What do novice faculty need to transition successfully to the nurse faculty role? An integrative review.
faculty shortage
mentorship of faculty
novice faculty
transition to faculty role
Journal
International journal of nursing education scholarship
ISSN: 1548-923X
Titre abrégé: Int J Nurs Educ Scholarsh
Pays: Germany
ID NLM: 101214977
Informations de publication
Date de publication:
18 Oct 2021
18 Oct 2021
Historique:
received:
12
07
2021
accepted:
03
10
2021
entrez:
15
10
2021
pubmed:
16
10
2021
medline:
26
10
2021
Statut:
epublish
Résumé
The objective was to describe and illustrate what is known about the needs of novice nursing faculty as they transition into the faculty role. The worldwide nursing shortage is partly due to the lack of faculty, and one reason for that lack is the reported difficulty of transitioning into the faculty role. An integrative review of the literature was conducted. Results demonstrated that new faculty are either intentionally supported in their new environment, with successful development of their skills and career, or they are unintentionally unsupported, which leaves them languishing and reduces intent to stay. Despite gaps in the literature and a low level of strength of evidence, the review offers implications for managing and maintaining relationships with novice faculty to facilitate their ultimate success. Institutions should aim to have in place identified elements that ensure novice faculty are intentionally supported rather than unintentionally unsupported.
Identifiants
pubmed: 34653325
pii: ijnes-2021-0095
doi: 10.1515/ijnes-2021-0095
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Informations de copyright
© 2021 Walter de Gruyter GmbH, Berlin/Boston.
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