Mentorship and Novice Nursing Faculty: Working Together for Successful Role Transitioning

9.00
Hdl Handle:
http://hdl.handle.net/10755/603003
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Mentorship and Novice Nursing Faculty: Working Together for Successful Role Transitioning
Other Titles:
Encouraging Faculty Success Through Mentoring [Session]
Author(s):
Sculley, Azizah; Myrick, Florence; Paul, Pauline; Myrick, Florence; Paul, Pauline
Lead Author STTI Affiliation:
Alberta
Author Details:
Azizah Sculley, RN, azizah.sculley@ualberta.ca; Florence Myrick, RN; Pauline Paul, RN
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.  
Keywords:
Transitioning; Novice Faculty; Mentoring
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15D11
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleMentorship and Novice Nursing Faculty: Working Together for Successful Role Transitioningen
dc.title.alternativeEncouraging Faculty Success Through Mentoring [Session]en
dc.contributor.authorSculley, Azizahen
dc.contributor.authorMyrick, Florenceen
dc.contributor.authorPaul, Paulineen
dc.contributor.authorMyrick, Florenceen
dc.contributor.authorPaul, Paulineen
dc.contributor.departmentAlbertaen
dc.author.detailsAzizah Sculley, RN, azizah.sculley@ualberta.ca; Florence Myrick, RN; Pauline Paul, RNen
dc.identifier.urihttp://hdl.handle.net/10755/603003en
dc.description.abstractSession 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.  en
dc.subjectTransitioningen
dc.subjectNovice Facultyen
dc.subjectMentoringen
dc.date.available2016-03-21T16:41:15Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:41:15Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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