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Mentoring New Nursing Faculty

Mentoring New Nursing Faculty. Sara Thompson, MSN, APN. Objectives. Describe issues encountered in transition from clinical practice to faculty positions Identify models of mentoring Describe characteristics of mentors Discuss barriers to mentoring

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Mentoring New Nursing Faculty

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  1. Mentoring New Nursing Faculty Sara Thompson, MSN, APN

  2. Objectives • Describe issues encountered in transition from clinical practice to faculty positions • Identify models of mentoring • Describe characteristics of mentors • Discuss barriers to mentoring • Identify resources to develop a mentoring program

  3. Background • Doctoral preparation • Gold standard for baccalaureate faculty • Shortage of doctorally prepared nurses • MSN: minimum requirement to teach in undergraduate nursing programs

  4. APN Transition • APNs clinical role • Nine to five direct patient care • Five days a week • Institution and department policies and politics • APN faculty role • Class schedule • Planning, preparation, and grading • Student pressures • Committee work • Institution and division policies and politics • Scholarship

  5. An APN Story • Once upon a time in a small liberal arts college • Employ two new full-time faculty members each year for three years to fill vacant positions • Four vacant positions remain at the end of three years • Overwhelmed • PhD vs. MSN politics • Tenure issues (not only nursing) • Money and family issues

  6. Significance • Faculty retention 55% over ten years • Less for women • AACN survey: Nursing average 2.9 faculty vacancies per school • Significance • Cost to replace faculty • Time for recruitment and orientation • Efficiency of educational system

  7. Analysis of Faculty Retention Evidence • Role conflict/ambiguity • Collegiality/relationships • Greatest faculty satisfier • Greatest source of dissatisfaction

  8. Analysis of Faculty Retention Evidence • Department leadership • Sets tone and culture of the department • Support for new faculty members • Professional autonomy • Academic freedom • Institutional culture and policies • Departmental culture and policies

  9. Analysis of Faculty Retention Evidence • Mentoring • Modest satisfier • Lack of mentoring a great dissatisfier • Salary and benefits • Less important than other factors in faculty retention

  10. Mentoring • New faculty • Support of leadership • Support of experienced faculty • Throughout academic career • Scholarship • Leadership

  11. Formal Mentoring • Functional mentoring program • Match mentor and mentee interests • Share scholarly project • Time limited • Formal mentoring design • Outline of goals to meet • Expand on orientation • Develop relationships • Time limited

  12. Informal Mentoring • Peer mentoring • New faculty • Experienced faculty • Scholarship • Leadership • May not be available to all faculty

  13. Mentor Characteristics • Trustworthy • Accessible • Competent • Good match • Caring

  14. Barriers • Workload issues • Mentors takes time • Low salaries • Volunteer vs. paid • Release time

  15. Resources • American Association of Colleges of Nursing (AACN) • Education Scholar • National League of Nurses (NLN) • Tool Kit • Sigma Theta Tau International (STTI) • Mentor/mentee workshops

  16. Conclusion • Caring is foundational in nursing • Caring through mentoring new faculty • Successful development • Retention • Research suggests benefits of mentoring regardless of method

  17. QUESTIONS?

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