Caring as a theoretical perspective for a nursing faculty mentoring program

Area of Science:

• Nursing Education
• Faculty Development
• Higher Education Pedagogy

Background:

• Transitioning to academia presents unique challenges for new nursing faculty.
• A supportive environment is crucial for novice educators to develop essential skills.
• Existing support structures may not adequately address the specific needs of nursing educators.

Purpose of the Study:

• To describe a mentoring program designed for new nursing faculty.
• To implement a caring theoretical perspective in faculty development.
• To facilitate the professional and social integration of novice nursing educators.

Main Methods:

• Pairing experienced nursing faculty with new or less experienced educators.
• Establishing a caring environment to foster skill acquisition.
• Providing resources and support for role adaptation and socialization.

Main Results:

• Facilitated adjustment to the academic educational setting.
• Enabled role-modeling by mentors with aligned clinical interests.
• Provided mentors as accessible resource persons for guidance.
• Offered crucial emotional support and constructive feedback.
• Encouraged dialogue on challenges related to student issues.
• Assisted with the reappointment and promotion processes.
• Promoted valuable interaction among faculty members.

Conclusions:

• Mentoring programs based on caring principles are effective for new nursing faculty.
• Such programs enhance faculty adjustment, role competence, and integration into the university.
• Supportive relationships and resource availability are key to successful faculty development in nursing education.