Download or read book Exploring an E mentoring orientation Program as a Method to Improve Nursing Faculty Job Satisfaction and Retention written by Catherine M. Jennings and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: " According to the American Association of Colleges of Nursing (AACN, 2009b), the shortage of nursing faculty in baccalaureate and graduate nursing programs is worsening. Having been a faculty member teaching in a completely online Master of Science in Nursing (MSN) program for the past six years, it has become increasingly apparent that there is a lack of qualified nursing educators in general and graduate faculty in particular. Not only is it difficult to recruit nursing educators, retention of newly hired faculty is challenging. The faculty shortage is compromising the ability of colleges and universities across the United States to provide nursing education at all program levels (New Jersey Collaborating Center for Nursing [NJCCN], 2005). This in turn has a significant impact on the number of nurses that are educated to care for the increasing aged and ill population. ..." -- from Chapter 1.
Download or read book Development of an E mentoring Orientation Program written by Helen Marie Bemis and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Mentoring newly hired nurses can improve nurse retention and socialization within an organization. New hire orientation programs that includes mentoring have led to improved patient outcomes, patient satisfaction, and patient safety. Foreground: Presently, a nurse orientation program at a small, rural hospital does not offer formatlized mentoring program due to lack of resources and intermittent hiring of staff. Implementation of a mentoring program would provide a consistent and appropriate nurse orientation. Evidence-Based Practice Framework: The Model for Evidence-Based Practice Change was used as the framework for the project. The theoretical models used were Benner's Novice to Expert theory and Adult Learning theory. Methods: An e-mentoring program was developed by the principle investigator (PI) in coordination with the hospital's nursing leaders. The objective of the project was to implement an electronic mentoring or e-mentoring nursing orientation program. Newly hired nurses participated in the e-mentoring program and interacted with an assigned mentor during the project. The new nurses completed the Nurse Competency Survey (NCS) to assess improvement in competency. The participants completed both a pretest and posttest in an anonymous online format. Results were reviewed using descriptive analysis. Results: Four newly-hired nurses participated in the project. The pre-program scores on the NCS were 55%. The post-program scores from the NCS showed a reported increase of 32% in competency to an overall score of 87%. Conclusion and Recommendations: Findings showed that the inclusion of formalized mentoring within a new-hire nurse orientation program was beneficial. The comparison of the NCS results before and after the program demonstrated and increase in self-assessed nursing competency by the participants. Recommendations to maintain the system change included the addition of more e-mentoring modules and support for the hospital staff.
Download or read book An Exploration of Formal Mentoring Experiences of Junior Faculty in Associate Degree Nursing Programs written by Marsha Moore Cannon and published by . This book was released on 2014 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the formal mentoring experiences of junior nursing faculty. The nursing faculty were located in associate degree nursing programs in community colleges in the Southeast. Three broad research questions were developed to guide the study: (1) What are the lived experiences of junior faculty with formal mentoring? (2) What is the nature of the interactions that take place between mentor and mentee? (3) What meanings do the mentees assign to these interactions? A qualitative research design was used to conduct the study. The participants offered a depiction of the lived experience of the formal mentoring experiences of junior nursing faculty. The results of the data analyses indicated the nurse educators encountered struggles as they acclimated into the nurse educator role. The formal mentoring that was provided for the mentees fostered within them a sense of belonging that resulted in job satisfaction and a desire to remain in nursing education. The mentees trusted that their mentors provided the best mentoring and learning experiences for them as the mentors sat in the classroom and observed them, provided guidance with instructional development, and assisted with test construction. All of these mentor actions helped the new faculty members grow as educators. Understanding the mentoring experiences of novice nurse educators is important to nursing education. Nursing faculty members leave education for a myriad of reasons including salary, stress, unclear role expectations, and job satisfaction. Job satisfaction greatly influences a faculty member's decision to remain in nursing education. The retention of qualified nurse educators is crucial to overcoming the nursing faculty shortage, and a means to address this problem is the mentoring of new educators. The study findings affirmed the positive nature of formal mentoring when examining the experiences of junior nurse educators.
