scholarly journals Exploring mentorship programs and components in nursing academia: A qualitative study

2017 ◽  
Vol 7 (9) ◽  
pp. 42 ◽  
Author(s):  
Lorelli Nowell ◽  
Deborah E. White ◽  
Karen Benzies ◽  
Patricia Rosenau
Keyword(s):  
Nursing Education ◽  
Peer Group ◽  
Faculty Members ◽  
Structured Interviews ◽  
Mentorship Program ◽  
Current State ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
English Speaking ◽  
Mentorship Programs

Objective: Nursing education institutions globally have issued calls for mentorship to address the nursing faculty shortage; however, little is known about the current state of mentorship for faculty members in Canadian schools of nursing. The purpose of this study is to describe the current state of mentorship in Canadian schools of nursing and explore definitions and goals of mentorship programs, mentorship models and components, and mentorship evaluation.Methods: A qualitative descriptive study was conducted. Within the Canadian Association of Schools of Nursing there are 81 English-speaking schools of nursing and 2,284 permanent faculty members spread over four regions. Participants were recruited from the 81 schools of nursing through the CASN newsletter list serve and publically accessible email addresses. Inclusion was limited to English speaking faculty. Purposive sampling aimed to capture variation across rank and tenure, school, size and areas within Canada.  Semi-structured interviews were utilized to explore the participant’s (n = 48) perspectives and involvement with mentorship.  Interviews were audio-recorded and transcribed verbatim. NVivo was used to code and analyze the data for significant statements and phrases, which were organized into themes and sub-themes.Results: Mentorship remains largely informal in nursing academia without common definitions or goals. Current mentorship in nursing academia employed dyad, peer, group, constellation, and distance mentorship models. Common mentorship program components included guidelines, training, professional development workshops, purposeful linking of mentors and mentees, and mentorship coordinators. Evaluation of mentorship in nursing academia, where it exists, remains mostly descriptive, anecdotal, and lacks common evaluative metrics.Conclusions: Our results confirm mentorship in Canadian schools of nursing remains largely informal. In developing mentorship programs, academic leaders need to consider the mentorship models and components to meet their specific needs. Further rigorous evaluation of mentorship programs and components is needed to identify if mentorship programs are achieving specified goals.

It Takes a Community to Raise a Nurse: Educating for Culturally Safe Practice with Aboriginal Peoples

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Star Mahara ◽  
Susan M Duncan ◽  
Nora Whyte ◽  
Joanne Brown
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Cultural Safety ◽  
Aboriginal Peoples ◽  
School Of Nursing ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Baccalaureate Nursing Program ◽  
Key Resources

Described, is a strategy session to identify how to integrate the Framework for Cultural Competence and Cultural Safety in Nursing Education (Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, Canadian Nurses Association) into a baccalaureate nursing program. Emphasis is placed on engaging a wider community building on faculty and institutional strengths and resources to gather a network of Elders, nurses, students, and faculty. Outlined, is the process to identify potential learning experiences, key resources for implementing the Framework, and developing an advocacy statement to influence School of Nursing (SON) and university level policy regarding commitment to the Framework, its values and principles. Written as a narrative, the information can be shared with other SONs as they move forward with their own work in cultural safety and Aboriginal nursing.

scholarly journals Exploring the Necessity of the Establishment of Doctor of Nursing Practice Program from expertise’s view; A Qualitative Study

2020 ◽  
Author(s):  
mozhgan rivaz
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Qualitative Data ◽  
Nursing Practice ◽  
Qualitative Approach ◽  
Faculty Members ◽  
Structured Interviews ◽  
Doctor Of Nursing Practice ◽  
Managing Change ◽  
Clinical Nursing

