Indiana University-Purdue University Indianapolis (IUPUI) / The growing and aging population has created an increased demand for health
care, resulting in a need for hundreds of thousands more nurses across the United States.
As a result, additional nurse faculty are needed to teach the next generation of nurses.
However, nurses who enter the faculty role in academia often come from various
professional backgrounds with different educational preparation that may not equate to
success with the tripartite faculty role of teaching, scholarship, and service. As a way to
retain and develop novice faculty, mentoring relationships and programs are promoted as
an intervention for career and psychosocial development within academia.
Mentoring is an interpersonal process built on mutual trust and friendship to
create a professional and personal bond. Mentoring relationships can help develop selfconfidence,
productivity, and career satisfaction among nurse faculty members. Effective
mentoring relationships can ease the transition into academia and provide a vital
foundation for productive academic careers. However, the interpersonal process that is
the hallmark of mentoring can differ between a mentor and protégé, leading to vast
differences in quality and effectiveness. Although mentoring is widely recommended,
little is known about the process of mentoring relationships in academia or how novice
nurse faculty utilize mentoring to transition into academia.
The purpose of this qualitative grounded theory study is to uncover a theoretical
framework that describes how mentoring relationships, as experienced by novice nurse
faculty, unfold. Charmaz's method of grounded theory was used to interview full-time
novice nurse faculty (N = 21) with three years or less in the faculty role from nursing
programs across the United States. The grounded theory theoretical framework, Creating
Mentorship Pathways to Navigate Academia captures the process of mentoring as
experienced by novice nurse faculty within academia. The theoretical framework
contains five main phases as described by novice nurse faculty being assigned a formal
mentor, not having mentoring needs met, seeking an informal mentor, connecting with
mentor, and doing the work of mentoring. Participants created mentorship pathways
through both formal and informal mentoring relationships to navigate academia by
acquiring knowledge, meeting expectations, and functioning in the role as a faculty
member.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/26375 |
| Date | 07 1900 |
| Creators | Busby, Katie Ruth |
| Contributors | Reising, Deanna L., DeMeester, Deborah, Draucker, Claire Burke, Seybold, Peter J. |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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