Peer mentoring for tenure-track faculty

Jacelon, Cynthia S.; Zucker, Donna M.; Staccarini, Jeanne-Marie; Henneman, Elizabeth A.

doi:10.1016/s8755-7223(03)00131-5

Cited by 70 publications

(48 citation statements)

References 8 publications

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“…Programs have used peer groups to enhance the skills of low-performing faculty or to work on quality improvement initiatives such as improving palliative care practices (Perry et al 2003;Bortot et al 2004;Overeem et al 2010). Nursing schools have used peer-mentoring groups to enhance research skills training (Jacelon et al 2003;Santucci et al 2008). Our study adds to this literature by describing the range of priorities and perceived needs of faculty in different academic tracks.…”

Section: Discussionmentioning

confidence: 94%

Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique

2012

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Peer-mentoring groups are purported to enhance faculty productivity and retention, but the literature about implementation is sparse. Nominal Group Sessions (n=5) with 66 faculty members in different tracks developed prioritized lists of unmet professional development needs and potential group activities. Common items included mentor relationships, research skills, informal peer discussions of successes and challenges, and professional skills workshops. Items particular to specific academic tracks included integration of non-clinical faculty, and gaining recognition in non-research tracks.

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Section: Discussionmentioning

confidence: 94%

Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique

2012

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“…20,21 Of those focusing on single schools or disciplines, four programs focused on pharmacy, 22-25 13 on medicine, 14,19,[26][27][28][29][30][31][32][33][34][35][36] and six on nursing. [37][38][39][40][41][42] In most programs, mentees were characterized as early career faculty, whereas other programs accepted mentees of all rank. Mentors were typically, but not always, senior faculty.…”

Section: Resultsmentioning

confidence: 99%

“…The number of programs reporting improvements/ success in the outcome category of scholarly activity is listed in Table 2. Success for scholarly activity (grants or manuscripts/publications) was classified in one or more ways: an increase from baseline or comparator group (10 studies),^self-reported improvement (six studies), 28,31,[37][38][39]51 or by determination by the study team (two studies). 29,32 Of The number of programs reporting improvements/ success in the outcome category of promotion/retention is listed in Table 2.…”

Section: Resultsmentioning

confidence: 99%

Identifying Components of Success Within Health Sciences-Focused Mentoring Programs Through a Review of the Literature

McRae

Zimmerman

2019

American Journal of Pharmaceutical Education

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Objective. To identify programmatic components and structural features associated with success of mentoring programs within the health sciences. Findings. Thirty-eight manuscripts representing 34 individual programs were reviewed. Of the institutions represented, 68% were public. Sixty-eight percent of programs included single disciplines only, with four focused in pharmacy, 13 in medicine, and six in nursing. Of the 34 individual programs, all programs reporting participant confidence and self-efficacy reported success in that domain. Eighteen programs reported outcomes related to scholarly activity that included publications or funding/ grantsmanship; 16 reported success. Eleven of 16 programs reporting promotion/tenure and/or faculty retention rates reported success. Program components associated with successful programs included frequent meetings (at least monthly) and delivering content within formal curricula. Content categories common within programs reporting success were content related to research, funding/grantsmanship and networking/collaboration. In addition, specific for the promotion/retention domain, content related to curriculum/teaching was commonly found within successful programs. Summary. Although somewhat dependent on the program's specific goals, curriculum most commonly associated with success contained content on research, grantsmanship/funding, curriculum/ teaching, and networking/collaboration. Among many programs, the reporting lacked objective, standardized metrics and often included only generalized descriptions/categorization of course content. The incomplete and inconsistent reporting limited our ability to draw conclusions regarding individual topics important for each program component. Proper planning, execution, and assessment of faculty mentoring programs is critical to the identification of additional program characteristics for optimal faculty success.Keywords: faculty mentoring, health sciences, faculty, program development, faculty development INTRODUCTIONFaculty attrition is a significant concern within the health sciences. Poor attrition rates increase both direct and indirect costs to institutions. This includes cost of the lost opportunity, new faculty recruitment efforts, and the training of inexperienced faculty. Other intangible costs include loss of faculty continuity and faculty connectedness.1 In at least one study, 34% of medical faculty resigned within three years of hire.2 Of those faculty who remained active, an additional 48% reported they were considering leaving their positions within the next five years.2 In another survey of faculty across 26 U.S. medical schools, 35% of faculty reported they had seriously considered leaving their current position during the prior year.3 Faculty leave their positions for various reasons, including lack of professional development, inclusiveness, or institutional recognition and support.2 In one report, 34% of recent former faculty at a small, private research university cited lack of mentoring as a cause of their dissat...

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“…Sharing experiences and building support to endure challenges is essential to survive in a new academic environment. Jacelon, Zucker, Staccarini and Hememan [4] used a peer mentoring program where new faculty members mentor each other. This strategy allowed for relationship building among diverse faculty members, collaboration on research projects, camaraderie among members, success in individual and collective scholarship productivity, and improved mutual expertise.…”

Section: Sheltermentioning

confidence: 99%

Pre-tenures remain survival wise: How to survive your first year in a tenure-track nursing faculty position

Newman

2017

JNEP

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Objective: There are many challenges when starting a nursing tenure track position. This experience exchange paper reflects on a pre-tenured faculty member's experience during their first year in their position in a university setting. Methods: Tips for surviving the first year of a pre-tenured faculty position using Grylls' four survival priorities are reflected. Bear Grylls' advice for outdoor survival adventures can be applied to academia. The survival priorities of Protection, Rescue, Shelter and Water (Food) (or Pre-tenures Remain Survival Wise) are discussed in terms of knowledge gained, development of relationships and the pursuit of opportunities and resources available. Results: It is essential to maintain a positive attitude and learn as much as possible to launch an academic career successfully. Practical tips are explored and exchanged. Conclusions: It is important contemplate in this academic survival scenario, enacting in nursing tenure-track position, the concept of the Darwinian theory of evolution. Reminding us the continued existence of organisms that are best adapted to their environment, with the extinction of others who are not. There is a need to be flexible, resourceful and open-minded when entering academic position.

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Peer mentoring for tenure-track faculty

Cited by 70 publications

References 8 publications

Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique

Establishing faculty needs and priorities for peer-mentoring groups using a nominal group technique

Identifying Components of Success Within Health Sciences-Focused Mentoring Programs Through a Review of the Literature

Pre-tenures remain survival wise: How to survive your first year in a tenure-track nursing faculty position

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