Abstract Background Complex healthcare landscape increasingly demands leaders who are adept at managing change in health care environments. The doctor of nursing practice (DNP) prepares nurses for the most advance level of clinical nursing practice. The aim of this study was to explore the necessity of the establishment of the DNP program in Iran from expertise’s view.Methods This study was conducted using a qualitative approach. The participants included thirteen faculty members and PhD candidates who were selected through a purposive sampling. Data were collected through focus group and semi-structured interviews, and analyzed using qualitative content analysis.Results Qualitative data analysis resulted in two main categories: “provide infrastructures” and “DNP: as an opportunity to drive positive changes” with two categories respectively.Conclusion The findings showed although DNP as an opportunity to drive positive changes is necessary in the nursing education, but inadequate resources, cultural, social, and economic differences in the developing countries especially in Iran, are important limitations of the implementation of the DNP. Therefore, a multidisciplinary collaboration to provide a well-integrated means of meeting the needs of the patients recommended for better designing of the DNP and break down the obstacles.

Developing Guidelines for Quality Community Health Nursing Clinical Placements for Baccalaureate Nursing Students

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Marie A. Dietrich Leurer ◽  
Donna Meagher-Stewart ◽  
Benita E. Cohen ◽  
Patricia M. Seaman ◽  
Sherri Buhler ◽  
...  
Keyword(s):  
Public Health ◽  
Nursing Education ◽  
Community Health ◽  
Health Agency ◽  
Clinical Placements ◽  
Community Health Nursing ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Health Nursing ◽  
Nursing Clinical

Rapidly increasing enrollment in Canadian schools of nursing has triggered the development of innovative clinical placement sites. There are both opportunities and challenges inherent in the delivery of clinical nursing education in diverse community settings. As part of the Canadian Association of Schools of Nursing’s (CASN) ongoing work to assist its members and ensure baccalaureate graduates are prepared to meet the Canadian Community Health Nursing Standards of Practice at an entry-to-practice level, the CASN Sub-Committee on Public Health (funded by the Public Health Agency of Canada) conducted extensive national consultations with representatives from both academic and practice settings, as well as key national organizations. The resultant Guidelines for Quality Community Health Nursing Clinical Placements, released by CASN in 2010, aim to provide direction to Canadian schools of nursing and practice settings in addressing the challenges and opportunities arising from the changing context of community health nursing student clinical placements.

scholarly journals Factors that impact implementation of mentorship programs in nursing academia: A sequential-explanatory mixed methods study

2017 ◽  
Vol 7 (10) ◽  
pp. 1 ◽  
Author(s):  
Lorelli Nowell ◽  
Deborah White ◽  
Karen Benzies ◽  
Patricia Rosenau
Keyword(s):  
Mixed Methods ◽  
Nursing Faculty ◽  
Qualitative Interviews ◽  
Nursing Schools ◽  
Barriers And Facilitators ◽  
Current State ◽  
Schools Of Nursing ◽  
Explanatory Mixed Methods ◽  
Mentorship Programs ◽  
Sequential Explanatory

Objective: Nursing education institutions globally have called for mentorship to help address the nursing faculty shortage; however, little is known about the current state of mentorship or the barriers and facilitators for implementing mentorship programs in Canadian nursing schools. The objective of this study is to identify the current state of mentorship in Canadian nursing academia and explore factors that impact implementation of mentorship programs.Methods: A sequential-explanatory mixed methods design with 2 phases: (1) cross sectional survey of nursing faculty to identify the current state of mentorship in Canadian schools of nursing and explore facilitators and barriers to implementing mentorship programs; and, (2) qualitative interviews about nursing faculty member’s experiences with mentorship.  Integration occurred when selecting phase 2 participants based on phase 1 results. A web-based survey was developed based on a review of literature; surveys were collected between September 2015 and March 2016 from 935 nursing faculty members.  Survey participants (n = 48) were purposively sampled for maximum variation to participate in qualitative interviews, and data were analyzed thematically.Results: The majority of Canadian nursing schools lack formal mentorship programs with existing mentorship programs varying in scope and components. Factors influencing mentorship program implementation include: mentorship training and guidelines; quality of the mentoring relationships; choice and availability of mentors; organizational support; time and competing priorities; culture of the institution; and evaluation of mentorship outcomes.Conclusions: Our results confirm lack of formalized mentorship programs in Canadian schools of nursing. In developing mentorship programs, academic leaders need to consider multiple barriers and facilitators to ensure success.

scholarly journals Getting to the Heart of Cultural Safety in Unama’ki: Considering Kesultulinej (love).

