Currently there is a shortage of qualified nursing faculty in Canada, which is predicted to increase in the near future. Mentorship is one retention and recruitment strategy suggested to help manage the prevailing nursing faculty shortage issue. There is limited research that describes that needs of nursing faulty in mentoring relationships, particularly those that work in technical college settings. The purpose of this naturalistic inquiry was to describe, interpret, and connect the voices of nursing faculty, from a Canadian school of nursing, as nursing faculty shared their lived experiences in formal mentorship relationships. This research project was inspired by several faculty from this particular school of nursing that felt others may learn more about mentoring from their lived experiences.<p> Interpretative phenomenology was used as aboard framework to evaluate a range of individual experiences within a formal mentoring program from which commonalities were sifted; patterns were identified using comparative methodology, and incidental and essential themes were located. Investigative and interpretive endeavors focused on answering the research question: What do novice nursing faculty need in mentoring relationships at a Canadian School of Nursing? Five themes were identified: 1) Conquering the Divide described the multiple role transitions faculty faced when they need to master classroom teaching, laboratory instruction, and clinical teaching; Self-serve Only identified participants who were involved in informal mentoring relationships that were initiated by participants while they were in a mentee role prior to entering formal mentoring relationships; Under Utilization of Mentoring Process outlines how mentees unsuccessfully plan and evaluated goals with their mentors; Outside Influences explains the effect that collateral hostility had on mentoring culture and how people outside a work climate could impact personal and professional growth; the final overarching theme, Time, tied all of the themes together by describing workload and work-life balance issues. All of the themes indentifies that formal mentoring relationships were meeting some of the needs of new nursing faculty but the program did not meet all of their needs. Key points of knowing and meaning that emerged from this project can be used to inform mentoring practices and as a basis for future research.

Currently there is a shortage of qualified nursing faculty in Canada, which is predicted to increase in the near future. Mentorship is one retention and recruitment strategy suggested to help manage the prevailing nursing faculty shortage issue. There is limited research that describes that needs of nursing faulty in mentoring relationships, particularly those that work in technical college settings. The purpose of this naturalistic inquiry was to describe, interpret, and connect the voices of nursing faculty, from a Canadian school of nursing, as nursing faculty shared their lived experiences in formal mentorship relationships. This research project was inspired by several faculty from this particular school of nursing that felt others may learn more about mentoring from their lived experiences.<p> Interpretative phenomenology was used as aboard framework to evaluate a range of individual experiences within a formal mentoring program from which commonalities were sifted; patterns were identified using comparative methodology, and incidental and essential themes were located. Investigative and interpretive endeavors focused on answering the research question: What do novice nursing faculty need in mentoring relationships at a Canadian School of Nursing? Five themes were identified: 1) Conquering the Divide described the multiple role transitions faculty faced when they need to master classroom teaching, laboratory instruction, and clinical teaching; Self-serve Only identified participants who were involved in informal mentoring relationships that were initiated by participants while they were in a mentee role prior to entering formal mentoring relationships; Under Utilization of Mentoring Process outlines how mentees unsuccessfully plan and evaluated goals with their mentors; Outside Influences explains the effect that collateral hostility had on mentoring culture and how people outside a work climate could impact personal and professional growth; the final overarching theme, Time, tied all of the themes together by describing workload and work-life balance issues. All of the themes indentifies that formal mentoring relationships were meeting some of the needs of new nursing faculty but the program did not meet all of their needs. Key points of knowing and meaning that emerged from this project can be used to inform mentoring practices and as a basis for future research.

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No description available.

Aboriginal nursing faculty have a positive impact in the recruitment and retention of Aboriginal nursing students, informing and implementing culturally responsive curricula, and engaging in research that is responsive to the needs of Aboriginal communities. Given the continued health disparities experienced by Aboriginal peoples, there is a need to recruit and retain increased numbers of Aboriginal nursing faculty. However, Aboriginal faculty have experienced racism in academia for decades. A focus on individual factors as opposed to institutional causes has resulted in little effectiveness in resolving experiences of racism. The purpose of this study was to explore the experiences of Aboriginal nursing faculty to determine if and how they experienced institutional racism. A multiple case study approach utilizing an Institutional Racism Framework (Chesler, Lewis & Crowfoot, 2005) was undertaken. Institutional racism was identified in each of the eight cases explored. Two major findings arose from this study. First, although Aboriginal nursing faculty were expected to be the keeper of all Aboriginal knowledge, Aboriginal participants were often not viewed as ‘authentic’ Aboriginal persons at the university. The perception was that by having attained the credentials to be university faculty, the Aboriginal nursing faculty were no longer considered Aboriginal enough to have an authentic voice. Second, Aboriginal nursing faculty experience ‘walking between two worlds’. They felt that they did not fully belong in their home communities. They also identified that they did not feel that they completely belong, or were supported in the university. Rather than identifying as ‘bicultural’, Aboriginal nursing faculty clearly articulated inhabiting this new space situated between cultures. The identification of institutional elements that address or perpetuate institutional racism allowed for recommendations to be determined. The shift from an individual to an institutional perspective allows for an alternative approach to reducing racism experienced by Aboriginal nursing faculty. / Thesis / Doctor of Philosophy (PhD)

