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Related Experiment Videos

Mentoring new faculty.

H N Brown1

  • 1School of Nursing, University of North Carolina at Greensboro, USA. Hazel_Brown@uncg.edu

Nurse Educator
|May 21, 1999
PubMed
Summary
This summary is machine-generated.

This nursing faculty mentoring program successfully paired new and experienced members for one year. Evaluations from both participants were positive, indicating program effectiveness.

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Area of Science:

  • Nursing Education
  • Faculty Development
  • Higher Education

Background:

  • University nursing faculties require effective onboarding for new members.
  • Faculty retention and development are crucial for academic nursing programs.
  • Structured mentoring supports the transition of early-career faculty.

Purpose of the Study:

  • To report on the process and evaluation of a long-term faculty mentoring program.
  • To assess the impact of a one-year mentoring relationship in a university nursing faculty.
  • To analyze participant feedback on a faculty mentoring initiative.

Main Methods:

  • A 12-year retrospective report on a faculty mentoring program.
  • Pairing new nursing faculty with experienced mentors for one academic year.

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  • Collecting and analyzing evaluation data from both mentees and mentors.

    • Main Results:

    • The mentoring program has been implemented over 12 years within a 48-member nursing faculty.
    • Each new faculty member received a one-year mentorship from an experienced colleague.
    • End-of-year evaluations from both new faculty and mentors yielded positive feedback.

    Conclusions:

    • The established faculty mentoring program demonstrates sustained positive outcomes.
    • The one-year mentoring structure is effective in supporting new nursing faculty.
    • Positive evaluations suggest the program enhances faculty experience and integration.