Download or read book Examining an E mentoring Program as an Approach to Improve Job Satisfaction written by Eileen M. George and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this evidence based practice project was to examine the effects of structured teaching of the Quality-Caring Model (Duffy & Hoskins, 2003) to the nurses in a skilled nursing facility. The current health care environment has diminished the nurses' ability to care. According to Duffy (2009), patients are suffering today from not only their illnesses, but also from the lack of caring relationships with their health care provider which creates unnecessary stress, discomfort and dissatisfaction with their care. Without being understood as an integral part of the students' studies and the patients' care, health reform has given the science of caring little consideration in their downsizing, cost containment, hospital closing, and staff reduction. Duffy (2009) stressed that the foundation caring value of health professionals has been marginalized by modern health care with their emphasis on medical procedure, technology and costs. Through implementing the Quality-Caring Model, we have increased patient and nurse satisfaction as well as reduced medical facility's costs. To state the problem, some health care administrators and nurses are not aware of how important it is to improve patients' satisfaction through caring in the clinical setting. It is understood that licensed practical nurses (LPNs) and registered nurses (RNs) with associate degrees in science have little or no philosophy of caring due to the lack of content in their curriculum. Roach (1992) states, "while caring is not introduced to students when they first enter a professional program of studies, their experience is influenced by course requirements, methods of teaching, relationships and environment. Caring models are critical components in the development of the student's capacity to care (p. 107). The knowledge gap can filled by educating nurses and administrators about caring through teaching the evidenced based Quality-Caring Model. The Quality-Caring Model was originally developed to guide practice and research (Duffy & Hoskins, 2003). The Model describes caring relationships as the primary focus of professional nursing. It was designed as a middle range theory to support the understanding of the connections between quality health and caring. " -- Overview
Download or read book Exploring Mentoring Relationships Among Novice Nurse Faculty written by Katie Ruth Busby and published by . This book was released on 2021 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: The growing and aging population has created an increased demand for health care, resulting in a need for hundreds of thousands more nurses across the United States. As a result, additional nurse faculty are needed to teach the next generation of nurses. However, nurses who enter the faculty role in academia often come from various professional backgrounds with different educational preparation that may not equate to success with the tripartite faculty role of teaching, scholarship, and service. As a way to retain and develop novice faculty, mentoring relationships and programs are promoted as an intervention for career and psychosocial development within academia. Mentoring is an interpersonal process built on mutual trust and friendship to create a professional and personal bond. Mentoring relationships can help develop selfconfidence, productivity, and career satisfaction among nurse faculty members. Effective mentoring relationships can ease the transition into academia and provide a vital foundation for productive academic careers. However, the interpersonal process that is the hallmark of mentoring can differ between a mentor and protégé, leading to vast differences in quality and effectiveness. Although mentoring is widely recommended, little is known about the process of mentoring relationships in academia or how novice nurse faculty utilize mentoring to transition into academia. The purpose of this qualitative grounded theory study is to uncover a theoretical framework that describes how mentoring relationships, as experienced by novice nurse faculty, unfold. Charmaz's method of grounded theory was used to interview full-time novice nurse faculty (N = 21) with three years or less in the faculty role from nursing programs across the United States. The grounded theory theoretical framework, Creating Mentorship Pathways to Navigate Academia captures the process of mentoring as experienced by novice nurse faculty within academia. The theoretical framework contains five main phases as described by novice nurse faculty being assigned a formal mentor, not having mentoring needs met, seeking an informal mentor, connecting with mentor, and doing the work of mentoring. Participants created mentorship pathways through both formal and informal mentoring relationships to navigate academia by acquiring knowledge, meeting expectations, and functioning in the role as a faculty member.
