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Mentoring and Support for Underrepresented Nursing Faculty: An Integrative Research Review
Melissa J Mokel1, Lyn M Behnke, Elizabeth Gatewood
1Associate Professor (Dr Mokel), University of Saint Joseph Department of Nursing, West Hartford, Connecticut; Assistant Professor (Dr Behnke), University of Michigan-Flint School of Nursing; Associate Clinical Professors (Dr Gatewood and Ms Mihaly) and Assistant Clinical Professor (Dr Kuster), Department of Family Health Care Nursing, University of California San Francisco; Senior Associate Librarian (Ms Newberry), University of Michigan-Flint Frances Willson Thompson Library; Associate Professor (Dr Lovence), Eastern Michigan University School of Nursing, Ypsilanti; Assistant Professor (Dr Ro), Seattle University College of Nursing, Washington; Associate Professor (Dr Bellflower), University of Tennessee Health Science Center College of Nursing, Memphis; and Professor (Dr Tabi), Georgia Southern University Waters College of Health Professions School of Nursing, Statesboro.
Formal mentoring programs can help underrepresented nursing faculty succeed. Key elements include honest communication, stakeholder involvement, mentee-driven goals, and guaranteed resources for career development.
Area of Science:
- Nursing Education
- Academic Career Development
- Mentorship Studies
Background:
- Nursing faculty require mentorship for scholarly productivity, career advancement, and work-life integration.
- Underrepresented (UR) faculty face unique obstacles in academic settings.
Purpose of the Study:
- To identify best practices for mentoring underrepresented nursing faculty through a literature review.
- Focus on diverse UR faculty, including those based on gender, sexual orientation, race, ethnicity, and rurality.
Main Methods:
- An integrative review of 15 articles was performed.
- Articles were assessed for evidence and methodological rigor.
- Identified best and evidence-based mentoring practices.
Main Results:
- Effective mentorship programs emphasize honest communication among all participants.
- Involving all stakeholders in program design is crucial.
- Mentoring goals and activities should be mentee-driven, with secured resources.
Conclusions:
- Formal mentoring programs show promise for supporting underrepresented nursing faculty.
- Further research is necessary to refine and validate these practices.
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