Registered nurses with experience in the clinical area entering academia go through a transition that may lead to difficulties such as role ambiguity and role strain when beginning a new job. The purpose of this study was to understand the experiences leading to role ambiguity, role strain, difficulty with role transition, and job dissatisfaction among the faculty at colleges of nursing in the mountain region of Western North Carolina. Guided by Kahn's organizational role theory and Schlossberg's transition theory, research questions investigated the nursing faculty experience of role ambiguity, role strain, difficulty transitioning into academia, and job dissatisfaction. A qualitative explanatory case study design using a convenience sample of 12 current full-time and adjunct nursing faculty was implemented for the study. Online anonymous written interviews were conducted for data collection. Data were analyzed and coded using open coding and thematic analysis to identify recurring themes. The results of the study revealed 6 themes: lack of preparation for academic role expectations, lack of awareness of new role requirements or new teaching assignments, difficulty transitioning into academia or a new teaching position, need for orientation and mentoring for nursing faculty, satisfaction related to the desire to stay or leave a position, and nursing faculty love what they do. The study findings informed the project, a professional development program for novice nursing faculty that supports the transition into a new role. Implications for positive social change include retention of nursing faulty, admission of increased numbers of nursing students, and more nurses working in communities with populations in need.

This project study addressed nurses' perceptions of supports and barriers in transitioning from a clinician to a faculty role in a 3-year diploma nursing program located in Eastern Pennsylvania. This problem is significant at both the local and national level due to the shortage of qualified nursing faculty members. A qualitative case study design using in-depth interviews was used. The framework to guide the study was Schoening's Nurse Educator Transition (NET) Model. The guiding question addressed perceptions of new nursing faculty members regarding supports and barriers of transitioning to the faculty role. Interview questions focused on participants' identification of their current NET phase, description of an ideal transition into the faculty role, and perceived supports and barriers to role transition. Purposeful sampling was used to obtain 8 new nursing faculty members who had 5 years or less of teaching experience. Interview data were analyzed and coded using a priori codes based on the NET model. The themes identified from data analysis were: being thrown in with no orientation to the role, supportive colleagues, lack of support from administration, formal orientation, assigned resource person, time in the role, and asking questions. Based on findings from the study, an orientation/mentorship program was developed to help support clinical nurses' transition into the nursing faculty role. The orientation/mentorship program could lead to a positive social change by having nursing faculty members remain in their role long term, decreasing both the nursing faculty and registered nurse shortage.

No description available.

The global nursing shortage creates a challenge for patient care and increases the demand for qualified nursing faculty to train future nurses. In 2022, there were an estimated 67 vacant full-time faculty positions in Ontario colleges and universities, driving the recruitment of nurses from clinical practice (CASN, 2022). The transition from clinical practice to academia can be challenging. Although the transition experience of clinical nurses to academia has been examined in the literature, the perspective of Ontario college faculty still needs to be addressed. To address this gap, this qualitative descriptive study, informed by Transitions Theory, explored the experiences of novice college nursing faculty. Nine participants from Ontario colleges offering the Bachelor of Science in Nursing degree were interviewed. The study provided three themes: 1) emotional aspects of the transition experience, 2) preparation for the nursing professor role, and 3) navigating the role and college setting. The study found that transitioning into the nursing professor role is an emotional journey. Many novice nursing professors felt unprepared for their new roles and drew upon their clinical experiences to support their transitions. Finally, their ability to navigate their new role was impacted by the formal and informal support they received through orientation programs, mentorship, and socialization. These findings can guide academic leaders at Ontario colleges to offer standardized orientation programs that support nurses to excel as professors and improve retention of this important group. By increasing the retention of novice nursing professors, Ontario colleges can continue to educate future nurses to meet the province’s growing healthcare needs. Without qualified faculty, nursing schools are limited in their enrolment of students, resulting in fewer new nurses supporting patient care. / Thesis / Master of Science (MSc)

Faculty Perspectives on Factors Impacting Work as Nurse Educators by Sharon Shockness MS, Mercy College, 2007 BSN, Mercy College, 2005 AAS, Helene Fuld College of Nursing, 1996 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University June 2015 Job dissatisfaction among nursing faculty could have a significant impact on nursing faculty retention and student enrollment in nursing programs. The purpose of this qualitative instrumental case study was to gain insight into the perspectives of faculty members who teach nursing education in a university program. This study used Herzberg, Mausner, and Snyderman's motivation-hygiene theory to explore employee satisfaction and dissatisfaction in the workplace. The research question focused on the perspectives of nursing educators and challenges they face. Data were collected through individualized interviews with 15 nurse educators, using open-ended questions and reviewing relevant documents. The data were analyzed by sorting and highlighting the participants' responses and using codes to categorize and develop themes. Six overarching themes (expectations, motivations, benefits, job fulfillment, challenges, and job dissatisfaction) and 3 subthemes (remuneration, excessive workload, and funding for advancing education, recruitment, and mentoring) emerged. These themes and subthemes identified critical aspects of job satisfaction that may help nursing faculty and nursing administrators strengthen the positive and diminish the negative aspects of the job for greater faculty satisfaction. Nursing leaders and health care administrators can use these findings to bring awareness to the nursing education community by creating realistic goals that address job satisfaction, retention, and recruitment of nursing faculty. These changes will improve student enrollment and increase the number of nurses available to provide quality care throughout the nurses' respective communities.