A literature review of mentorship programs in academic nursing

Mentoring Experiences of New Nontenured Faculty in Undergraduate Nursing: A Qualitative Study

BACKGROUND

Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching.

METHOD

Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs.

RESULTS

Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role.

CONCLUSION

A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525-532.].

Scholars' experiences with faculty mentoring: Robert Wood Johnson Foundation Future of Nursing Scholars Program

BACKGROUND

The Robert Wood Johnson Foundation Future of Nursing Scholars program supported nurses to complete PhDs in 3 years. Support mechanisms included mentoring by the program office and school faculty, and leadership development activities.

PURPOSE

To describe scholars' perspectives of mentoring received by faculty during the accelerated timeline.

METHODS

Of 201 scholars, 157 (78%) completed exit surveys, providing qualitative data on their experiences working with faculty mentors.

DISCUSSION

Scholars highlighted strong mentorship (i.e., accessibility, emotional support) as the most important facilitator to program completion. Mentor challenges were identified as the second-most mentioned barrier to success, while the first was the accelerated timeline.

CONCLUSION

The scholars' most-reported mentor-provided facilitators to success were availability and emotional support. Among scholars who noted barriers to their success caused by their mentor relationship, the most-reported issue was lack of access to their mentors.

An ecosystem approach to mentoring research faculty in schools of nursing: The pacific northwest interdependence mentoring model

BACKGROUND

Mentoring can facilitate faculty career development and retention. Given ongoing challenges in academic nursing (e.g., shrinking number of experienced mentors), it is necessary to revisit and improve upon existing mentoring models and practices to support current and future nurse researchers.

PURPOSE

To describe the development of a new faculty-to-faculty research mentoring model.

METHODS

Construction of a model describing mentoring needed by research-focused nurse faculty based on analysis of the literature alongside the authors' personal experiences.

FINDINGS

The Pacific Northwest Interdependence Mentoring Model (PIMM) describes academic nursing as an ecosystem that fosters caring, trust, solidarity, equity, openness, and interdependent relationships among research faculty, administration, institutions, and funding sources.

DISCUSSION

Although mentoring environments differ in unique strengths, weaknesses, mission, culture, and values, the PIMM's approach could be applicable for many schools of nursing and beyond to support the growth of the nursing discipline.

Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study

Clinical training is an essential element in nursing education, the outcomes of which are directly related to the quality of mentoring support. This quasi-experimental study aimed to examine whether the group or individual form of the mentoring approach used and the order of application of the mentoring approach contribute to the quality of mentoring support provided to students. The study comprised two measurement points with 130 nursing students, divided into two groups with different orders of application of the mentoring approach. The validated Mentoring Support Quality Evaluation Questionnaire (MSEQ) was used. Students in both groups rated the quality of mentoring support as higher following an individual mentoring approach. A significant interaction was found between the mentoring approach used and the order in which the mentoring approaches were applied (p = 0.002). The individual mentoring approach contributed significantly to a higher quality of mentoring support after the second round of clinical training (p = 0.021), while after the first round, the difference between the group and individual approaches was not as clear. The results suggest that not only the form of the mentoring approach but also the sequence of changes in the mentoring approach should be planned when implementing clinical training.

Effectiveness appraisal of interventions to increase retention of newly qualified nurses implemented in the final year of pre-registration programmes: A literature review

AIM

To understand the effectiveness of interventions to increase retention of early career nurses, implemented during the pre-registration programme.

BACKGROUND

Retention of nurses is an issue of global concern. The transition period spanning the final year of pre-registration nurse education programmes and the first year of qualified practice is a point of high risk for attrition from the profession.

DESIGN

A systematic review without meta-analysis and a thematic synthesis of wider literature, reported using SWiM and ENTREQ guidelines.

METHODS

A convergent segregated approach was used to capture qualitative and quantitative study designs. A systematic review of quantitative papers reporting intervention and retention data and scoping review of a wider body of literature related to interventions supporting transition to qualified practice were conducted. Searches used Medline and CINAHL databases in October 2021. Data extracted from wider literature were inductively collated into themes relating to the intervention type and synthesised.

RESULTS

Six papers were included in the systematic review and 27 papers were included in the scoping review. Interventions included internships, externships, clinical immersion programmes, capstone projects, preceptorships and psychological wellbeing programmes. There was a lack of consensus about the benefits of implementing interventions during the final year of pre-registration programmes, but some evidence that interventions incorporating preceptors, expose students to the clinical environment and involve academic/clinical collaboration, report positive outcomes related to transition to qualified practice, which potentially has an impact on motivation to stay in the profession.

CONCLUSION

Greater understanding of interventions supporting student nurses to reduce likelihood of leaving once qualified has been achieved. There is some evidence these interventions lead to increases in retention, but this is limited by the quality of the reporting and the scarcity of data. Consideration should be given to maximizing students' exposure to clinical practice and the benefits that interventions with alternative approaches such as psychological wellbeing programmes may bring. This review has potential to influence effective implementation of interventions to increase retention of early career nurses if clinical practice and academic settings review proposed or actual interventions to maximise added value. REPORTING METHOD: the manuscript has been written in adherence with the EQUATOR guidelines following the SWiM reporting guidelines for the systematic review and the ENTREQ guidelines for the scoping review.

An Evaluation of Mentorship for Hospital Residents in Saudi Arabia: A Qualitative study using Semi-structured Interviews

Background

In this study, we explore how doctors in training perceive mentorship and leadership and whether they believed that mentoring influences the development of leadership skills. The study also addressed whether certain leadership styles lend themselves better to mentoring.

Methods

A qualitative research method was employed in this study and ethical approval was granted by the Research Ethics Committee (REC) at King Faisal Specialist Hospital and Research Centre (KFSH&RC), after which twelve hospital residents were recruited using purposive sampling. Semi-structured interviews were conducted by the authors and thematic data analysis was performed.

