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Lighting the fire with mentoring relationships
Niloufar Niakosari Hadidi1, Ruth Lindquist, Kathleen Buckwalter
1School of Nursing, University of Minnesota, Minneapolis, MN 55455, USA. hadi0001@umn.edu
Nurse Educator
|June 20, 2013
Summary
Effective mentoring in nursing science, particularly in academic geriatrics, fosters career growth for junior faculty. This reflection on a postdoctoral fellowship highlights key elements for successful, satisfying mentoring relationships.
Area of Science:
- Nursing Science
- Academic Geriatrics
- Faculty Development
Background:
- Mentoring is crucial for advancing nursing science and developing nurse scientists.
- There is a high demand for well-prepared nursing faculty in academic geriatrics.
- Mentoring by experienced faculty aids junior faculty retention and career progression.
Purpose of the Study:
- To reflect on a 2-year mentoring relationship within the Hartford Building Academic Geriatric Nursing Capacity (BAGNC) postdoctoral scholar program.
- To describe attributes of beneficial mentoring relationships from both mentor and mentee perspectives.
- To identify stages, components, challenges, and rewards of a transformative mentoring experience.
Main Methods:
- Qualitative reflection on a specific mentoring relationship.
- Analysis of experiences from both mentor and mentee viewpoints.
- Description of the Hartford Building Academic Geriatric Nursing Capacity (BAGNC) Claire M. Fagin Fellowship context.
Main Results:
- Identified desired attributes of mentoring relationships that fostered junior faculty career advancement.
- Described stages and essential elements contributing to a transforming mentoring experience.
- Outlined barriers, challenges, rewards, and lessons learned in the mentoring process.
Conclusions:
- Mentoring is vital for cultivating expertise in academic geriatric nursing.
- Understanding mentoring dynamics supports faculty retention and scientific advancement.
- This fellowship experience offers valuable insights into effective faculty mentoring.
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