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Institutional factors that affect faculty mentoring in academic nursing programs.
Katie Ruth Busby1, Claire Burke Draucker2
1University of Colorado Colorado Springs Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80923, USA.
Institutional factors significantly impact academic nursing mentoring. Strong support from leaders, clear policies, development opportunities, peer support, and rewards foster mentoring, while their absence, heavy workloads, and limited mentor pools hinder it.
Area of Science:
- Nursing Education
- Academic Mentorship
- Faculty Development
Background:
- Mentoring is crucial for nurse faculty integration, career growth, satisfaction, and retention.
- Existing research often overlooks institutional influences on academic mentoring.
Purpose of the Study:
- To explore institutional factors affecting faculty-to-faculty academic mentoring.
- To gather insights from experienced nurse faculty mentors' perspectives.
Main Methods:
- Qualitative descriptive study utilizing semi-structured interviews.
- Analysis of institutional factors impacting mentoring experiences of 24 experienced nurse faculty.
- Conventional content analysis applied to interview data.
Main Results:
- Supporting factors: Unit leader support, established policies, development opportunities, peer support, faculty rewards.
- Hindering factors: Lack of leader support, limited development, heavy workloads, small mentor pool, inadequate rewards, poor oversight.
Conclusions:
- Identifying institutional facilitators and barriers is key for academic leaders.
- This knowledge can guide strategies to enhance faculty mentoring programs in nursing academia.
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