An Exploration of Formal Mentoring Experiences of Junior Faculty in Associate Degree Nursing Programs PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download An Exploration of Formal Mentoring Experiences of Junior Faculty in Associate Degree Nursing Programs PDF full book. Access full book title An Exploration of Formal Mentoring Experiences of Junior Faculty in Associate Degree Nursing Programs by Marsha Moore Cannon. Download full books in PDF and EPUB format.
Author: Marsha Moore Cannon
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 138
Get Book Here
Book Description
The purpose of this study was to explore the formal mentoring experiences of junior nursing faculty. The nursing faculty were located in associate degree nursing programs in community colleges in the Southeast. Three broad research questions were developed to guide the study: (1) What are the lived experiences of junior faculty with formal mentoring? (2) What is the nature of the interactions that take place between mentor and mentee? (3) What meanings do the mentees assign to these interactions? A qualitative research design was used to conduct the study. The participants offered a depiction of the lived experience of the formal mentoring experiences of junior nursing faculty. The results of the data analyses indicated the nurse educators encountered struggles as they acclimated into the nurse educator role. The formal mentoring that was provided for the mentees fostered within them a sense of belonging that resulted in job satisfaction and a desire to remain in nursing education. The mentees trusted that their mentors provided the best mentoring and learning experiences for them as the mentors sat in the classroom and observed them, provided guidance with instructional development, and assisted with test construction. All of these mentor actions helped the new faculty members grow as educators. Understanding the mentoring experiences of novice nurse educators is important to nursing education. Nursing faculty members leave education for a myriad of reasons including salary, stress, unclear role expectations, and job satisfaction. Job satisfaction greatly influences a faculty member's decision to remain in nursing education. The retention of qualified nurse educators is crucial to overcoming the nursing faculty shortage, and a means to address this problem is the mentoring of new educators. The study findings affirmed the positive nature of formal mentoring when examining the experiences of junior nurse educators.
Author: Marsha Moore Cannon
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 138
Get Book Here
Book Description
The purpose of this study was to explore the formal mentoring experiences of junior nursing faculty. The nursing faculty were located in associate degree nursing programs in community colleges in the Southeast. Three broad research questions were developed to guide the study: (1) What are the lived experiences of junior faculty with formal mentoring? (2) What is the nature of the interactions that take place between mentor and mentee? (3) What meanings do the mentees assign to these interactions? A qualitative research design was used to conduct the study. The participants offered a depiction of the lived experience of the formal mentoring experiences of junior nursing faculty. The results of the data analyses indicated the nurse educators encountered struggles as they acclimated into the nurse educator role. The formal mentoring that was provided for the mentees fostered within them a sense of belonging that resulted in job satisfaction and a desire to remain in nursing education. The mentees trusted that their mentors provided the best mentoring and learning experiences for them as the mentors sat in the classroom and observed them, provided guidance with instructional development, and assisted with test construction. All of these mentor actions helped the new faculty members grow as educators. Understanding the mentoring experiences of novice nurse educators is important to nursing education. Nursing faculty members leave education for a myriad of reasons including salary, stress, unclear role expectations, and job satisfaction. Job satisfaction greatly influences a faculty member's decision to remain in nursing education. The retention of qualified nurse educators is crucial to overcoming the nursing faculty shortage, and a means to address this problem is the mentoring of new educators. The study findings affirmed the positive nature of formal mentoring when examining the experiences of junior nurse educators.
Author: Megan Christine Duncan
Publisher:
ISBN:
Category : Mentoring
Languages : en
Pages : 157
Get Book Here
Book Description
Although there are over three million registered nurses in the United States, the national nursing shortage has reached epic proportions, with a vacancy rate of 9.9%. One of the contributing factors to the nursing shortage is the lack of qualified nursing faculty. While formal mentoring programs have been identified as best practice in supporting the expert nurse clinician in their transition into the novice nurse faculty role, these programs are not consistently implemented in schools of nursing. In this phenomenological study, the perceptions of nursing leaders regarding barriers to the implementation of formal mentoring programs were analyzed. Using a semistructured interview, six nursing school leaders were interviewed focusing on their perceptions of formal mentoring programs for novice nursing faculty. Findings of this study showed that nursing school leaders believe that mentoring programs are effective in supporting the novice nurse faculty in their role transition. Nursing leaders did, however, identify the barriers of human capacity, incentivization, and budgetary constraints to the implementation of formal mentoring programs. These barriers often outweighed the positive effects of formal mentoring programs. Nursing schools can enter academic partnerships with hospitals or secure grant funding to help support the implementation of formal mentoring programs. Additionally, working with novice mentors on how to teach someone to teach will be invaluable to the mentor dyad. Keywords: nurse, novice nurse academic, nurse educator, mentoring, orientation, transition, retention
Author: Patricia Bayles
Publisher: Jones & Bartlett Learning
ISBN: 9780887376429
Category : Medical
Languages : en
Pages : 202
Get Book Here
Book Description
The tremendous impact of community-based nursing upon health care has educators to the height of innovation. Contributors from the Council o f Associate Degree Programs (CADP) provide the "dreams they have caugh t in a web," demonstrating their collective vision for nursing's futur e.
