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Peer mentoring for tenure-track faculty.

Cynthia S Jacelon1, Donna M Zucker, Jeanne-Marie Staccarini

  • 1School of Nursing, University of Massachusetts-Amherst, 233 Arnold House, Amherst, MA 01003, USA. jacelon@nursing.umass.edu

Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing
|December 23, 2003
PubMed
Summary

New nursing faculty formed a peer mentoring group to build research careers. This innovative approach fostered collaboration, improved scholarship, and strengthened relationships among diverse faculty members.

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Area of Science:

  • Nursing Education
  • Academic Scholarship
  • Faculty Development

Background:

  • Traditional peer mentoring often involves senior faculty guiding junior faculty.
  • A gap exists in structured support for early-career faculty in developing research skills.
  • Nursing faculty require specific strategies to navigate the transition to faculty scholar roles.

Purpose of the Study:

  • To describe an innovative peer mentoring model for nursing faculty.
  • To evaluate the impact of this peer mentoring strategy on research career development.
  • To foster collaboration and collegiality among early-career nursing faculty.

Main Methods:

  • Four tenure-track nursing faculty established a peer mentoring group.
  • The group focused on mutual learning, discipline, critique, and collegiality.

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  • Participants shared knowledge from doctoral programs and prior mentoring experiences.

    • Main Results:

    • One year post-implementation, group members reported increased individual and collective scholarship productivity.
    • The program led to enhanced research collaboration among faculty.
    • Mutual expertise and professional relationships within the group were significantly strengthened.

    Conclusions:

    • Peer mentoring among junior faculty can be a successful strategy for building research careers.
    • This model fosters valuable relationships, collaboration, and camaraderie.
    • The innovative approach supports faculty development and enhances scholarly output in nursing.