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Exploring Mentoring Relationships Among Novice Nurse Faculty: A Grounded Theory
Katie Ruth Busby1, Claire Burke Draucker, Deanna L Reising
1About the Authors Katie Ruth Busby, PhD, RN, CNE, is an assistant professor, Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences, University of Colorado, Colorado Springs, Colorado. She was a PhD candidate at the Indiana University School of Nursing, Indianapolis, Indiana, when this study was conducted. Claire Burke Draucker, PhD, RN, FAAN, is the Angela Barron McBride Professor of Psychiatric Nursing, Indiana University School of Nursing, Indianapolis. Deanna L. Reising, PhD, RN, ACNS-BC, FAAN, FNAP, ANEF, is a professor at Indiana University School of Nursing, Bloomington. This work was supported by the Robert Wood Johnson Foundation Future of Nursing Scholars Program at Indiana University School of Nursing. For more information, contact Dr. Busby at kbusby@uccs.edu.
Aim:
The aim of this study was to develop a theoretical framework that describes the mentoring process from the perspectives of novice nurse faculty.
Background:
Additional nurse faculty are needed to help combat the nurse faculty shortage, but many who enter the faculty role come from professional and educational backgrounds that may not equate to success with the tripartite faculty role. Mentoring is promoted as an intervention for career development. Little is known about the process of mentoring relationships and the transition among novice nurse faculty into academia.
Method:
Grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from US nursing programs.
Results:
The theoretical framework Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty.
Conclusion:
Participants created mentorship pathways to navigate academia by acquiring knowledge, meeting expectations, and functioning in the faculty role.
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