Results

Three themes emerged and were later refined, using Braun and Clarke's 2006 thematic analysis method:1. Purpose of mentorship, with sub themes: a. Expectations, b. Perception of mentorship as supervision, and c. The role of mentorship, including informal mentoring in leadership development2. Role of mentorship in leadership development.3. Perceptions of a leader, with sub-themes: a. The leader as a manager, b. The leader as a role model, and c. The merits of different leadership styles.

Discussion

Most of the residents (doctors in training) viewed mentorship in a positive way. However, when the mentor was perceived more as a supervisor, the usefulness of mentoring was less clear. However, they found that informal mentoring would contribute to leadership skills and would inspire them to become leaders themselves. They were likely to be influenced positively when they saw the leader as a role model, rather than a manager.

Faculty-to-faculty incivility in nursing academia: A qualitative systematic review

BACKGROUND

There is limited research evidence to show that faculty-to-faculty incivility exists in nursing academia.

PURPOSE

This systematic literature review aimed to synthesize the current qualitative evidence on experiences of incivility between faculty colleagues.

METHODS

A meta-aggregation approach was applied according to guidelines established by the Joanna Briggs Institute. Studies published from inception to January 31, 2022 were searched from the databases including PubMed, CINAHL, Embase, Web of Science, SCOPUS, ERIC, PQDT, Ebook Central, and ProQuest Central Korea.

RESULTS

Thirteen qualitative studies were included, resulting in the following six synthesized findings: (1) incivility tactics, (2) nursing academic environment that enabled incivility, (3) individual characteristics that aggravated incivility, (4) reactions to incivility, (5) coping strategies, and (6) impacts of incivility.

CONCLUSIONS

Based on the synthesized findings listed above, this study offers the following four recommendations: (1) the academic culture should be improved, (2) institutional policies and procedures should be prepared, (3) faculty members should be educated on respectful communication skills, and (4) better mentoring programs should be provided to newcomers and novice faculty members. As all relevant studies were conducted in Western countries, it is important for future research to focus on issues pertaining to faculty-to-faculty incivility in Eastern culture.

REGISTRATION

PROSPERO CRD42022321261.

The experiences of doctorally prepared nurses and doctoral nursing students with being mentored in the Nurse-Lead programme: A focus group study

AIM

to explore experiences of being mentored and the contribution of the mentoring to leadership and professional development of doctorally prepared nurses and doctoral nursing students participating in the Nurse-Lead programme.

BACKGROUND

Mentoring is considered important for career development of academic nurses. Doctorally prepared nurses need a wide range of professional competences to develop sustainable careers. Therefore, they may benefit from a larger network of mentors, outside their own organization, to support their professional development. Therefore, a web-based leadership and mentoring programme was developed - the Nurse Lead programme.

DESIGN

A descriptive study with semi-structured focus groups.

METHOD

Three focus groups were conducted during an on-site programme meeting in 2019 with twenty-one doctorally prepared nurses and doctoral nursing students. The interview guide included questions about mentoring relationships and meaning of mentoring for leadership and professional development. The interviews were thematically analysed.

RESULTS

Five themes were identified: "Preferred characteristics of mentors", "Developing trusting relationships", "Engagement of the mentors", "Becoming a proficient researcher and team leader" and "Becoming an empowered and confident professional".

CONCLUSION

Mentoring supported the leadership and professional development of doctorally prepared nurses and doctoral nursing students. Participants were engaged in rewarding mentoring trajectories. The results indicate that a similar approach could be followed when developing mentoring programmes in the future.

Pediatric nursing students' self-efficacy regarding medication administration and clinical comfort and worry: A pre-posttest comparative study of nurse mentoring versus peer mentoring

AIM

This study aimed to examine the effect of mentoring practice by graduate nursing students and clinical nurses on students' self-efficacy in pediatric medication administration, clinical comfort and worry levels of students taking pediatric nursing courses.

BACKGROUND

Children are a highly sensitive group against medication administration errors. Improving the self-efficacy of student nurses who will work with this group toward medication administration is essential. Mentoring programs can increase students' skills and self-efficacy by reducing their stress levels during clinical practice.

DESIGN

The research is a two-group pretest-posttest randomized controlled experimental research design.

SETTINGS

The study was conducted in the pediatric units of a training and research hospital located in the Western Black Sea region of Turkey between October 1, 2022 and December 30, 2022, as part of the clinical practice of the Pediatric Nursing course in the fall semester of 2022-2023.

PARTICIPANTS

The study sample consisted of 143 students (peer mentoring group=73, nurse mentoring group=70) who were 3rd-year students taking the pediatric nursing course.

METHODS

Participant information form, Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSCNS) and Pediatric Nursing Students Clinical Comfort and Worry Tool (PNSCCWT) were administered to the students before the clinical practice. Then, the groups received mentoring practice in the clinical practice area for 14 weeks. At the end of the practice, MASSCNS and PNSCCWT were administered to the students again.

RESULTS

The groups were homogeneously distributed when compared according to descriptive characteristics (p > 0.05). The self-efficacy scores of the students in both groups after clinical practice were significantly different from those before clinical practice (tnurse=-4.724, pnurse=0.000 <0.05; tpeer=-3.742, ppeer=0.001 <0.05).

CONCLUSIONS

This study's results indicate that nurse mentoring and peer mentoring effectively increase nursing students' self-efficacy during pediatric clinical practice. While nurse mentors decreased students' worry, peer mentors increased students' clinical comfort levels.

Experiences of Master of Nursing Education Students in Their Pursuit of Nursing Education

BACKGROUND

There is a growing concern in nursing education related to the shortage of nursing faculty. The experiences of nursing students, including their relationships with nursing faculty, could influence their decision to pursue graduate studies or academic nursing education.

METHOD

This phenomenological study explored the experiences of Master of Science in Nursing education students and graduates that led them to pursue nursing education. Semistructured interviews were conducted with 10 participants.

