Leveraging Formal Mentorship to Improve Nurse Educator Transition from Novice Learner to Expert Practitioner

2.50
Hdl Handle:
http://hdl.handle.net/10755/162313
Category:
Abstract
Type:
Presentation
Title:
Leveraging Formal Mentorship to Improve Nurse Educator Transition from Novice Learner to Expert Practitioner
Author(s):
Sheridan, Lynn
Author Details:
Lynn Sheridan, RN, BSN, MHSc, Saskatchewan Institute of Applied Science and Technology, Saskatoon, Saskatchewan, Canada, email: lynn.sheridan@siast.sk.ca
Abstract:
Nursing education programs face unprecedented turnover as experienced baby boomer faculty members retire. The departure of seasoned nursing faculty profoundly impacts the ability to mentor new faculty, ultimately impacting the nursing student learning opportunities. I propose we consider the new nursing faculty transition of learner to practitioner in their professional educator role as a key strategy in advancing education for patient centered practice. The Saskatchewan Institute of Applied Science and Technology (SIAST) Nursing Division has long embraced a process of informally mentoring new faculty. The realization of lost expertise and inadequate numbers of mentors resulted in the initiation of the Nursing Division Mentorship Project Team to research and make recommendations for formal mentorship program elements. The culmination of this work has resulted in the development of a theoretical model for formal mentorship. The model reflects the dual nursing and education professional development requirements along with that of scholarship. Organizational requirements are also featured to ensure a full expanse of mentorship realities. The model demonstrates flexibility allowing for individual development in any or all of the presented development arenas. Consideration is given simultaneously to Zachary's mentoring phases, Benner's novice to expert theory, and Boyer's Scholarship model.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2007
Conference Name:
CASN Nurse Educators Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Kingston, Ontario, Canada
Description:
Held 4 - 7 November, 2007.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleLeveraging Formal Mentorship to Improve Nurse Educator Transition from Novice Learner to Expert Practitioneren_GB
dc.contributor.authorSheridan, Lynnen_US
dc.author.detailsLynn Sheridan, RN, BSN, MHSc, Saskatchewan Institute of Applied Science and Technology, Saskatoon, Saskatchewan, Canada, email: lynn.sheridan@siast.sk.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162313-
dc.description.abstractNursing education programs face unprecedented turnover as experienced baby boomer faculty members retire. The departure of seasoned nursing faculty profoundly impacts the ability to mentor new faculty, ultimately impacting the nursing student learning opportunities. I propose we consider the new nursing faculty transition of learner to practitioner in their professional educator role as a key strategy in advancing education for patient centered practice. The Saskatchewan Institute of Applied Science and Technology (SIAST) Nursing Division has long embraced a process of informally mentoring new faculty. The realization of lost expertise and inadequate numbers of mentors resulted in the initiation of the Nursing Division Mentorship Project Team to research and make recommendations for formal mentorship program elements. The culmination of this work has resulted in the development of a theoretical model for formal mentorship. The model reflects the dual nursing and education professional development requirements along with that of scholarship. Organizational requirements are also featured to ensure a full expanse of mentorship realities. The model demonstrates flexibility allowing for individual development in any or all of the presented development arenas. Consideration is given simultaneously to Zachary's mentoring phases, Benner's novice to expert theory, and Boyer's Scholarship model.en_GB
dc.date.available2011-10-27T10:00:49Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T10:00:49Z-
dc.conference.date2007-
dc.conference.nameCASN Nurse Educators Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationKingston, Ontario, Canadaen_US
dc.descriptionHeld 4 - 7 November, 2007.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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