Mentoring Clinical Nursing Faculty: Included Articles Qualitative Methods Participants Findings Publications 20 undergraduate Novice faculty searched for a nursing teaching mentor; faculty needed faculty from 6 guidance and structure as Cangelosi, Hermeneutic universities less than transition from clinical to PR. 2014 phenomenology 2 years’ experience academia present challenges. in 5 Eastern states were interviewed for about 1 hour 163(of 440) nurse Seven themes were educators returned generated for facilitators of 2. Hubbard, Thematic content surveys at the mentoring and seven themes Halcomb, for open Centennial Area for barriers to mentoring. Roberts. 2010 questions Health Education Center Conference in the Rockies Of the 20 mentors Very meaningful and and 20 protégés who effective ways of mentoring Hermeneutic participated in for faculty progression analysis was used. NLN/J&J distance and productivity were 3. Lasater, Multiple mentoring program, described via structured Mitchell, interviews were 12 mentors and 11 distance communication. Delahoyde, Nick, recorded protégés were Siktberg. 2014 transcribed, and interviewed. Skpe de-identified. and phone communication were used. Thai nursing scholarship is 4. Turale,, Phenomenology inclusive and collaborative Klunkin, via content 14 Thai scholars but challenged by high Chonatown, analysis teaching loads for junior 2010 faculty. Three main themes were found: creating a meaningful 5. White, 23 novice faculty via mentor-protégé relationship, Interpretive Brannan, Wilson, focus group transitioning as a new nurse phenomenology 2010 interviews educator, and the program--lessons learned Developing reciprocal 6. Wilson, Interpretive 11 mentors (10 were relationships for Brannan, White, phenomenology women). communication helps 2010 successful mentoring.
Mentoring Clinical Nursing Faculty: Included Articles Qualitative Publications Methods Participants Findings Cangelosi, PR. 2014 Hermeneutic phenomenology 20 undergraduate nursing teaching faculty from 6 universities less than 2 years’ experience in 5 Eastern states were interviewed for about 1 hour Novice faculty searched for a mentor; faculty needed guidance and structure as transition from clinical to academia present challenges. 2. Hubbard, Halcomb, Roberts. 2010 Thematic content for open questions 163(of 440) nurse educators returned surveys at the Centennial Area Health Education Center Conference in the Rockies Seven themes were generated for facilitators of mentoring and seven themes for barriers to mentoring. 3. Lasater, Mitchell, Delahoyde, Nick, Siktberg. 2014 Hermeneutic analysis was used. Multiple interviews were recorded transcribed, and de-identified. Of the 20 mentors and 20 protégés who participated in NLN/J&J distance mentoring program, 12 mentors and 11 protégés were interviewed. Skpe and phone communication were used. Very meaningful and effective ways of mentoring for faculty progression and productivity were described via structured distance communication. 4. Turale,, Klunkin, Chonatown, 2010 Phenomenology via content analysis 14 Thai scholars Thai nursing scholarship is inclusive and collaborative but challenged by high teaching loads for junior faculty. 5. White, Brannan, Wilson, 2010 Interpretive phenomenology 23 novice faculty via focus group interviews Three main themes were found: creating a meaningful mentor-protégé relationship, transitioning as a new nurse educator, and the program--lessons learned 6. Wilson, Brannan, White, 2010 Interpretive phenomenology 11 mentors (10 were women). Developing reciprocal relationships for communication helps successful mentoring.
NE_2017_04_12_CULLEN_15655_SDC1.docx