Download or read book Formal Mentoring Programs written by Megan Christine Duncan and published by . This book was released on 2022 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although there are over three million registered nurses in the United States, the national nursing shortage has reached epic proportions, with a vacancy rate of 9.9%. One of the contributing factors to the nursing shortage is the lack of qualified nursing faculty. While formal mentoring programs have been identified as best practice in supporting the expert nurse clinician in their transition into the novice nurse faculty role, these programs are not consistently implemented in schools of nursing. In this phenomenological study, the perceptions of nursing leaders regarding barriers to the implementation of formal mentoring programs were analyzed. Using a semistructured interview, six nursing school leaders were interviewed focusing on their perceptions of formal mentoring programs for novice nursing faculty. Findings of this study showed that nursing school leaders believe that mentoring programs are effective in supporting the novice nurse faculty in their role transition. Nursing leaders did, however, identify the barriers of human capacity, incentivization, and budgetary constraints to the implementation of formal mentoring programs. These barriers often outweighed the positive effects of formal mentoring programs. Nursing schools can enter academic partnerships with hospitals or secure grant funding to help support the implementation of formal mentoring programs. Additionally, working with novice mentors on how to teach someone to teach will be invaluable to the mentor dyad. Keywords: nurse, novice nurse academic, nurse educator, mentoring, orientation, transition, retention
Download or read book What is the Impact of E mentoring on Faculty Role Satisfaction and Retention written by Anna M. Meyers and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "With the nursing shortage projected to worsen as the population ages, less than half of those who are interested and qualified are able to gain access to professional nursing education. Yet, only 2.6 % of all registered nurses are employed as nurse educators. In order to meet the projected shortage, the burning question is −́£Who will teach them?' Well-prepared faculty must have a supportive environment to ensure higher levels of empowerment, lower levels of burnout and higher levels of job satisfactions. The theoretical basis for this undertaking was derived from a model developed by Bland and Bergquist (1997). This model deems 29 individual, institutional and leadership features, internal and external, as necessary for faculty vitality. Fifteen of the 32 nursing faculty (65%) from a private Midwestern college participated in a 4 week e-mentoring program for this evidence based change project. An 8-item employee satisfaction survey was administered pre and post mentoring program. Results demonstrated enhanced faculty satisfaction and retention in connection with a formalized mentoring program. Post mentoring program surveys results indicated that 60% of the faculty perceived that the mentoring program increased their overall job satisfaction and only 13.3% intended on leaving their current employer." -- Abstract.
Download or read book The CLES Scale An Evaluation Tool for Healthcare Education written by Mikko Saarikoski and published by Springer. This book was released on 2017-11-20 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This contributed book is the first to focus on the Clinical Learning Environment and Supervision (CLES) framework. The origin instrument version of the CLES-scale has been published in Finland in 2002, and has generated wide European and International interest. The CLES network has pursued Europe-wide research. This book brings a unique perspective of students’ clinical practicum in healthcare education and discusses how the national quality system can be used in the continual development of student supervisory systems. The book first presents the theoretical and practical principles of clinical learning, then defines the challenges of clinical learning for mentorship, clinical staff and nurse teachers. This volume also offers examples of the benefits and future perspectives of the CLES framework in healthcare education. It is aimed at researchers and clinical professionals who contribute to students’ clinical learning at universities and healthcare organisations. It is especially suitable as a learning tool for clinical staff mentorship training courses and master’s level healthcare education studies.
Download or read book Faculty Stress written by David R. Buckholdt and published by Routledge. This book was released on 2013-09-13 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contrary to popular opinion, college and university faculty often experience a greater amount of stress than professionals in many other occupations. Faculty Stress takes a comprehensive look at faculty stress, its causes, and its consequences. This unique book explores the wide range of factors associated with work-related stress, the sources and perceptions of stress in differing academic environments, and the importance of gender factors in understanding and dealing with work stress in academia. Respected authorities discuss quantitative and qualitative research, case studies, and provide helpful policy recommendations. As higher education rapidly changes, the importance of understanding and effectively dealing with the stress that faculty endures increases. Faculty Stress explores in detail how change affects work and personal lives of faculty. This revealing book is crucial for current faculty and administrators who want to understand and effectively deal with stress, as well as future faculty who need to know how to better prepare for the rigors of their college and university academic profession. Faculty Stress is a valuable resource for faculty, higher education administrators, graduate students who intend to become faculty, librarians, higher education scholars, and scholars who study work and occupations. This book was published as a special issue of the Journal of Human Behavior in the Social Environment.
