Mentoring in Academic Nursing From the Perspectives of Faculty Mentors.
Nurs Educ Perspect
; 45(4): 213-218, 2024.
Article
em En
| MEDLINE
| ID: mdl-38227635
ABSTRACT
AIM:
The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors.BACKGROUND:
Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors.METHOD:
Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences.RESULTS:
The theoretical framework Growing Together Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring).CONCLUSION:
Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Mentores
/
Docentes de Enfermagem
/
Tutoria
Tipo de estudo:
Qualitative_research
Limite:
Adult
/
Female
/
Humans
/
Male
/
Middle aged
Idioma:
En
Revista:
Nurs Educ Perspect
Assunto da revista:
EDUCACAO
/
ENFERMAGEM
Ano de publicação:
2024
Tipo de documento:
Article