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Exploring mentoring and nurse faculty: An integrative review
Katie Ruth Busby1, Claire Burke Draucker1, Deanna L Reising2
1Indiana University School of Nursing, 600 Barnhill Drive, Indianapolis, IN 46202, United States of America.
Summary
Academic mentoring is crucial for nurse faculty. This review synthesizes research on mentoring programs and relationships, highlighting prevalence, quality, outcomes, and challenges to guide future development.
Area of Science:
- Nursing Education
- Academic Mentorship
- Faculty Development
Background:
- Mentoring is a recommended intervention for nurses transitioning to faculty roles.
- Existing research on academic mentoring for nurse faculty requires synthesis to inform program development.
Purpose of the Study:
- To conduct an integrative review summarizing research on mentoring relationships and programs for nurse faculty in academia.
- To synthesize findings on the prevalence, priorities, quality, outcomes, and challenges of these mentoring initiatives.
Main Methods:
- Utilized Whittemore and Knafl's (2005) integrative review methodology.
- Conducted a systematic search of electronic databases using keywords related to mentorship and nursing faculty.
- Included primary research studies examining mentoring relationships, program components, and outcomes in academic settings.
Main Results:
- Synthesized findings from 18 included studies.
- Identified five key themes: prevalence, priorities, perceived quality, outcomes, and challenges of mentoring programs and relationships.
- Highlighted variations in mentoring program structures and reported benefits and difficulties.
Conclusions:
- Further research is necessary to develop evidence-based mentoring programs for nurse faculty.
- Effective mentoring program design requires input from nurse faculty and leaders.
- Fostering collaborative and enriching mentoring relationships is essential for faculty success.
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