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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.
Background:
Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success.
Purpose:
The aim of this study was to search the literature for best practices in mentoring UR faculty.
Methods:
An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality.
Results:
Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources.
Conclusions:
Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.
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