Author: Lisa Marie Greenwood
Publisher:
ISBN:
Category : Mentoring in medicine
Languages : en
Pages : 223
Get Book Here
Book Description
Author: Cynthia Apollonia Wright
Publisher:
ISBN:
Category :
Languages : en
Pages : 42
Get Book Here
Book Description
According to the 2012 Bureau of Labor Statistics' Registered Nursing Workforce Projection, the shortage of registered nurses in the United States is predicted to reach 1.2 million nurses needed by the year 2020. In 2013, almost 80,000 qualified registered nurse applicants had been turned away from U.S. baccalaureate and graduate nursing programs. Nearly two-thirds of nursing schools identified faculty shortages as a major reason for not accepting qualified applicants into their programs (AACN, 2013). Mentorship has been cited as a best practice to successfully develop new nursing faculty that will improve recruitment, retention, and foster future nurse mentors (Dunham-Taylor, Lynn, Moore, McDaniel, Walker, 2008). Purpose: This qualitative pilot study will explore the meaning of positive mentoring experiences and characteristics of a positive mentor for novice nursing faculty that teach in baccalaureate nursing programs. There is a significant gap in the literature, with limited studies, found in both qualitative and quantitative research exploring the mentoring experiences and/or characteristics of a positive mentor specific for novice nursing faculty that teach in baccalaureate nursing programs (Anderson 2009, Anibas, Hanson-Brenner, Zorn, 2009, Cho, Ramanan, Feldman, 2011). This study aims to gain deeper understanding of positive mentoring experiences and characteristics of a positive mentor. Research Question 1: What are positive mentoring experiences for novice nursing faculty within the first two years of teaching in baccalaureate nursing programs? Research Question 2: What are characteristics in a positive mentor for novice nursing faculty within the first two years of teaching in baccalaureate nursing programs?
Author: Bernice E. Anderson
Publisher:
ISBN:
Category : Junior colleges
Languages : en
Pages : 344
Get Book Here
Book Description
Author: Rita Girouard Mertig, MS, RNC, CNS, DE
Publisher: Springer Publishing Company
ISBN: 0826120059
Category : Medical
Languages : en
Pages : 128
Get Book Here
Book Description
This practical "how to" book for teaching nursing in an associate degree program is for new and not-so-new faculty. Advice gleaned from the author's many years of teaching is presented in a friendly and easy-to-read format, designed to quickly help new faculty get a positive sense of direction. The special issues of AD nursing students -- many have full-time jobs, families, and are more mature than the "traditional" college student -- are given full consideration. Strategies discussed include: What to do during the first class Motivating students Helping the student in crisis Helping students with poor reading, study, and academic skills Helping students with time management
Author: Melissa B. Harper
Publisher:
ISBN:
Category : Mentoring in nursing
Languages : en
Pages : 142
Get Book Here
Book Description
Author: Gaye Luna
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 130
Get Book Here
Book Description
This report synthesizes mentoring literature in terms of conceptual frameworks, mentoring arenas, and roles and functions of mentors and proteges. Further discussed are the dynamics of mentoring for empowering faculty members as leaders and the importance of mentoring women and minorities in academe. Planning mentoring and faculty mentoring models are shared with the focus of developing and empowering faculty and ultimately benefiting the institution.
Author: Carole J. Bland
Publisher: R&L Education
ISBN: 1607090686
Category : Education
Languages : en
Pages : 231
Get Book Here
Book Description
Few things are more essential to the success of an academic institution than vital faculty members. This book is a rich combination of findings from the literature and practical tools, which together assist academic leaders and faculty in implementing and participating in a successful formal mentoring program that can be used as a strategy for maintaining the vitality of a diverse faculty across all stages of an academic career. In Faculty Success through Mentoring, the authors describe the tangible benefits of formal, traditional mentoring programs, in which mentor-mentee interactions are deliberate, structured, and goal-oriented. They outline the characteristics of effective mentors, mentees, and mentoring programs, and cover other models of mentoring programs, such as group and peer mentoring, which are particularly suited for senior and mid-career faculty. Also included are tools that institutions, mentors, and mentees can use to navigate successfully through the phases of a mentoring relationship. One of the unique features of this book is its explicit attention to the challenges to effective mentoring across genders, ethnicities, and generations. No matter what role one plays in mentoring, this book is an invaluable resource.
