The Effects of Structured Mentorship and Onboarding of Novice Nursing Faculty.
Journal
The Journal of nursing education
ISSN: 1938-2421
Titre abrégé: J Nurs Educ
Pays: United States
ID NLM: 7705432
Informations de publication
Date de publication:
Jun 2024
Jun 2024
Historique:
medline:
20
6
2024
pubmed:
20
6
2024
entrez:
20
6
2024
Statut:
ppublish
Résumé
The United States currently is experiencing a nursing faculty shortage that greatly affects the number of nurses entering professional practice. Nurse faculty transitioning from clinical practice to academia face challenges that may have negative effects on job satisfaction and feelings of competence. Despite barriers, quality nursing faculty are needed. This quality improvement project evaluated the effects of an 8-week structured onboarding mentorship on novice nursing faculty's job satisfaction and feelings of competence. Novice faculty were paired with a mentor and completed weekly meetings and an online on-boarding curriculum based on National League for Nursing Nurse Educator Core Competencies. A pretest-posttest design assessed feelings of competence and job satisfaction before and after the 8-week intervention. Findings indicated increased feelings of competence and no change in job satisfaction. Outcomes demonstrate how mentorship and structured orientation can positively benefit novice faculty's experiences and competence during their transition into academia.
Sections du résumé
BACKGROUND
UNASSIGNED
The United States currently is experiencing a nursing faculty shortage that greatly affects the number of nurses entering professional practice. Nurse faculty transitioning from clinical practice to academia face challenges that may have negative effects on job satisfaction and feelings of competence. Despite barriers, quality nursing faculty are needed.
METHOD
UNASSIGNED
This quality improvement project evaluated the effects of an 8-week structured onboarding mentorship on novice nursing faculty's job satisfaction and feelings of competence. Novice faculty were paired with a mentor and completed weekly meetings and an online on-boarding curriculum based on National League for Nursing Nurse Educator Core Competencies. A pretest-posttest design assessed feelings of competence and job satisfaction before and after the 8-week intervention.
RESULTS
UNASSIGNED
Findings indicated increased feelings of competence and no change in job satisfaction.
CONCLUSION
UNASSIGNED
Outcomes demonstrate how mentorship and structured orientation can positively benefit novice faculty's experiences and competence during their transition into academia.
Identifiants
pubmed: 38900264
doi: 10.3928/01484834-20240404-09
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM