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In the midst of a nursing faculty shortage, recruitment and retention of new faculty are of utmost importance if the country is to educate and graduate a sufficient number of nurses to fill the health care demands. The pressure of horizontal hostility combined with lack of support, guidance, and knowledge about the educational system makes the novice nurse faculty members vulnerable to burnout and early resignations. Mentorship is the single most influential way to successfully develop new nursing faculty, reaping the benefits of recruitment, retention, and long-term maturation of future nurse mentors. Mentoring is a developmental process designed to support and navigate the novice nurse educator through the tasks and experiences of nursing education. The essential elements of an effective mentorship program include the following: socialization, collaboration, operations, validation/evaluation, expectations, transformation, reputation, documentation, generation, and perfection. The mentoring process can lead to an upward spiral of success. If negative, the new faculty experience is at risk for a downward spiral. In this spiral, the final outcome will ultimately be the creation of productive faculty (and future nurse mentors), along with improved faculty group dynamics and teamwork, or just another vacant position.

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Nurses comprise the largest segment of the healthcare workforce. Adequate numbers of nurses help to ensure sufficient and safe nursing care in all settings. The current nursing shortage poses a barrier to optimum nursing care, and the nature of recruitment and retention of nurses has generated research interest because of its association with the labor shortage. The purpose of the project was to develop a nurse mentorship program for possible adoption by a northern state correctional facility. Goals are to aid recruitment and improve retention of nurses in the facility. This quality improvement project was informed by Jean Watson's theory of transpersonal caring. Program development was guided by a team of interdisciplinary stakeholders in the institution, including a nurse educator, institutional directors of both education and nursing departments, and senior staff nurses who agreed agreeing to function as project coordinators. The peer-reviewed literature and institutional contexts informed program conceptualization and planning for implementation and planning. A series of meetings were held in which the project team explored and discussed available evidence relative to institutional context and needs. The primary product of the project was a mentoring program, and secondary products include plans for implementation and evaluation of that program by the institution in the future as part of a broader institutional initiative. The developed program was shared with 5 nurse scholars with relevant expertise as a content validation process, with revisions made in accordance with feedback. The implementation and evaluation plans include all details necessary for operationalizing as well as evaluating merit and worth of the program over time.

Faculty expressed a need to improve knowledge and skills related to leading Doctor of Nursing Practice projects. A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses. Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis (M = 2.05, SD =0.88, p < .041) and Project Dissemination (M = 2.25, SD = 0.89, p < .046). The pilot project was a first step in assessing strategies for educating and mentoring faculty leading Doctor of Nursing Practice projects.

Background/Introduction: A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses.Purpose: The purpose of this project was to provide an intervention to promote faculty confidence when leading DNP projects. The objectives were to: assess faculty participants' self-perceived confidence regarding needed leading DNP projects, create and implement a faculty development program based on the responses, and evaluate the faculty perception of confidence post-intervention. Methods OR Process/Procedures: Participants completed a questionnaire to evaluate perception of confidence regarding leading student DNP projects. The intervention included didactic and individual mentoring, synchronous educational and guidance sessions, along with individual mentoring sessions. The sessions were provided at intervals over 10 months. Mentoring corresponded to DNP course progression. Key skills included project identification, evidence evaluation, frameworks, evidence critiques, methods, implementation, data analysis, and dissemination. Three to four months after the mentoring ended, participants were asked to rate their confidence on the same questionnaire.Results: Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis and Project Dissemination.Limitations: Limitations included, small sample size, questionnaire only tested for face validity, and drop-out rate over time.Conclusions: Mentoring while actively working with student projects is vital to apply concepts in real-time. Pairing junior faculty with senior faculty enhances experiential learning needed to effectively lead DNP projects. Sharing real-time feedback for each component of students' proposals and manuscripts allowed participants to observe mentors providing student guidance.

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