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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Mentoring Nontenured Track Nursing Faculty: A Systematic Review.

Deborah Cullen¹, Carol Shieh, Susan M McLennon

¹Author Affiliations: Professor, Science of Nursing Care (Dr Cullen); Associate Professor, Community and Health Systems (Dr Shieh); BSN Honors Student (Ms Hartman); and MSN Student (Ms Shah), Indiana University School of Nursing, Indianapolis; Associate Professor, College of Nursing, University of Tennessee, Knoxville (Dr McLennon); and Assistant Librarian, Indiana University-Purdue University Indianapolis (Ms Pike).

|May 25, 2017

Summary

Nontenure track nursing faculty need tailored mentoring strategies for career advancement. Structured programs enhance faculty progression, productivity, and scholarship in higher education nursing schools.

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Area of Science:

Nursing Education
Higher Education Administration
Faculty Development

Background:

Nontenure track faculty are crucial in nursing education but often face unique challenges regarding career progression and productivity.
Existing mentoring strategies may not adequately address the specific needs of nontenure track nursing faculty.
Understanding effective mentoring is vital for retaining and developing nursing faculty in academic settings.

Purpose of the Study:

To systematically review and evaluate the effectiveness of mentoring strategies for nursing faculty on the nontenure track.
To identify specific mentoring needs and successful approaches for nontenure track nursing faculty progression and productivity.
To provide evidence-based recommendations for institutions of higher education to support nontenure track nursing faculty.

Main Methods:

Systematic review of the scientific literature.
Inclusion of 60 relevant articles.
Analysis of mentoring strategies and their impact on faculty progression and productivity.

Main Results:

Nontenure track nursing faculty require planned programs and mentoring strategies specifically designed for their roles and abilities.
Structured mentoring activities are essential for improving faculty progression, scholarship, and overall career growth.
The review identified a need for role-specific, structured mentoring to support nontenure track nursing faculty.

Conclusions:

Institutions of higher education should implement structured mentoring programs tailored to nontenure track nursing faculty.
Effective mentoring can significantly enhance career progression, productivity, and scholarly activities for this faculty group.
Investing in targeted mentoring strategies is crucial for the success and retention of nontenure track nursing faculty.