RESULTS

Based on participants' responses, five themes emerged: (1) faculty encouragement, mentoring, and enthusiasm; (2) teaching experience; (3) exposure to the faculty role; (4) awareness of the nurse faculty shortage; and (5) funding.

CONCLUSION

Findings from this study contribute to nursing education by highlighting strategies that could be reinforced into graduate or possibly undergraduate experiences to encourage students to pursue advanced study and academic nursing education, which potentially could help mitigate the nursing faculty shortage. [J Nurs Educ. 2023;62(7):393-398.].

Agile Mentorship: A Longitudinal Exploratory Analysis

Effective mentorship relationships increase mentee academic success and satisfaction. However, existing mentorship models are limited by miscommunication, undefined roles, and mismatched goals. The agile mentorship process aims to address these limitations by leveraging insights from agile science and the existing evidence on effective mentorship models to support effective mentoring relationships in healthcare environments. To illustrate the agile mentorship process and the growth of a mentored clinician-scientist (H.L., first author), we describe the model and share qualitative findings generated from the independent analysis of 18 months of mentee reflections. In two iterative cycles, reflections (n = 56) were analyzed using exploratory content and relational analysis. Coauthors C.S. and B.T. employed inductive and deductive coding approaches to explore the data using an ontological lens. We discuss and share quotes representing the identified four main themes. Identification of shortcomings, adaptive perspective, managing relationships, and personal growth. In addition, personal growth had three subthemes: Awareness, continual reflection, and toolkit development. In summary, the reflections of one mentee within the agile mentorship process illustrated the growth process which occurred within an effective mentorship relationship. The agile mentorship process is a scalable and sustainable framework that is adaptable to various career development processes. Further evaluation is needed to understand the longitudinal impact of the model on mentee performance and satisfaction.

Current state and future recommendations for faculty in PhD in nursing programs

In 2020 the American Association of Colleges of Nursing (AACN) Board of Directors appointed a 9-member task force to revise AACN's 2010 position statement, The Research-Focused Doctoral Program in Nursing: Pathways to Excellence, with the goal of developing a vision for research-focused doctoral programs and graduates. This resulted in 70 recommendations in a new AACN position statement, The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (2022). The new document is based on a review of the literature from 2010 to 2021 and 2 inaugural surveys sent to deans and PhD students in nursing. The new The Research-Focused Doctoral Program in Nursing Pathways to Excellence document focuses on the critical need for nurse scientists who can develop the science, steward the profession, and educate new nurse educators. Several manuscripts have been developed describing various components of the PhD Pathways document focusing on the role of faculty, students and curriculum, resources and post-doctoral education. This article focuses on the recommendations related to explicating the faculty role in PhD education and includes data from the AACN (2020) deans' survey, the current state of the professoriate involved in PhD education and the developmental needs of PhD faculty for the future.

Medosebni odnos med mentorjem in mentorirancem v klinični praksi zdravstvene nege

Uvod: Medosebni odnos med mentorjem in mentorirancem je ključnega pomena za uspešno izpeljan proces mentoriranja in izobraževanje novega kadra na  področju zdravstvene nege. Namen raziskave je bil preučiti in raziskati medosebne odnose med mentorji in  mentoriranci zdravstvene nege ter ugotoviti, kateri dejavniki krojijo njihove odnose.Metode: Uporabljena je bila kvalitativna metodologija  raziskovanja in deskriptivno-interpretativni dizajn. Podatki na namenskem vzorcu štirih mentorjev so bili pridobljeni z individualnimi delno strukturiranimi intervjuji in na vzorcu osmih mentorirancev s pomočjo dveh fokusnih skupin. Podatki so bili zbrani v decembru 2021 in analizirani z metodo analize vsebine.Rezultati: Ugotovljeno je bilo, da mentorji in mentoriranci njihov medosebni odnos dojemajo podobno. Identificirali smo skupno glavno temo »medosebni odnos mentor – mentoriranec« ter glavni podtemi »značilnosti  medosebnega odnosa mentor – mentoriranec« in »dejavniki medosebnega odnosa mentor – mentoriranec«. Tako mentorji kot mentoriranci imajo skladna pričakovanja glede njihove vloge. Kot glavne dejavnike medosebnega odnosa so oboji izpostavili osebnostne lastnosti mentorja in mentoriranca, postavljanje mej v medosebnem odnosu, čas, namenjen vzpostavljanju medosebnega odnosa, ter razlike v odnosu glede na področje kliničnega  usposabljanja.Diskusija in zaključek: Ugotovljeni so bili ključne značilnosti in dejavniki medosebnega odnosa med mentorjem in mentorirancem v procesu mentoriranja. Izpostavili smo ključne elemente, ki se jih morajo v procesu kliničnega usposabljanja zavedati vsi udeleženci, saj le tako lahko premostijo različne potencialne ovire in izboljšajo  izkušnjo mentoriranja v kliničnem okolju. 

Socialization of Master's-Prepared Novice Nurse Faculty: Their Lived Experiences

AIM

The aim of this study was to explore the lived experience of novice nurse faculty's socialization to academia.

BACKGROUND

Socialization is a process that enables individuals to acquire the inherent roles, standards, rules, and values inherent of a group. Given the complexity of the faculty role, socialization is essential for novice nurse educators.

METHOD

A descriptive, qualitative study was conducted employing Colaizzi's phenomenological method of data analysis.

RESULTS

Eight themes emerged: lack of structure, the blind spot, distinctive experiences, acceptance and validation, continually evolving-learning as you go, the wish list, new role challenges, and self-revelation.

CONCLUSION

These findings increase our understanding of the challenges experienced by novice nursing faculty as they are socialized to their new roles. The findings can inform strategies to improve the socialization experience and faculty retention.

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.

Undergraduate nursing students' mentoring experiences in the clinical practicum: The United Arab Emirates (UAE) perspective

AIM

This study explored undergraduate nursing students' mentoring experiences during their final clinical practicum as they prepared to enter the workforce.

METHODS

We used a qualitative case study design with data collected in two focus group discussions involving 19 students. Data were analysed using inductive thematic analysis.

RESULTS

Students' descriptions of their mentoring experiences fell under three themes: 'great experience', 'being treated like part of the family', and 'gaining confidence and skills'. Students described their mentors as having critical roles in providing feedback and learning opportunities to interns. Students also reported that ungraded initial assessment, friendlier workplaces, and mentors with patience were required to strengthen their professional learning at the workplace.

CONCLUSION

These results suggest that prompt and constructive feedback, warmer workplace environments, and passionate mentors' involvement may help enhance students' mentoring experiences during their clinical practicum.

IMPLICATIONS FOR NURSING MANAGEMENT

Management and academia should work jointly to develop mentorship programs to achieve better student outcomes. Doing this will lead to role clarity, higher levels of satisfaction, and increased productivity. Management needs to consider compensating mentors for their time in student learning and select experienced nurses willing to mentor others to promote enjoyable relationships and effective mentoring engagements. Management needs to find creative ways to build mentoring into appraisals, for at present, it is considered a voluntary activity for educating the next generation of nurses. Management should ensure adequate training and ongoing support for mentors and mentees in clinical mentoring.

Easing the transition from nurse clinician to nurse educator in Ghana: Exploring novice nurse educators' perspectives

AIM

To explore novice nurse educators' perspectives on easing the transition from nurse clinician to nurse educator in Ghana.

DESIGN

A descriptive qualitative study.

METHODS

In total, 12 novice nurse educators (NNEs) were recruited from three health training institutions in the Upper East Region of Ghana. Between June and August 2020, individual in-depth interviews were conducted using a semi-structured interview guide. The audio-recorded interviews were transcribed verbatim and analysed manually using thematic analysis.

RESULTS

Four themes emerged: mentoring, orientation to educator role, pedagogical preparation and postgraduate studies. To ease the transition, NNEs stressed on developing individual mentoring programmes to mentor novices before they start to teach. They endorsed the development of college-specific orientation programmes to orientate novices before they assume full teaching roles. Participants also urged nurse clinicians to obtain pedagogical preparation and postgraduate degree before moving into academia or immediately after being employed.

Nurse Educators' Experiences With a Faculty Navigator Program: A Mixed-Methods Study

BACKGROUND

There is a gap in studies examining formal mentorship programs designed for ongoing faculty support.

METHOD

A mixed-methods explanatory research design was used to examine nurse educators' experiences of a navigation-based mentoring program in a baccalaureate nursing program in Western Canada. Descriptive statistics were used to examine the means of three subsets of the Capabilities of Nurse Educators (CONE) questionnaire. Interviews were conducted, and data were analyzed using qualitative descriptive methods.

RESULTS

The findings highlight the positive effects the faculty navigator program had on faculty's confidence and development as educators. The most significant finding was the in-time relational support that faculty navigators provided to prevent new faculty from feeling alone in their new role.

CONCLUSION

The faculty navigator program is effective for its setting. This program could be expanded to facilitate stronger learner-centered approaches to teaching in various settings with faculty of varying expertise. [J Nurs Educ. 2022;61(10):587-590.].

The Use of Virtual Mentoring With Underrepresented Minority Groups in Baccalaureate Programs of Nursing: A Systematic Review of the Literature

AIM

The purpose of this systematic review is to explore the state of science on virtual mentoring in baccalaureate programs of nursing (BSN) and its impact on recruitment and retention of underrepresented minority (URM) groups.

BACKGROUND

Research shows that URMs have significantly higher attrition rates than other BSN students. Innovative approaches to recruitment and retention through virtual means may increase the diversity of BSN programs and the nursing workforce.

METHOD

Studies in peer-reviewed articles between 2010 and 2021 were selected based on their relevance to the research questions posed. Evidence was summarized.

RESULTS

Although literature validated that virtual mentoring is used with graduate students, few BSN programs use mentoring as a strategy to recruit and retain URMs. None of the studies reviewed used this intervention virtually.

CONCLUSION

Additional research is required to determine if virtual mentoring can be used to recruit and retain URMs.

Patients benefit from mentoring students in an interprofessional health mentors program: A contextual-developmental analysis

PURPOSE

Mentorship programs in health professional education are often characterized as a mutually beneficial relationship between mentor and mentee, but little is known about benefits for mentors. Mentors can be health professionals, academic faculty, other students (peers), and patients (health mentors). We studied the benefits that health mentors (people with chronic health conditions or disabilities, or a caregiver) get from mentoring students, and the contextual factors that contribute to, or explain these benefits.

METHODS

We surveyed 72 health mentors who had mentored between one and eight cohorts of students from different health professions in the health mentors program at the University of British Columbia. Using a contextual-developmental framework of mentorship, we analyzed mentors' responses to open-ended questions about how they benefit from the program.

RESULTS

Benefits fit into three categories: generativity (guiding the next generation), transformation (personal growth and reflection), and 'career' development (new activities resulting from increased self-efficacy). Contextual factors that contributed to benefits included the non-clinical setting, informality of meetings and reciprocal learning, and feeling valued by the program and students.

CONCLUSIONS

Health mentors perceive benefits in passing on their lived experiences to students, leading to personal growth and new activities. Their perspectives offer unique insights into the workings of effective mentorship relationships. There is much to be learned about how benefits of mentoring are linked to program design.

Country-level mentoring for advanced practice nursing: A case study

AIM

To describe the mentoring process between the ICN Advanced Practice Nurse Network practice subgroup and the University of Pécs to support the emerging advanced practice role in Hungary, and explore the creation of a mentoring algorithm for faculty and other key stakeholders worldwide who wish to develop advanced practice nursing programs.

BACKGROUND

Advanced practice nurses provide comprehensive clinical care and expand access to care in more than 70 countries. In March of 2017, a representative of the Faculty of Health Sciences of the University of Pécs requested assistance in curricula development for the inaugural advanced practice nursing program in Hungary.

METHODS

A mixed-methods single case study was undertaken. The sources of evidence include interviews, e-mails, review of the literature, and related documents. Qualitative data were analyzed for content, and frequencies were calculated for quantitative indicators.

FINDINGS AND DISCUSSION

The findings highlight the importance of clear communication, development of shared goals, and determination to see the project through. Enriching information was provided by colleagues from diverse global settings. Credibility was gained in Hungary from the support of national and international experts.

CONCLUSION

The mentoring foundation and process facilitated the role development in Hungary and contributed to an increased understanding of advanced practice nurses' scope of practice. The intentional approach and the careful ongoing reflection may lead to future successful endeavors. Multinational engagement and collaborations will promote advanced practice nursing contributions globally.

IMPLICATIONS FOR NURSING POLICY

Mentoring can effectively empower nurses and advanced practice nurses to work to their full capacity. The shared experiences of international mentoring colleagues can contribute to and support the development and acceptance of national policies for the advanced practice nursing roles.

Tips to Support the Recruitment, Retention, and Progression of Clinical Academics

Training to become a clinical academic is a long and arduous process with many obstacles. Many potential candidates fall by the wayside both during and following completion of the combined clinical and academic training pathway with negative implications for clinical and translational research and teaching. Findings from a recent national multi-funder study, alongside clinical academic experiences and current literature, have led to the creation of this 12-tip paper. The tips are targeted at supervisors and employers of clinical academics, aiming to improve recruitment, experiences, retention, and progression through the career path.

A Review of the NANN Research Summit Experience: Continuing to Promote a Platform for Research and Clinical Inquiry

BACKGROUND

The NANN Research Summit has been providing a platform for neonatal scholarship and clinical inquiry for 15 years. As the discipline of nursing and nursing research continue to evolve, it is important to gain perspective on current trends and needs for areas of strength and growth.

PURPOSE

To evaluate participant outcomes of the NANN Research Summit and determine opportunities for improvement.

METHODS

A 9-question survey was sent to 90 past participants for the Research Summit years 2015-2019.

RESULTS

Thirty-seven (41%) participants from 2015 to 2019 responded. Of those responding, 75% continued to pursue their presentation topic; 95% felt empowered to continue their research based on their Summit experience; 84% felt more comfortable presenting their research findings after attending; 84% felt confident in publishing research after attending the Summit, with 43% reporting publications. These accomplished results would not have been possible without Mead Johnson's support. In addition, 57% did not publish the work presented and 65% lacked continued mentorship.

IMPLICATIONS FOR PRACTICE

A redesigned Summit is presented to address the priorities for growth and alignment with continued emphasis on collegiality among neonatal nurse scholars. The redesigned Summit will promote continued clinical inquiry as a result of intentional focus on mentorship and development of scholarship.

IMPLICATIONS FOR RESEARCH

The data collected from this initial survey will continue to serve as the basis for future data collection. Continued evaluation of strengths and areas for growth including the number of publications and mentorship experience can lead to expansion of research for the Summit facilitators and participants.

From clinical expert nurse to part-time clinical nursing instructor: design and evaluation of a competency-based curriculum with structured mentoring: a mixed methods study

BACKGROUND

Transition from a clinical expert nurse to a  part time clinical nursing instructor (PTCNI) poses several challenges. Designing a professional development curriculum to facilitate the transition from a clinical expert nurse to a  PTCNI is critical to effective education. A comprehensive competency-based curriculum was developed and implemented with structured mentoring to prepare clinical expert nurses as PTCNIs.

METHODS

A mixed-methods study with a sequential-exploratory approach was conducted in Iran in 2019. In the qualitative phase, Saylor et al.'s (1981) seven-step model was used, consisting of (1) collecting evidence from a systematic review, (2) conducting interviews with learners, (3) setting goals and objectives, (4) design, (5) implementation, (6) evaluation, and (7) feedback. In the quantitative phase, curriculum domains were evaluated. Additionally, the effective professional communication skills module was implemented using a quasi-experimental study with a pre-test post-test single-group design for 5 PTCNIs in a pilot study.

RESULTS

After integrating the findings of the literature review and field interviews in the analysis stage, a curriculum was developed with a total of 150 h, six modules, and 24 topics. Results of the pilot study showed a significant improvement in the confidence of PTCNIs as a result of the implementation of the effective communication skills module using the mentoring method (t = - 16.554, p = 0.0005).

CONCLUSIONS

This competency-based curriculum was based on the evidence and needs of PTCNIs and provides a complete coverage of their clinical education competencies. It is suggested that managers of educational institutes that offer nursing programs use this curriculum to prepare them in continuing education programs. Further studies are needed to thoroughly evaluate the learning outcomes for students.

Development and assessment of a nationwide, cross-discipline women faculty mentoring program

INTRODUCTION

Professional health care associations present a unique opportunity for formal mentorship programs, with membership often spanning a variety of experiences, professional ranks, and institutions. However, scarce literature describes the role of professional associations in the development and assessment of mentoring programs. This paper describes development of the American Association of Colleges of Pharmacy Women Faculty Special Interest Group (SIG) mentoring program and characterizes the impact of the program.

METHODS

The task force collaboratively developed the mission, vision, and structure of the mentoring program, posted the program description on the SIG's electronic forum, and called for mentors and mentees via an online survey asking for matching preferences. The task force reviewed responses and designated matches. Participants were emailed match information and a guidance document. The program was assessed at three, six, and 12 months via electronic survey.

RESULTS

The program matched 43 mentors with 77 mentees, with each mentor assigned one to three mentees. At the three- and six-month assessments, 89% and 87% of respondents, respectively, indicated they had met with their mentor/mentee. At the 12-month assessment, 86% of mentor respondents and 80% of mentee respondents stated the mentoring program met their needs/expectations. Career goal development, work/life integration, and difficult work situations were the most frequently discussed topics. Most participants stated they would continue to serve as a mentor/mentee in a future cycle and recommend other faculty members participate.

CONCLUSIONS

Results from three-, six-, and 12-month assessments indicated a positive impact of developing a nationwide, organizational, cross-discipline mentoring program.

Strategies to enhance the success of mid-career nurse scientists

BACKGROUND

The mid-career nurse scientist, defined as an associate professor with/without tenure, is often faced with a multitude of challenges and opportunities PURPOSE: This paper shares strategies to assist mid-career scientists as they juggle required career demands and navigate the mid-career phase in pursuit of the rank of full professor.

METHOD

A review of the literature was performed on mid-career nurse scientists.

DISCUSSION

A combination of increased research responsibilities, increased institutional teaching and service demands, and dwindling support can result in a sense of overwhelm and burnout. The mid-career nurse scientist must balance several balls in the air at one time to remain successful.

CONCLUSION

Strategies aligned with the Ecological Framework, focus on intrapersonal, interpersonal, institutional, organizational, and public policy domains to provide a wide scope of strategies that target the mid-career scientist and engage the larger nursing community.

Implementation and preliminary evaluation of a nursing PhD constellation mentorship model

BACKGROUND

Given an 8.3% decline in nursing PhD enrollments between 2013 and 2018 and persistent nursing faculty vacancies nationwide, training the next generation of PhD-prepared nurse faculty remains a priority for the nursing profession. High quality nursing PhD mentorship is linked to improved career development and student retention, yet the traditional faculty-student dyad often does not meet all student needs due to multiple factors including faculty time constraints.

PURPOSE

To detail the initiation of a new, student-led constellation mentorship program that involves one-on-one peer mentorship and inter-cohort mentorship via "Partnerships for Development."

METHODS

We surveyed students on their experiences after initial program implementation.

DISCUSSION

We summarize our experiences implementing the program, provide programmatic evaluation, and make recommendations for other nursing PhD programs interested in implementing a similar mentorship model.

DISCUSSION

A constellation model may be an effective and sustainable model for mentorship, but further research is needed.

Overcoming Barriers to PhD Education in Nursing

BACKGROUND

Doctoral programs continue to have high attrition rates. This article discusses barriers and success strategies for developing a new PhD program in nursing.

METHOD

A university in the southeastern United States surveyed current Master of Science in Nursing students and graduates regarding barriers to enrolling in a doctoral program. The faculty and administrators developed strategies to guide students to success in a new PhD program.

RESULTS

Significant barriers to entering nursing doctoral education included financial constraints, job and family responsibilities, lack of program flexibility and faculty mentoring, and fear of research and the dissertation process. Strategies instituted were accelerated learning, convenient scheduling, and early guided dissertation work.

CONCLUSION

Recommendations for strengthening doctoral education are aimed at three significant components to guide the dissertation process: commitment, connectedness, and continuous improvement. [J Nurs Educ. 2021;60(7):400-403.].

Reflections of mentors and mentees on a national mentoring programme for pharmacists in the United Kingdom: An examination into organisational culture and systems

BACKGROUND

There is no accepted or consistent model for delivering mentoring programmes, manifesting in some debate surrounding the ideal conducive system. Mentorship structures and culture within pharmacy can be advanced by researching experiences of mentors and mentees.

OBJECTIVE

To explore lived experiences of participants in a nationwide mentoring programme in relation to motivations and barriers associated with engaging with mentoring, and what system changes and organisational culture shift could further support mentoring for pharmacy professionals.

METHODS

This study adopted a constructivist research paradigm, with a qualitative design to focus on how participants interpreted the world and their experiences. Verbatim transcripts of recordings were examined using deductive and inductive thematic analysis.

RESULTS

Participants in twenty one-to-one interviews appreciated the programme's allowance for organic relationships to occur, its contribution towards advancing the profession forward, its flexibility, and available resources. They discussed training needs and a more formal onboarding process into the programme that facilitated greater awareness of resources, as well as the need to evaluate and tweak it. System changes were highlighted so that mentoring can be part of the organisational culture, such as incorporating mentoring in job descriptions to increase capacity, senior members of the profession acting as role models, and linking mentoring to existing education and development structures.

CONCLUSION

Data demonstrated the need for formal structure but that which allowed for informal and organic relationships to develop. It is paramount for sponsoring organisations to provide resources and continuously monitor the program. The rich information gathered on administrative support and structure of a mentoring programme, along with its organisational facets, should help organisations when implementing similar initiatives. An organisation sponsoring or administering a mentoring programme must take actions that help codify its mentoring culture and its advocacy of mentoring as key to advancement for its profession's members.

Areas of satisfaction and challenges to success of mid-career nurse scientists in academia

BACKGROUND

Mid-career nurse scientists in academia face many challenges that can lead to burnout and exiting the profession. Finding ways to increase satisfaction and support will help retain these critical faculty in research positions.

PURPOSE

Describe areas of satisfaction and challenges to success in the faculty role for mid-career nurse scientists in academia.

METHOD

Cross-sectional, descriptive. A total of 65 self-identified mid-career nurse scientists completed an online survey.

FINDINGS

Mid-career nurse scientists were most satisfied with their role at their organization, least satisfied with time for research and opportunities to receive mentoring. They felt moderately supported by colleagues and deans, least supported by their ADR. Differences in satisfaction among nurse scientists in different levels of research institutions were noted.

DISCUSSION

Challenges to success in mid-career nurse scientists exist. Loss of nurse scientists at mid-career threatens to undermine the knowledge base of the individuals who mentor the next generation of scientists. The discipline must support mid-career scientists in their efforts to be successful in research.

