Other Titles
Encouraging Faculty Success Through Mentoring [Session]
Abstract
Session presented on Monday, November 9, 2015:
In baccalaureate nursing programs in which context based learning (CBL) is used as a teaching-learning modality, it has been observed that there is a shortage of experienced faculty both in the classrooms and in the clinical settings. This shortage has led to an increasing number of clinicians, frequently with no formal teaching preparation and with little or no teaching experience being hired into the position of faculty lecturer or sessional faculty. Such hiring practices have led to concerns about the mentoring process of these faculty members and their transition to the academic setting. Role transitioning from that of experienced clinician to novice educator is often filled with trepidation and uncertainty. Effective mentoring is pivotal to successful role transitioning of novice faculty. To date, there is a lack of research regarding this mentoring process. The purpose of this grounded theory study was to examine the process involved in mentoring novice nursing faculty in a large university in Western Canada. Data collection occurred via semi-structured interviews. In keeping with grounded theory, constant comparative analysis and theoretical sampling were used. Working Together emerged as a dynamic and interactive process that occurred during an effective mentor-mentee relationship. Fundamental to this process of Working Together which ultimately fostered successful role transitioning for the mentee were four inter-related ambient conditions that included: a) sharing; b) communicating; c) role modeling, and d) supporting. Findings from this study could serve to augment our understanding of the mentoring process and in turn contribute to the promotion of an academic milieu that is nurturing, encouraging, and supportive for novice faculty.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Transitioning, Novice Faculty, Mentoring
Recommended Citation
Sculley, Azizah; Myrick, Florence; and Paul, Pauline, "Mentorship and novice nursing faculty: Working together for successful role transitioning" (2016). Convention. 126.
https://www.sigmarepository.org/convention/2015/presentations_2015/126
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
Mentorship and novice nursing faculty: Working together for successful role transitioning
Las Vegas, Nevada, USA
Session presented on Monday, November 9, 2015:
In baccalaureate nursing programs in which context based learning (CBL) is used as a teaching-learning modality, it has been observed that there is a shortage of experienced faculty both in the classrooms and in the clinical settings. This shortage has led to an increasing number of clinicians, frequently with no formal teaching preparation and with little or no teaching experience being hired into the position of faculty lecturer or sessional faculty. Such hiring practices have led to concerns about the mentoring process of these faculty members and their transition to the academic setting. Role transitioning from that of experienced clinician to novice educator is often filled with trepidation and uncertainty. Effective mentoring is pivotal to successful role transitioning of novice faculty. To date, there is a lack of research regarding this mentoring process. The purpose of this grounded theory study was to examine the process involved in mentoring novice nursing faculty in a large university in Western Canada. Data collection occurred via semi-structured interviews. In keeping with grounded theory, constant comparative analysis and theoretical sampling were used. Working Together emerged as a dynamic and interactive process that occurred during an effective mentor-mentee relationship. Fundamental to this process of Working Together which ultimately fostered successful role transitioning for the mentee were four inter-related ambient conditions that included: a) sharing; b) communicating; c) role modeling, and d) supporting. Findings from this study could serve to augment our understanding of the mentoring process and in turn contribute to the promotion of an academic milieu that is nurturing, encouraging, and supportive for novice faculty.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.