Abstract
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.
Sigma Membership
Alpha
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Grounded Theory
Research Approach
Qualitative Research
Keywords:
Mentorship, Novice Nurse Faculty, Nursing Education, Professional Relationships, Productive Academic Careers
Advisor
Deanna L. Reising
Second Advisor
Deborah DeMeester
Third Advisor
Claire B. Draucker
Fourth Advisor
Peter J. Seybold
Degree
PhD
Degree Grantor
Indiana University
Degree Year
2021
Recommended Citation
Busby, Katie Ruth, "Exploring mentoring relationships among novice nurse faculty: A grounded theory" (2022). Dissertations. 825.
https://www.sigmarepository.org/dissertations/825
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-03-15
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28643290; ProQuest document ID: 2572619633. The author still retains copyright.