2020 ◽  
Vol 2 (1) ◽  
pp. 51-65
Author(s):  
De-Ann Sheppard
Keyword(s):  
Nursing Education ◽  
Nova Scotia ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Cultural Safety ◽  
Cape Breton ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Regulatory Bodies

Reflecting upon my early knowledge landscapes, situated within the unceded Mi’kmaq territory of Unama’ki (Cape Breton, Nova Scotia), living the Peace & Friendship Treaty and the teachings of Mi’kmaw Elders, I contemplate the essential relationship with land and language, specifically, Kesultulinej (love as action) and Etuaptmumk (two-eyed seeing) to Cultural Safety. I recognize my position, privilege, and responsibility in teaching and learning about the contextual meanings of Cultural Safety, situated in specific Indigenous terrains and in relation with the land, across time, and relationships. Critical reflection on my story and experiences challenge me to consider why and how Maori nursing theorizations of Cultural Safety have been indoctrinated into the language of national nursing education by the Canadian Association of Schools of Nursing (CASN), Canadian Nurses Association (CNA) and most provincial nursing regulatory bodies; this is increasingly relevant as nursing education is progressively shaped by neoliberal and Indigenizing agendas. As I contemplate wrapping Cultural Safety with Kesultulinej, I see the potential to decolonize nursing. Mi’kmaw teachings of Etuaptmumk and Kesultulinej call forth responsibilities to act, and in doing so move us into a space of potential to resist the colonizing forces within nursing. In this moment I realize the interconnected meaning of being amidst these relationships that matter to me as a person and as a nurse; relationships that are marked by love, care and compassion. 

scholarly journals Mentorship in nursing academia: A qualitative study and call to action

2018 ◽  
Vol 9 (3) ◽  
pp. 85
Author(s):  
Lorelli Nowell
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Faculty Shortage ◽  
Nursing Faculty Shortage ◽  
Call To Action ◽  
Telephone Interviews ◽  
Qualitative Thematic Analysis ◽  
Schools Of Nursing ◽  
English Speaking ◽  
Nursing Faculty Members

Objective: Around the world nursing education institutions have been calling for mentorship; however, little is known about nursing faculty member’s perspective on if and why mentorship is important and at what career stages it is most valuable. The purpose of this study is to describe the nursing faculty member’s perspectives on mentorship in Canadian schools of nursing and explore if, why, and when mentorship is perceived to be needed.Methods: A qualitative thematic analysis study was conducted. Participants were purposively samples from the 81 English-speaking schools to capture variation across rank, tenure, school size, and areas within Canada. Semi-structured telephone interviews were conducted with 48 nursing faculty members from across Canada. Interview data was thematically analyzed.Results: Mentorship was identified as being essential yet widely absent from academic nursing. Participants viewed mentorship as a professional responsibility, and vital in consideration of the nursing faculty shortage and potential impact on students. There was an expressed need for mentorship during transition, advancement, collaboration, and as a means of way finding essential resources.Conclusions: Identifying nursing faculty member’s perspectives on mentorship is an important first step in developing mentorship in academic nursing. Nursing faculty views should be considered in the development, execution, and evaluation of mentorship programs.

scholarly journals Faculty and Librarian Perceptions of Librarians as Researchers: Results from Semi-Structured Interviews

2021 ◽  
Vol 7 ◽  
Author(s):  
Maureen Babb
Keyword(s):  
Faculty Members ◽  
Regular Part ◽  
Academic Librarians ◽  
Structured Interviews ◽  
Canadian Universities ◽  
Current State ◽  
Academic Climate ◽  
Academic Librarian ◽  
Conducting Research

