Role-Reversal Mentoring: Case Study of an Active Approach to Faculty Growth

Abstract

Background: The path to academia can be rocky for nurses. Nursing academia is much more than educating students. The balance of teaching, service, and scholarship that is required for tenure, coupled with the institution of academia, can be overwhelming. New nursing faculty often find themselves feeling unprepared for the multidimensional nature of the role. Effective mentoring is crucial for new faculty success. Method: A new faculty cohort, The Tenure Tribe, took initiative to establish a unique mentoring process of planned, purposeful connection and networking as peers and with experienced faculty for the purpose of academic nursing success. Results: Role-reversal mentoring was found to increase feelings of support and job satisfaction for the new faculty while creating a unique way to accelerate and support their transition from clinician to educator. Conclusion: Role-reversal mentoring was an effective means for new nursing faculty assimilation, growth, and development. [ J Nurs Educ . 2020;59(11):627–630.]

Mentoria reversa

“…Problemas comumente relacionados a esse tipo de mentoria não foram observados nesse caso específico, por exemplo, a questão da percepção de inversão nos níveis de hierarquia entre mentor e mentorado (COLE;ZEHLER;ARTER, 2020;CLARKE et al, 2019;LEEDAHL et al, 2018;MURPHY, 2012;STÖGER;ZIEGLER;SCHIMKE, 2009;CHAUDHURI;GHOSH, 2011). Pelo contrário, o curso obteve bastante reconhecimento entre os professores participantes e também pela instituição, tendo sido divulgado por outros órgãos no âmbito da universidade, como a Diretoria de Inovação e Metodologias de Ensino da UFMG.…”

Does reverse mentoring work in the NHS: a feasibility study of clinicians in practice

“…14 Through this process, senior staff have better realised their responsibilities as leaders to support institutional changes in culture to address inequalities. [15][16][17][18] There are no reverse mentoring studies undertaken in the National Health Service (NHS). It is recognised that the established hierarchy within medicine reduces the ability of junior doctors to speak up when witnessing errors or to improve healthcare and thus prevent patient harm due to fear of retribution.…”

“…Within medical school, reverse mentoring has been shown to improve the awareness of senior staff to the challenges faced by under-represented medical students 14. Through this process, senior staff have better realised their responsibilities as leaders to support institutional changes in culture to address inequalities 15–18. There are no reverse mentoring studies undertaken in the National Health Service (NHS).…”

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

“…For nurses, successful transition into the role of academic nurse educator in a tenure-track position provides a solid foundation for building and achieving excellence in expectations associated with teaching, research, and service (Bice et al, 2019; Clochesy et al, 2019; Cole et al, 2020). However, recent studies have found the transition to be challenging, with few senior faculty available for mentoring and the need for junior faculty to quickly mature in their role (Brody et al, 2016; Clochesy et al, 2019).…”

“…These factors compound and lead new faculty to increased levels of emotional exhaustion and attrition as they try to balance work and family life. Attrition is a significant concern because of the current shortage of academic nurse educators (Clochesy et al, 2019; Cole et al, 2020; Fang & Kesten, 2017).…”