From Mentorship to Influence: How Mentorship Quality Shapes Voice, Reflectiveness, and Power Among Nursing Faculty

Mentorship supports faculty development and retention in nursing education; yet its effects are inconsistent and often evaluated using global outcomes, limiting the understanding of its influence on specific academic experiences.

To examine associations between mentorship and multidimensional marginalization among nursing faculty, focusing on voice, power, and reflectiveness, and to evaluate mentorship quality and mechanisms.

A cross-sectional, correlational study was conducted with a national sample of nursing faculty (N = 1430). Marginalization was measured using the Englund Marginality Index. Mentorship was assessed by presence and perceived quality. Multivariable regression and mediation analyses were performed.

Mentorship was associated with lower marginalization across domains. However, low-quality mentorship was linked to higher marginalization than no mentorship. Effects were strongest for power. Reflectiveness partially mediated the relationship between mentorship and voice.

Mentorship effectiveness depends on quality, influencing whether it mitigates or reinforces inequities.