The Effect of a Formal Mentoring Program on Career Satisfaction and Intent to Stay in the Faculty Role for Novice Nurse Faculty

Abstract

AIM The purpose of this mixed-method study was to explore the influence of a formal mentoring program on career satisfaction of novice full-time nurse faculty in academia. BACKGROUND The transition from the role of clinician to faculty in an academic setting can be challenging for novice nurse faculty. METHOD A link to an electronic survey with open-ended questions was emailed to 1435 participants. RESULTS The response rate was 17.6 percent (N = 124). Mean scores were obtained, and independent t-test were computed to compare scores of faculty who had participated in a mentoring program with scores of nonparticipants. Content analysis of the open-ended answers was conducted, and common themes were identified. CONCLUSION By examining characteristics that contribute to the success of novice nursing faculty, recruitment and retention of faculty may improve, which is essential due to the worsening nursing faculty shortage.

Benefits, barriers and enablers of mentoring female health academics: An integrative review

“…Dutta, et al [39] found that although mentoring positively impacted promotion and anxiety-contentment, there was no evidence that it improved job satisfaction and attributed this to the local environment and institutional turmoil. Although Jeffers and Mariani [44] reported no significant differences in career satisfaction scores and intent to stay between those who were or were not mentored, these results should be interpreted cautiously due to the low response rate.…”

“…Mentoring provided women access to successful role models and promoted psychological empowerment and assertiveness, self-efficacy, self-esteem, confidence, job related well-being and problem-solving [39, 42, 44]. Other benefits of mentoring included space for women to reflect on and reconcile their core values with academic and personal goals, and ability to navigate multiple roles and balance work-family needs [34, 36, 40].…”

“…The skills deriving from mentoring such as proficiency in academic teaching, research, writing [41], publication and grant writing [48, 57] were categorized as academic craftsmanship. Other markers attributed to craftsmanship were that mentorship facilitated scholarly productivity [33, 56], academic promotion [41, 47, 49, 57], networking and collaboration [57] and help negotiating the system [40, 44]. The facilitated peer mentorship model [41, 47, 57] increased the academic capability and publication output of junior female faculty to such an extent that many of the participants continued to work with the original peer mentoring group after completing the program [47].…”

University management nurse: a grounded theory

“…Also referring to the challenges found by teachers when they hold university management positions, international studies launch mentoring programs that can serve as inspirations in preparing teachers to overcome the slowness of university administrative paths. These programs can be an efficient strategy of support between a mentor teacher and an apprentice teacher by encouraging, motivating, providing support and assisting professional growth, guiding the best administrative paths to be followed 20 - 21 .…”

Nursing faculty teaching characteristics as perceived by nursing students: an integrative review

“…Providing information and examples of effective clinical teaching behaviours can guide nursing faculty to be more aware of the attributes that their nursing students value as important and which contribute to their quality of teaching and learning. The use of a formal faculty mentoring program not only increases career satisfaction among novice nursing faculty but also enhances their teaching capacities . A new faculty with a seasoned faculty member can utilise role‐playing in specific situations, allowing for positive development of the individual.…”