Mentoring in Academic Nursing From the Perspectives of Faculty Mentors.

AIM: The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors. BACKGROUND: Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors. METHOD: Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences. RESULTS: The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring). CONCLUSION: Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty.

Mentoring-as-Partnership: The Meaning of Mentoring Among Novice Nurse Faculty.

BACKGROUND: Mentoring is recommended as a strategy to improve satisfaction and retention of novice nurse faculty to help address the current faculty shortage. However, the meaning of academic mentoring varies among faculty, which can detract from the development of effective mentoring relationships in academia. This article details the meaning of mentoring as characterized by novice nurse faculty. METHOD: Semistructured interviews were conducted with novice nurse faculty (n = 21) who participated in a mentoring relationship with experienced colleagues. Thematic analysis was used to identify themes detailing the meaning of mentoring as described by the participants. RESULTS: The thematic analysis revealed an overarching theme of mentoring-as-partnership and three subthemes: (a) authentic communication, (b) enriching support, and (c) sharing knowledge. CONCLUSION: To strengthen mentoring relationships in academic nursing, focus should be placed on supporting mentoring partnerships marked by mutuality and clearly defined goals, roles, and responsibilities. [J Nurs Educ. 2023;62(2):83-88.].

Exploring Mentoring Relationships Among Novice Nurse Faculty: A Grounded Theory.

AIM: The aim of this study was to develop a theoretical framework that describes the mentoring process from the perspectives of novice nurse faculty. BACKGROUND: Additional nurse faculty are needed to help combat the nurse faculty shortage, but many who enter the faculty role come from professional and educational backgrounds that may not equate to success with the tripartite faculty role. Mentoring is promoted as an intervention for career development. Little is known about the process of mentoring relationships and the transition among novice nurse faculty into academia. METHOD: Grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from US nursing programs. RESULTS: The theoretical framework Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty. CONCLUSION: Participants created mentorship pathways to navigate academia by acquiring knowledge, meeting expectations, and functioning in the faculty role.

Exploring mentoring and nurse faculty: An integrative review.

BACKGROUND: Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs. PURPOSE: The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty. METHOD: Whittemore and Knafl's (2005) methodology for integrative reviews guided this work. Electronic databases that were searched using the following terms: mentorship, mentors, mentor, nursing faculty, faculty, educational personnel, nurses, nursing, and nursing education. Primary research studies were included that examined mentoring relationships among nurse faculty, mentoring program components, and mentoring outcomes in academia. RESULTS: A total of 18 studies were included in the review. Five main topics were identified: (1) prevalence of mentoring programs and relationships, (2) priorities within mentoring programs and relationships, (3) perceived quality of mentoring programs and relationships, (4) outcomes of mentoring programs and relationships, and (5) challenges within mentoring relationships. CONCLUSION: More research is needed to inform nurse faculty and leaders as they design effective mentoring programs and support the development of collaborative and enriching mentoring relationships.

Learning outcomes with visual thinking strategies in nursing education.

BACKGROUND: There is a need to develop innovative strategies that cultivate broad cognitive, intrapersonal, and interpersonal skills in nursing curricula. The purpose of this project was to explore transferable skills students gained from Visual Thinking Strategies (VTS). METHOD: This qualitative descriptive study was conducted with 55 baccalaureate nursing students enrolled in an entry level healthy population course. The students participated in a 1h VTS session led by a trained facilitator. Data came from the group's written responses to a question about how they would use skills learned from VTS in caring for patients and in their nursing practice. RESULTS: Content analysis showed students perceived gaining observational, cognitive, interpersonal, and intrapersonal skills from the VTS session. CONCLUSIONS: VTS is a unique teaching strategy that holds the potential to help nursing students develop a broad range of skills. Studies are needed on optimal exposure needed to develop observational, communication, collaboration, and critical thinking skills. Research is also needed on how skills gained in VTS translate to practice.

Immigrant families' perceptions on walking to school and school breakfast: a focus group study.

BACKGROUND: Immigrant children face an increased risk of being overweight. Little is known about how immigrant families perceive school programs that may help prevent obesity, such as walking to school and school breakfast. METHODS: Six focus groups (n = 53) were conducted with immigrant parents of school-aged children, two each in three languages: Vietnamese, Spanish, and Somali. A facilitator and translator conducted the focus groups using a script and question guide. Written notes and audio transcripts were recorded in each group. Transcripts were coded for themes by two researchers and findings classified according to an ecological model. RESULTS: Participants in each ethnic group held positive beliefs about the benefits of walking and eating breakfast. Barriers to walking to school included fear of children's safety due to stranger abductions, distrust of neighbors, and traffic, and feasibility barriers due to distance to schools, parent work constraints, and large families with multiple children. Barriers to school breakfast participation included concerns children would not eat due to lack of appealing/appropriate foods and missing breakfast due to late bus arrival or lack of reminders. Although some parents acknowledged concerns about child and adult obesity overall, obesity concerns did not seem personally relevant. CONCLUSION: Immigrant parents supported the ideals of walking to school and eating breakfast, but identified barriers to participation in school programs across domains of the ecological model, including community, institution, and built environment factors. Schools and communities serving immigrant families may need to address these barriers in order to engage parents and children in walking and breakfast programs.