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

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.

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Becoming a Transformative Nurse Educator: Finding Safety and Authenticity

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2018-0073 ◽

2019 ◽

Vol 16 (1) ◽

Author(s):

Renee Hoeksel ◽

Linda L Eddy ◽

Lida Dekker ◽

Dawn Doutrich

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Nurse Educators ◽

Nurse Educator ◽

Role Transition ◽

Faculty Shortage ◽

Nursing Faculty Shortage ◽

Interpretive Analysis ◽

Shared Stories ◽

Nurse Clinician

AbstractThe study purpose was to evaluate and strengthen this program’s nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting “Aha!” moments, and c) Safety with a capital “S”. These findings were used to strategically revise the entire nurse educator curriculum.

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Shifting the Clinical Teaching Paradigm in Undergraduate Nursing Education to Address the Nursing Faculty Shortage

Journal of Nursing Education ◽

10.3928/01484834-20120210-04 ◽

2012 ◽

Vol 51 (4) ◽

pp. 226-231 ◽

Cited By ~ 1

Author(s):

Hila Richardson ◽

Mattia J. Gilmartin ◽

Terry Fulmer

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Clinical Teaching ◽

Faculty Shortage ◽

Nursing Faculty Shortage ◽

Undergraduate Nursing Education ◽

Undergraduate Nursing ◽

Teaching Paradigm

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Preparing Nurse Educators: The Current Landscape

Creative Nursing ◽

10.1891/crnr-d-20-00011 ◽

2021 ◽

Vol 27 (2) ◽

pp. 98-105

Author(s):

Susan Hayes Lane ◽

Eileen Kohlenberg

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Nurse Educators ◽

Graduate Program ◽

Nursing Programs ◽

Future Directions ◽

Faculty Shortage ◽

Nursing Faculty Shortage ◽

Student Demographics ◽

Graduate Nursing

There is an urgent need to address the nursing faculty shortage and evaluate current enrollment in nurse educator programs across the country. In this article, we describe a nationwide review of graduate nursing programs focusing on the nursing education shortage; program, faculty, and student demographics; methodological approaches; concentrations, content and practice areas; and future directions for graduate program development.

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Perspectives from Academic Leaders of the Nursing Faculty Shortage in Canada

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2017-0049 ◽

2017 ◽

Vol 14 (1) ◽

Cited By ~ 1

Author(s):

Amanda Vandyk ◽

Julie Chartrand ◽

Émilie Beké ◽

Laura Burlock ◽

Cynthia Baker

Keyword(s):

Graduate Education ◽

Nursing Faculty ◽

World Wide ◽

Current Status ◽

Structured Interviews ◽

Faculty Shortage ◽

Academic Leaders ◽

Nursing Faculty Shortage ◽

Time To Completion ◽

Schools Of Nursing

AbstractThere is a world-wide shortage of nursing faculty, which is complicated by the need for French, English, and bilingual professors in Canada. The purpose of this qualitative study was to explore the current status and effects of the nursing faculty shortage on Canadian Schools of Nursing (SON) from a leadership perspective. We conducted semi-structured interviews with 12 Deans and Directors of Canadian Schools of Nursing. The participants spoke about the faculty shortage in terms of demand, supply, and strategies employed. The participants were concerned about the ramifications of some of the decisions deemed necessary for continued viability of their programs, such as over-assigning teaching workloads. In light of mass upcoming retirements, shortening the time to completion for PhD studies and making graduate education more accessible are important priorities.

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The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2012-0024 ◽

2013 ◽

Vol 10 (1) ◽

pp. 195-201 ◽

Cited By ~ 3

Author(s):

Barbara A. Graves ◽

Stephen Tomlinson ◽

Marilyn Handley ◽

JoAnn S. Oliver ◽

Heather Carter-Templeton ◽

...

Keyword(s):

Nursing Education ◽

Instructional Leadership ◽

Nursing Faculty ◽

Nurse Educators ◽

Core Competencies ◽

Doctoral Program ◽

Institute Of Medicine ◽

Faculty Shortage ◽

Nursing Faculty Shortage ◽

Doctor Of Education

AbstractThe nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.

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Creating a Healthy Work Environment for Nursing Faculty

Creative Nursing ◽

10.1891/1078-4535.16.4.193 ◽

2010 ◽

Vol 16 (4) ◽

pp. 193-197 ◽

Cited By ~ 6

Author(s):

Mary Beth Kuehn

Keyword(s):

Work Environment ◽

Nursing Faculty ◽

Faculty Members ◽

Ethical Responsibility ◽

Faculty Shortage ◽

Nursing Faculty Shortage ◽

Healthy Work Environment ◽

Healthy Work ◽

Nursing Administrators ◽

Nursing Faculty Members

Nursing administrators and faculty have a professional and ethical responsibility to develop and maintain a caring and healthy work environment for nursing faculty. To recruit and retain quality nursing faculty in the current nursing faculty shortage, a healthy work environment is essential. This article focuses on nursing administrators’ and nursing faculty members’ role in promoting a healthy academic work environment. Strategies to develop and sustain this environment are discussed.

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Attitudes of nursing faculty members toward technology and e-learning in Lebanon

BMC Nursing ◽

10.1186/s12912-021-00638-8 ◽

2021 ◽

Vol 20 (1) ◽

Author(s):

Rona Nsouli ◽

Dimitrios Vlachopoulos

Keyword(s):

Nursing Education ◽

Nursing Faculty ◽

Teaching And Learning ◽

Faculty Members ◽

Teaching Staff ◽

Research Approach ◽

Daily Work ◽

Nursing Curricula ◽

Positive Attitudes ◽

Nursing Faculty Members

Abstract Background Our transition to an “information society” means that Information and Communication Technology (ICT) has become integral to our lives. ICT has also become an essential aspect of medical institutions and healthcare settings. Healthcare professionals, especially nurses are required to use ICT in their daily work. In Lebanon, however, due to political factors, many universities have not introduced technology or any form of ICT in their curricula. Institutions of higher education do use technology in various ways, however, successful incorporation of ICT in education requires acceptance by instructors who are expected to use ICT in teaching practices. Although international findings reveal that ICT should be used in nursing education, some faculty members experience difficulty integrating it. Method A mixed methodological research approach was used to investigate the attitudes of nursing teaching staff toward the use of ICT in nursing education. Results Our findings revealed three categories of faculty with differing attitudes to the use of ICT in teaching and learning: pioneers, faculty members who have developed positive attitudes toward ICT usage; followers, faculty members with neutral attitudes; and resisters, faculty members with negative attitudes. Conclusions Identification of the nursing faculty members’ attitude toward ICT and the challenges faced by them contributes to the integration of ICT into nursing curricula and further development of educational practices.

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