A Successful Academic Collaborative to Increase Nurse Faculty in New Jersey

Louie, Kem; Campbell, Minnie; Donaghy, Claire P.; Rice, Leslie I.; Sabatini, Michelle

doi:10.1016/j.profnurs.2011.09.005

Cited by 5 publications

(1 citation statement)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The benefits of effective mentoring in the tertiary sector include greater recruitment and retention of junior faculty (Louie et al, 2011;Nick et al, 2012), prevention of burnout in senior staff, improved teaching and student learning (Gerolamo & Roemer, 2011;Shirey, 2006;Smith & Zsohar, 2007) and increased scholarly output (Louie et al, 2011). Good mentoring enhances both career success and job satisfaction (Chung & Kowolski, 2012;Gerolamo & Roemer, 2011;Perna & Lerner, 1995).…”

Section: Introductionmentioning

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

(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.

show abstract