A Cohort Model of Mentoring as Facilitator to the Transition to an Academic Nurse Faculty Position Following Completion of a PhD

Abstract

Successful transition to an academic nurse educator role is challenging; it is necessary to identify facilitators and barriers that aide or hinder this process. This study used an autoethnographic qualitative design to explore the lived experiences of a cohort of faculty during their transition into a tenure-track role. Three facilitators (noncompetitive environment, resource sharing, and cohort approach) and two barriers (work-life balance and intrusion of old habits) emerged as themes. A cohort model can be a valuable facilitator for a successful transition. Multitiered mentoring further aided in the transition.

Career development of doctorally prepared nurses

“…research (Al-Nawafleh et al, 2013;van Dongen et al, 2021;Viveiros et al, 2021), supported smooth transition into postdoctoral careers (Heinrich, 2005;Poronsky et al, 2012;Viveiros et al, 2021) and increased understanding of postdoctoral work (Heinrich, 2005).…”

“…Fourteen studies used qualitative designs with interviews (Ali Zeilani et al, 2011;Al-Nawafleh et al, 2013;Berman, 2015;de Lange et al, 2019;Heinrich, 2005;Orton et al, 2019;Reid Ponte et al, 2015;Sebach & Chunta, 2018), narratives (Jacelon et al, 2003;Viveiros et al, 2021), case-descriptions (Poronsky et al, 2012;Wilson et al, 2017), focus group discussions (Smeltzer et al, 2014) or open-ended narrative surveys (Bice et al, 2019). The sample size ranged from 3 (Poronsky et al, 2012) to 19 participants (Bice et al, 2019).…”

“…In total 1194 doctorally prepared nurses were included in the studies; 1077 (90.2%) of them were from the United States. Although not all studies reported the gender, in the eight studies that did, 91.6% of the sample was female (Bruner et al, 2016;Jacelon et al, 2003;Loerzel et al, 2021;Orton et al, 2019;Reid Ponte et al, 2015;van Dongen et al, 2021;Viveiros et al, 2021;Wilson et al, 2017). Sixteen studies reported the type of doctorate and of the 665 participants in these studies, 84.8% had PhD degrees, 14.7% had DNP degrees and 0.5% included nurses with other types of doctoral degrees such as a doctorate in education (Ali Zeilani et al, 2011;Al-Nawafleh et al, 2013;Aquino et al, 2018;Berman, 2015;Bice et al, 2019;de Lange et al, 2019;Ellenbecker et al, 2017;Hampshaw et al, 2022;Jacelon et al, 2003;Loerzel et al, 2021;Orton et al, 2019;Reid Ponte et al, 2015;Sebach & Chunta, 2018;Smeltzer et al, 2014;van Dongen et al, 2021;Viveiros et al, 2021).…”

“…Challenges with the work-life balance were frequently reported, indicating challenges in balancing various professional and personal commitments (Al-Nawafleh et al, 2013;Bice et al, 2019;Bruner et al, 2016;de Lange et al, 2019;Hampshaw et al, 2022;Heinrich, 2005;Poronsky et al, 2012;Viveiros et al, 2021) Poronsky et al, 2012;Smeltzer et al, 2014;Viveiros et al, 2021). Also, ways to cope were described, including setting boundaries and compartmentalizing work and family time (Poronsky et al, 2012;Smeltzer et al, 2014).…”

“…This review integrated the findings of 22 empirical studies investigating careers, career development and/or factors associated withF I G U R E 2teaching and research(Berman, 2015;de Lange et al, 2019;Heinrich, 2005;Orton et al, 2019;Smeltzer et al, 2014;van Dongen & Hafsteinsdóttir, 2022). Balancing the work of various positions is challenging(Al-Nawafleh et al, 2013;de Lange et al, 2019;Poronsky et al, 2012;Smeltzer et al, 2014;Viveiros et al, 2021). However, doctorally prepared nurses in both academic and non-academic settings should be able and encouraged to integrate all components of scholarship into their work, including research, teaching, mentoring, and service to support the profession (AACN, 2022).…”