Following on the results of an earlier survey, this study explores the perceptions of librarians as researchers according to academic librarians and faculty using semi-structured interviews.  Conducting research is a regular part of the academic librarian role, but one that often faces challenges to its undertaking, and one that is not always recognized.  Exploring perceptions of librarian research helps to understand the current state of librarian research, the barriers faced by librarian researchers, and the value of librarian research.  Fifteen librarians and seven faculty members were interviewed from eight Canadian universities.  The interviews were coded and analysed to identify major themes.  Librarian research was found to be sometimes unsupported and therefore difficult to conduct, but valuable to librarians and the discipline of librarianship.  Additionally, librarian research was found to improve relations between librarians and faculty, and more broadly, was found to create a more collegial academic climate.

scholarly journals The Process of Knowledge Acquiring in Nursing Education: Grounded Theory

2018 ◽  
Vol 7 (2) ◽  
pp. 68-76
Author(s):  
Zahra Marzieh Hassanian ◽  
MohammadReza Ahanchian ◽  
Hossein Karimi-Moonaghi
Keyword(s):  
Grounded Theory ◽  
Nursing Education ◽  
Nursing Students ◽  
Knowledge Acquisition ◽  
Practical Knowledge ◽  
Faculty Members ◽  
Main Concern ◽  
Structured Interviews ◽  
Nursing Knowledge ◽  
School Of Nursing

Background: Knowledge acquisition, as a part of knowledge management, plays a valuable role in nursing education. Hence, the education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. Methods: In this study, which was carried out in Mashhad School of Nursing and Midwifery,Iran, the grounded theory (GT) method proposed by Strauss and Corbin was used. Data were collected through 29 semi-structured interviews, including 17 interviews with faculty members and 12 interviews with nursing students using purposeful and theoretical sampling. Using Strauss and Corbin’s method, the data were compared partially, deeply, and persistently. Results: The main concern of this study was a knowledge deficit in clinic knowledge by nursing students, which seems to indicate a shortage in learning and acquiring knowledge. The core category was the relative acquisition of knowledge of nursing which is not advanced. Within a context of relative dynamism, factors that facilitate or constrain knowledge acquisition were examined within a process of the acquisition of theoretical knowledge and its application to clinical nursing knowledge along with nursing experience. The consequence is expected to bean improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. It is necessary to encourage the acquisition of knowledge, which primarily includes knowledge acquisition in the mission and strategic planning of nursing education.As a result, there should be operational planning for improvements in the gain of practical knowledge.

scholarly journals Meaningful Learner Information for MOOC Instructors Examined Through a Contextualized Evaluation Framework

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Kerrie A Douglas ◽  
Mitchell W. Zielinski ◽  
Hillary Merzdorf ◽  
Heidi A Diefes-Dux ◽  
Peter Bermel
Keyword(s):  
Evaluation Criteria ◽  
Faculty Members ◽  
Traditional Classroom ◽  
Evaluation Framework ◽  
Learning Goals ◽  
Structured Interviews ◽  
Personal Learning ◽  
Course Materials ◽  
Current State ◽  
Qualitative Feedback

Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders.  To this end, we investigated what kinds of information STEM MOOC instructors currently use to evaluate their courses and what kinds of information they feel would be valuable for that purpose.  We conducted semi-structured interviews with 14 faculty members from a variety of fields and research institutions who had taught STEM MOOCs on edX, Coursera, or Udacity.  Four major themes emerged related to instructors' desires: (1) to informally assess learners as an instructor might in a traditional classroom, (2) to assess learners’ attainment of personal learning goals, (3) to obtain in-depth qualitative feedback from learners, and (4) to access more detailed learner analytics regarding the use of course materials.  These four themes contribute to a broader sentiment expressed by the instructors that they have access to a wide variety of quantitative data for use in evaluation, but are largely missing the qualitative information that plays a significant role in traditional evaluation.  Finally, we provide our recommendations for MOOC evaluation criteria, based on these findings.

Sign in / Sign up

Export Citation Format

Share Document