Melissa Anibas, MSN, RN Gail Hanson Brenner, MSN, RN CeCelia Zorn, PhD, RN

1. Experiences Described by Novice Teaching Academic Staff in Baccalaureate Nursing Education: A Focus on Mentoring Melissa Anibas, MSN, RN Gail Hanson Brenner, MSN, RN CeCelia Zorn, PhD, RN Sigma Theta Tau International – Mu Lambda Chapter Minnesota State University, Mankato September 14, 2007

2. Background

3. Faculty Shortage • Early retirement (Faculty Census Survey, 2003) • National League for Nursing (Kovner, Fairchild, & Jacobson, 2006) • Vacancy rates increased 32% from 2002 -2006 • 2/3 were 45 – 60 years old in 2006, and likely to retire in the next 5-15 years

4. Increased Utilization of Teaching Academic Staff (TAS) • Often part time • Experts in concurrent practice positions • Little formal preparation for educator role • Minimal preceptorship or mentorship availability

5. Ample literature focused on novice tenure track faculty or those in community college settings, but no study examined experiences of novice TAS

6. Research Questions • “What are the experiences described by novice TAS in a baccalaureate nursing program and how do these experiences compare to their expectations and needs?” • “How was mentoring experienced by novice TAS?”

7. Literature Review

8. Experiences • Feel overwhelmed • High anxiety • Performance, balance, keeping up, and isolation • Coping • Independently sought out professional support systems

9. Mentoring • Mentoring roles • Stages of the mentoring relationship • Qualities of a mentor • Mentor versus preceptor • Formal versus informal

10. Method • Design: descriptive, naturalistic inquiry

11. Sample: convenience, ten novice TAS • Age (26-65); all Caucasian • 9 female, 1 male • Highest degree completed – master’s degree • Variable FTEs • 7 classroom and clinical; 3 clinical only • Setting: 3 Midwestern baccalaureate nursing programs – 2 public, 1 private • Data collection: focus group interview

12. Findings

13. Feelings • Anxiety, frustration, uncertainty, isolation, awkwardness, expendability, confusion • Confidence, feeling supported, belonging • Preparation for Role and Expectations • Previous work, education, and life experiences • Familiarity with content • Expectations influenced by student characteristics • No expectations

14. Resources • Sources • Relationship with faculty colleagues • Characteristics of support persons as experienced • Helpful things others can do

15. Challenges • How to teach • How to evaluate • Personal • Organizational

16. Mentorship • Description and comparison with preceptorship • Mentorship experienced • Becoming a preceptor or mentor

17. Discussion

18. Novice TAS experience is consumed with feelings and challenges • Some support for novice TAS exists - need to strengthen • Inconsistent use of “Preceptor” and “Mentor” • Limitations and future research

19. Transitional Process • Jumping in • Surviving day by day • Moving forward

20. Lessons Learned • Personal connection • Stay true to the data • Experiences with interview skills • Group research is enriching, fun, and combines different talents • Simultaneous, ongoing dissemination

21. Acknowledgements • Research participants • University of Wisconsin – Eau Claire • Small Research Grant • Sigma Theta Tau International – Delta Phi Chapter • Data transcriptionists • Marcia Bollinger, MLS; Senior Media Specialist

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