Reflecting on educational preparedness and professional development for early-career nurse faculty: A phenomenological study

Bedside nurses are assuming the faculty role without the necessary skill set to meet their role's rigorous expectations. The researchers sought to explore the lived experiences of early-career nursing faculty and what it feels to be unprepared to teach. A qualitative research design using semi-structured interviews served as the primary data collection method. The purposive sample consisted of nine graduate-prepared early-career nursing faculty with less than five years' experience teaching who felt unprepared for the faculty role. Four themes emerged from the data: (1) balance between theory and practice; (2) socialization to the role; (3) real-world experience; and (4) ownership for ongoing learning. The findings bring transparency for nurse faculty to assess the educational and transitional process outcomes from early-career nursing faculties' perspectives.

An Integrative Review of Mentoring Novice Faculty to Teach

BACKGROUND

Novice nursing faculty require support and guidance as they transition from clinical practice to teaching in an academic faculty. Mentoring is an important part of faculty development during the transitional experience. Currently, the learning needs of novice nursing faculty and the effects of formal mentorship programs are not well understood.

METHOD

An integrative literature review was conducted from five electronic databases. The articles included in the review described primary research studies focused on formal mentorship programs that supported novice faculty in developing their teaching expertise and identified their learning needs.

RESULTS

The review yielded eight studies that explored different aspects of the mentoring experience. Socialization to Academia and Navigating Mentorship were two key themes developed from the data.

CONCLUSION

Included studies described mentoring programs and a clear need for some type of formalized orientation and mentorship process or program to enhance novice nursing faculty transition to the academic setting and role. [J Nurs Educ. 2021;60(4):203-208.].

Exploring Online Mentorship as a Potential Strategy to Enhance Postgraduate Mental Health Nursing Education through Online Delivery: A Review of the Literature

The value of mentorship to professional development in nursing education has been consistently demonstrated in the literature. The benefits for mental health nursing are particularly noted for attracting nursing students and new graduates into this area of practice. The proliferation of online delivery of mental health nursing programs poses particular issues in providing mentorship to students. Despite changes to the mode of educational delivery, the mentorship literature primarily addresses face-to-face processes. The aim of this paper is to present a review of the literature pertaining to online mentorship. A literature search of the CinAHL, Medline, ProQuest and Google Scholar databases was undertaken to identify relevant literature. Hand searches of reference lists were also conducted. The findings demonstrate the paucity of literature addressing this topic. Evaluation of online mentorship programs are particularly scarce, small scale and usually conducted at one site only. Few descriptions of the content and structure are provided meaning that program development cannot benefit from existing knowledge and expertise. There is an urgent need for online mentorship accompanied by rigorous and systematic evaluation frameworks to maximize the benefits of mentorship to an online environment.

National Model for a Nursing Faculty Affairs Office

This article describes the creation and work of an Office of Faculty Affairs (OFA) and an Associate Dean for Academic Affairs (ADFA) within a Graduate School of Nursing. The OFA supports the development and career advancement of faculty and the ADFA serves as a faculty mentor and advocate to promote faculty excellence in teaching, scholarship, practice and professional service. The ADFA has focused responsibility to partner with faculty, academic programs, and administration to provide programs and resources that assist and promote faculty growth and accomplishment. The ADFA must be a cross-boundary manager and consultant committed to monitoring, evaluating, developing and implementing educational and administrative programs to meet both faculty and program requirements. Responsibilities of and initiatives created by the ADFA are presented, along with metrics used to evaluate the effectiveness of the office and the role.

The perceived reality and environment of the mid-career nurse scientist

BACKGROUND/PURPOSE

A qualitative study was designed to explore facilitators and barriers to success from the perspectives of self-identified mid-career nurse scientists.

METHODS

Data were collected from 84 respondents using open-ended items as part of an electronic survey of self-identified mid-career nurse scientists who were members of regional nursing research societies.

DISCUSSION/CONCLUSION

Two main themes emerged: "Perceived Realities" and "What's Needed to Achieve Career Success." Mid-career nurse scientists experience both joy from teaching and research roles and dissatisfaction with research support; difficulty balancing heavy teaching workload, administrative responsibilities, and research, and ineffective mentoring. Based on the challenges in their environment, respondents identified numerous ways to enhance career success including (1) increasing or enhancing release time for research activities, (2) formal infrastructure to support research activities, and (3) targeted, effective mentoring by senior scientists.

An evaluation of the current mentorship/preceptorship practices for newly qualified radiographers in Northern Ireland

INTRODUCTION

Mentorship/Preceptorship (M/P) has been utilised within the nursing profession since the early 1980's. Successful, structured M/P programmes can be hugely beneficial to Northern Ireland (NI) Trusts who recruit regularly and often rely on the fluidity of staff movement regionally. In the absence of standardised tools to accurately and universally measure the competency of newly qualified Radiographers (NQR) as they evolve, establishing the benchmark for effective practice within Radiology departments in NI is difficult and highly subjective at best. This study aimed to evaluate the current M/P strategies within NI as perceived by NQR and Radiology Managers (RM).

METHODS

A mix of both qualitative and quantitative data was obtained using questionnaires through a scoping exercise. Opinions were sought from a target audience of NQR, who began full-time employment following graduation in 2018, and RM involved in the delivery of current M/P programmes within the NI Trusts.

RESULTS

Responses were gained from all five NI trusts to achieve a representative regional sample, with final opinions of RM (n = 8, 54%) and NQR (n = 30, 67%) received. With the exception of one response, all NQRs confirmed receiving some form of M/P support within their inaugural post.

CONCLUSION

Significant variations were apparent in both the structure and delivery of Trust M/P induction programmes, calling into question the comparable competency of NQRs regionally.

IMPLICATIONS FOR PRACTICE

The disparity in approach towards M/P programmes across NI, and subsequent lack of comparability of NQR competence, endorses the development of a more robust and universal method for the regional assessment of NQRs, such as that of the 'Flying Start NHS®' programme utilised by National Health Service (NHS) Scotland, in combination with knowledge and skills framework (KSF) practices in supervision.

Peer mentoring in medical residency education: A systematic review

BACKGROUND

Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education.

METHODS

We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review.

RESULTS

We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs.

CONCLUSIONS

Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.

