retaining younger faculty. The first years in a tenure-track position are especially challenging for new faculty who struggle to negotiate demands of academia along with parenting young children. These struggles may influence retention and require further exploration. A case study using qualitative content analysis was conducted on the transitioning experiences of three assistant professors of nursing, who had young children, during their first two years on tenure track at a research-intensive public university. Three main content areas emerged: adapting to the academic role, negotiating work/life demands, and benefiting from mentoring. To help ease the nurse faculty shortage, colleges and universities should strive to implement family-friendly policies and mentoring programs to retain faculty with young children.

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