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Passing the torch: a faculty mentoring program at one school of nursing
Margaret J Blauvelt1, Mary L Spath
1University of Saint Francis, Fort Wayne, Indiana, USA. mblauvelt@sf.edu
Nursing Education Perspectives
|March 12, 2008
Summary
A formal mentoring program for new nurse faculty improved teaching attitudes and retention. Integrating caring concepts provided personalized support, addressing nursing educator shortages.
Area of Science:
- Nursing Education
- Faculty Development
Background:
- Addressing the critical shortage of qualified nursing educators.
- Mitigating faculty loss due to retirement and improving novice faculty retention.
- Responding to the needs of a rapidly expanding nursing department.
Purpose of the Study:
- To describe a formal mentoring program for new nurse faculty.
- To integrate caring concepts into faculty mentoring.
- To evaluate the program's impact on new faculty and mentors.
Main Methods:
- Implementation of a formal mentoring program for novice nurse faculty.
- Integration of caring concepts from a "Caring" course into the mentoring framework.
- Collection of feedback through new faculty and mentor evaluations.
Main Results:
- New faculty reported receiving personalized attention, encouragement, and support.
- Development of a positive attitude toward teaching was observed in novice faculty.
- Mentor evaluations indicated program effectiveness.
Conclusions:
- The mentoring program successfully supported new nurse faculty.
- Integration of caring concepts enhanced the mentoring experience.
- Program continuation and faculty workload recognition underscore institutional commitment.
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