Download or read book Mentoring in Nursing written by Sheila C. Grossman, PhD, FNP-BC, APRN, FAAN and published by Springer Publishing Company. This book was released on 2012-09-05 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformative Learning Theory offers a uniquely inclusive methodology across all levels of nursing education for educators and students focused on common nursing arenas and situations. This is the only book to present practical, innovative strategies for novice and experienced nurse educators to apply Transformative Learning Theory in various curricula, courses, and learning situations. Geared for adult and returning students, the text addresses common learning issues from both learner and teacher perspectives, enabling educators and students to apply Transformative Learning to evaluate their own authentic transformation throughout their careers. Key Features: Offers a uniquely inclusive theory and methodology "Transformative Learning Theory" across degree levels for educators and students Includes practical learning strategies and activities for a broad nursing curriculum Addresses the needs of novice nurse educators with clinical, but limited pedagogical, expertise and experienced nurse educators seeking new frameworks and techniques Provides direct application for classroom, online, or hybrid learning environments Covers all aspects of simulation Designed for graduate nursing education courses
Download or read book Essentials of Nursing Leadership Management written by Sally A Weiss and published by F.A. Davis. This book was released on 2019-03-29 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transition from student to professional with confidence. Stepping out of the classroom and into professional nursing practice can be stressful. This handy guide will build your confidence and prepare you to meet the challenges you’ll face as a new staff nurse in today’s dynamic health-care environment. You’ll explore your future responsibilities as a leader and a manager and the workplace issues and trends that you’ll encounter in practice.
Download or read book Mentoring Novice Nurses written by Patricia Garnett and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Practice based on evidence can decrease the uncertainty that patients and clinicians experience in a complex and ever changing healthcare system (Melnyk & Fineout-Overholt, 2005). Evidence-based practice supports and informs clinical, administrative, and educational decision making, considers internal and external influences on practice, encourages critical thinking in the application of evidence to care of the individual patient, patient population, or system and uses the latest research evidence to produce high quality care (Newhouse, Dearholt, Poe, Pugh, & White, 2007). The purpose of this evidence-based practice change project is to blend the mentorship program with the new graduate nurse's orientation program to help reduce the stress of the novice nurse during the transition period and to determine the impact of mentoring of the novice nurse on retention which may directly impact the quality of care and safety of patients in the clinical setting and improve patient satisfaction. Mentoring is practiced in many professions and in many different ways. A mentoring relationship is one in which two individuals grow and develop respect for each other's knowledge level, abilities and capabilities. The relationship may last for an indefinite period of time. Also invaluable experiences and values may be gained and shared in the relationship. The literature provides evidence that the mentoring process for new graduate nurses can provide professional supports to ease the transition from student nurse to practicing nurse and improve retention rates (Halfer, Graf, & Sullivan, 2008) thereby improving patient care which may directly impact patient satisfaction. Background The nursing shortage is no new subject and will continue to escalate to crisis proportions as baby boomers leave the profession to retirement and/or nurses leave the profession to non-nursing related jobs due to dissatisfaction with their nursing role. Also surveys have indicated that registered nurses (RN's and Chief Nursing Officers believe the nursing shortage has negatively affected the quality and safety of patient care (Buerhaus, Donelan, Ulrich, Norman, & Dittus, 2006) which also impacts patient satisfaction in the clinical setting. The United States nursing shortage is expected to grow to over 250,000 registered nurses by the year 2025 (AACN Fact Sheet, 2009). Additionally, nationwide nurse turnover rates are at an all time high ranging approximately 55% to 61% and 35% to 69% of new graduate nurses leave their respected place of employment within the first year (Persaud, 2008). Also the cost of replacing one registered nurse can range anywhere from $30,000 to $145,000 depending on the geographic location and/or specialty area (Block, Claffey, Korow, & McCaffey, 2005). " ... " -- from Overview.