Perceptions of support by nursing faculty of color

BACKGROUND

Racial and ethnic minority faculty members within nursing academia are critical to the recruitment and training of a diverse health care workforce. Effective strategies and opportunities for the success of minorities within nursing faculty must be identified and explored.

PURPOSE

The purpose of this paper is to identify strategies for support being utilized by nursing faculty of color, and support systems that practicing faculty of color believe would aid their success in academia.

METHOD

This descriptive survey used an 18-item online survey distributed to faculty of color in nursing academic institutions throughout the United States. Of the completed surveys, 116 responses met inclusion criteria.

RESULTS

Common themes from faculty of color emerged regarding the importance of mentorship, faculty development, networking and acknowledgement.

CONCLUSION

Respondents noted their experience with successful support systems and strategies and support systems they found to be lacking. Strategies were recommended for promoting faculty of color in schools and colleges of nursing.

Access to healthcare system of indigenous communities with musculoskeletal disorders and rheumatic disease in Chaco, Argentina: a qualitative study

Introduction/objectives

The objective of this study is to describe the local healthcare system from the perspective of the health professionals, community health workers, and local representatives of the qom community living in the province of Chaco, Argentina.

Methods

A qualitative study, with an ethnographic approach, was carried out using two techniques: non-participant observations and semi-structured interviews. A guide for the interviews was designed and developed by a multidisciplinary group of GLADERPO researchers. The main aspects included were the following: reference into the local healthcare system and accessibility to the system. Andersen’s base conceptual model of health service utilization was applied for the analysis and for structuring the results.

Results

A total of 21 people were interviewed, twelve women and nine men with an age ranging between 25 and 60 years old. The main findings were different barriers (communication and cultural) between the community and the healthcare system; “navigation” within the health system carried out by the qom community; and migration and bureaucratization of the health system.

Conclusions

These findings should be incorporated into educational strategies to improve access to healthcare system and adherence to medical treatment, establishing an interaction between the different levels of the local care system and providing community health workers with an appropriate training with the support of the community representatives.

Key Points • The different barriers between the community and the healthcare system were described. • The “navigation” within the health system carried out by the qom community and the migration were relevant points. • The bureaucratization of the health system and the need to design and implement educational strategies in the future were highlighted.

An evaluation of early career academic nurses' perceptions of a support program designed to build career-resilience

Early career academic nurses can struggle to meet the demands of career development due to feelings of being overwhelmed. Studies indicate that programs targeting these challenges are often sporadic and inconsistent, leading to dissatisfaction and missed opportunities.This paper reports on findings evaluating a program designed to build career-resilience in a group of early career academic nurses who, through the provision of a structured program of support, were enabled to succeed and thrive in the academy. This six session program was informed by Knowles' adult learning theory, Mezirow's transformational learning theory and Lord's reliance on critical transactions.This study was undertaken in a large metropolitan university in Sydney, Australia. Participants included nine early career academic nurses. All had been full-time academics from one to six years. A qualitative descriptive design was employed using Braun and Clarke's six stage process for data analyses. Three themes emerged: the program fostered connections, strengthened expertise and clarified directions. This analysis provided deep insights into the value of collegial relationships to galvanise career success. The program's strength was its ability to lessen participants' feelings of isolation and to develop behaviours that enhance career-resilience.

The Global Leadership Mentoring Community: building capacity across seven global regions

AIM

The purpose of this paper is to report on the evaluation of the online Global Leadership Mentoring Community, a programme designed to build relationships across seven global regions and promote leadership development for emerging nurse leaders.

BACKGROUND

There is a pressing need and opportunity for sustainable global leadership mentoring programmes. This programme of Sigma Theta Tau International (Sigma) brought mentors and mentees together from across the world to build leadership capacity, understand global leadership issues and build networks. Community coordinators purposively selected mentors from each of Sigma's seven Global Regions, and mentees were chosen through a process of snowball sampling. Mentors and mentees met monthly with quarterly group calls.

METHODS

The study followed a programme evaluation, outcomes-focused approach. All eleven pairs of mentors-mentees were invited to complete online surveys at the outset and end of programme capturing both quantitative and qualitative data. Quantitative data were analysed using descriptive statistics and for qualitative data, a thematic analysis.

FINDINGS

Quantitative data confirmed that all 22 participants gained from the experience. From qualitative analysis, themes emerged illustrating the scope of achievements: 1. facilitation of successful outcomes for both mentors and mentees, 2. challenges of global mentoring and 3. strategies for successful global mentoring.

DISCUSSION/CONCLUSION

Participants reported that creating global leadership is a longitudinal process that needs sustained attention to effect change. This evaluation identified many strengths of the programme and recommended its continuation to help further development of global leaders, particularly through focusing more purposefully on policy issues.

IMPLICATIONS FOR NURSING POLICY

Empowerment of nurses globally through a Global Leadership Mentoring Community can improve leadership at all levels, thus emboldening their voices to influence nursing and health policy and ultimately improve patient care.

Promoting and Supporting a Doctor of Nursing Practice Program of Scholarship

BACKGROUND

Mentoring in the context of the faculty-student relationship can be one in which each benefits. Creative approaches are warranted to help discriminate the boundaries between the student and the teacher as a mentor, which are often ill-defined and blurred given the high-stakes summative assessments of performance.

METHOD

Six specific, measurable, achievable, relevant and time-based (SMART) goals were established for a mentor and mentee relationship spanning a 2-year period based on a vision for building a program of scholarship. Weekly mentoring sessions were used to monitor progress toward goal attainment.

RESULTS

While completing the Doctor of Nursing Practice program, the mentee expanded professional networks, obtained funded fellowships, expanded knowledge and skills related to the substantive area of scholarship, and disseminated that work through professional presentations and publications coauthored with the mentor.

CONCLUSION

Cognizant of the boundaries between course-related products and professional presentations and publications, the goal-driven mentor-mentee relationship is transformational to both. [J Nurs Educ. 2020;59(9):526-530.].