First Advisor

Parker, Carlo

First Committee Member

Dunemn, Kathleen N.

Second Committee Member

Aldridge, Michael D.

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

8-2024

Department

College of Natural and Health Sciences, Nursing, Nursing Student Work

Abstract

This qualitative descriptive study sought to describe the perspectives of academic nurse leaders (ANLs) in direction of mentorship for novice nurse faculty. By examining the experiences and perspectives of these individuals, vital knowledge gained from this study will benefit future academic nurse leaders, faculty, students, and stakeholders in easing the difficult transition novice nurse faculty face as they enter academia. These perspectives had not previously been studied in depth. Fourteen participants were interviewed who served as deans, directors, or department heads of nursing education programs in Bachelor of Science in Nursing or Associate Degree in Nursing programs at U.S. public and private colleges and universities. Interviews were conducted using open-ended questions and were conducted, recorded, and transcribed by the researcher. The data were analyzed qualitatively using an interpretive descriptive method. Themes that arose from the data were shared with participants for confirmation. Four themes arose from the interviews, each with sub-themes: (a) ANL enjoyment of mentorship, (b) development of mentorship programs, (c) mentorship relationships, and (d) faculty commitment to mentorship. The participants expressed a high level of personal satisfaction and enjoyment in both providing and directing mentorship of novice nurse faculty. The findings also revealed challenges and barriers to mentorship including lack of seasoned faculty to serve as mentors, lack of compensation for mentorship, and unclear best methods of structuring and evaluating mentorship. Additionally, recommendations by professional nursing organizations were not followed by ANLs in directing mentorship programs. The discussion section provided recommendations for ANLs in mentoring faculty as well as future research opportunities. Academic nurse leaders recognized that the future of nursing education depended on the successful transition of novice faculty. They exhibited a strong commitment to their faculty, recognizing that effective mentorship is essential in meeting challenges faced by novice nurse faculty. Keywords: novice nurse faculty, academic nurse leaders, nursing deans, nursing directors, nursing program administrators, mentorship, role transition, nursing education

Abstract Format

html

Extent

163 pages

Local Identifiers

Campbell_unco_0161D_11241.pdf

Rights Statement

Copyright is held by the author.

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