The Perspectives of Mentors and Proteges Participating in a Project for Novice and New Faculty Members: A Phenomenological Study

17.00
Hdl Handle:
http://hdl.handle.net/10755/164438
Type:
Presentation
Title:
The Perspectives of Mentors and Proteges Participating in a Project for Novice and New Faculty Members: A Phenomenological Study
Abstract:
The Perspectives of Mentors and Proteges Participating in a Project for Novice and New Faculty Members: A Phenomenological Study
Conference Sponsor:National League for Nursing
Conference Year:2010
Author:Wilson, Carol, PhD, RN
P.I. Institution Name:University of West Georgia, Carrollton
Co-Authors:Jane Brannan, EdD, RN; Anne White, DSN, RN
[NLN Education Summit Paper Presentation] Formalized programs are needed to provide mentorship to encourage and support development in the faculty role. A phenomenological study of a year long mentor-protege program for new faculty from the perspectives of mentors and proteges indicates that mentorship provides the communication, connection, and guidance needed by proteges. Mentors find the opportunity to share their wisdom while facing challenges related to time and resources in fulfilling the mentor role.

This paper addresses:
Research Priority: Innovations in Nursing Education: Creating Reform
Competency 1: Facilitate Learning
Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role
Hallmark of Excellence in Nursing Education: Faculty

Repository Posting Date:
27-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
National League for Nursing

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Perspectives of Mentors and Proteges Participating in a Project for Novice and New Faculty Members: A Phenomenological Studyen_GB
dc.identifier.urihttp://hdl.handle.net/10755/164438-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Perspectives of Mentors and Proteges Participating in a Project for Novice and New Faculty Members: A Phenomenological Study</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">National League for Nursing</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wilson, Carol, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of West Georgia, Carrollton</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cwilson@westga.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Jane Brannan, EdD, RN; Anne White, DSN, RN</td></tr><tr><td colspan="2" class="item-abstract">[NLN Education Summit Paper Presentation] Formalized programs are needed to provide mentorship to encourage and support development in the faculty role. A phenomenological study of a year long mentor-protege program for new faculty from the perspectives of mentors and proteges indicates that mentorship provides the communication, connection, and guidance needed by proteges. Mentors find the opportunity to share their wisdom while facing challenges related to time and resources in fulfilling the mentor role.<br/><br/>This paper addresses:<br/>Research Priority: Innovations in Nursing Education: Creating Reform<br/>Competency 1: Facilitate Learning <br/>Competency 6: Pursue Continuous Quality Improvement in the Nurse Educator Role<br/>Hallmark of Excellence in Nursing Education: Faculty<br/><br/></td></tr></table>en_GB
dc.date.available2011-10-27T11:57:57Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-27T11:57:57Z-
dc.description.sponsorshipNational League for Nursingen_GB
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