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Updated: Mar 1, 2026
Using Learning Outcome Measures to assess Doctoral Nursing Education
Published on: June 21, 2010
Mentoring and Development Resources Available to New Doctorally Prepared Faculty in Nursing
Charlotte A Agger1, Mary R Lynn, Marilyn H Oermann
1About the Authors Charlotte A. Agger, PhD, is a lecturer at Indiana University, Bloomington, Indiana. Mary R. Lynn, PhD, RN, is a professor, School of Nursing, University of North Carolina at Chapel Hill. Marilyn H. Oermann, PhD, RN, FAAN, ANEF, is Thelma M. Ingles Professor of Nursing and director of evaluation and educational research, Duke University School of Nursing, Durham, North Carolina. For more information, contact Dr. Agger at agger@indiana.edu.
Aim:
This study examined faculty mentoring practices and strategies currently in place in nursing programs.
Background:
Mentoring is a critical component of organizations and can be especially important in times of organizational change. Schools of nursing are experiencing rapid organizational shifts with increases in retirement and the proliferation of Doctor of Nursing Practice-prepared faculty.
Method:
Deans and department chairs of baccalaureate and higher degree programs across the United States participated in a web-based survey.
Results:
Results from the survey suggested that the vast majority of nursing programs had practices and strategies aimed at mentoring faculty that were based on the traditional mentor-protégé approach. Few programs differentiated their mentoring practices depending on the type of doctoral education or anticipated roles of the faculty member.
Conclusion:
Our research highlights the fact that nursing programs still employ traditional methods of faculty mentoring. Recommendations for nursing programs are discussed.
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