Download or read book The Future of Nursing written by Institute of Medicine and published by National Academies Press. This book was released on 2011-02-08 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.
Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.
Download or read book More Than Colleagues written by Daniel E. Findley and published by . This book was released on 2011 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand the impact of faculty-to-faculty mentoring programs on the experiences of both mentors and first-year instructor protégés in Career and Technical Education (CTE) programs with an emphasis on practitioner-educators in nursing and in welding-fabrication. The study was undertaken for four reasons: (a) increases in retirement rates force extensive replacement of experienced community college CTE faculty, (b) teaching effectiveness is linked to student success and is often predicated on experience and the application of best andragogical practices, (c) mentoring constitutes effective preparation for new professionals, and (d) given the demands placed on community colleges to educate learners and provide for a robust workforce, faculty preparation constitutes a significant challenge for community college leaders well into the future. The research design used an interpretive social science philosophical approach and the method of hermeneutic phenomenology. Ten faculty from three community colleges were interviewed in order to understand: (a) what they viewed as the key elements in a mentoring initiative, (b) how the elements of mentoring influence the experiences of first-year faculty, and (c) what common themes emerged concerning mentoring experiences that participants self-describe as successful. Impressions and statements drawn from the interviews were examined to show how the participants viewed their experiences within the mentoring relationship and how such experiences played a part in their lives as practitioner-educators. Aspects of mentoring experiences that participants identified as both present and high yield in nature included collaboration, reciprocity in relationships, a dedication to continuous improvement in both program and individual performance, access to experiences that constituted a source of renewal for programs and educators, and the existence of transformative experiences that lead to growth and satisfaction. Analysis of participant statements identified the needs of novice instructors coming to the community college learning environment for the first time and suggested experiences that may support them in their andragogical growth. Among the insights drawn from the study are the following: Providing authentic growth experiences that work may positively affect faculty retention and satisfaction. Institutional initiatives can be deemed successful only if they have a positive impact on students and the achievement of their outcomes. Taking into consideration these insights, related recent literature on mentoring, and the lived experiences of practicing CTE instructors as shared through their interviews, this study offers implications for community college leaders responsible for shaping and nurturing the faculty in a time of competitive job opportunities, unprecedented retirements, and scarcity of resources in an increasingly-complex environment. The manner in which these parameters are addressed may likely affect institutional success and prestige, faculty retention and satisfaction, student success, and long-term program viability.
Download or read book Mentoring Novice Nursing Faculty written by Cynthia Apollonia Wright and published by . This book was released on 2014 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the 2012 Bureau of Labor Statistics' Registered Nursing Workforce Projection, the shortage of registered nurses in the United States is predicted to reach 1.2 million nurses needed by the year 2020. In 2013, almost 80,000 qualified registered nurse applicants had been turned away from U.S. baccalaureate and graduate nursing programs. Nearly two-thirds of nursing schools identified faculty shortages as a major reason for not accepting qualified applicants into their programs (AACN, 2013). Mentorship has been cited as a best practice to successfully develop new nursing faculty that will improve recruitment, retention, and foster future nurse mentors (Dunham-Taylor, Lynn, Moore, McDaniel, Walker, 2008). Purpose: This qualitative pilot study will explore the meaning of positive mentoring experiences and characteristics of a positive mentor for novice nursing faculty that teach in baccalaureate nursing programs. There is a significant gap in the literature, with limited studies, found in both qualitative and quantitative research exploring the mentoring experiences and/or characteristics of a positive mentor specific for novice nursing faculty that teach in baccalaureate nursing programs (Anderson 2009, Anibas, Hanson-Brenner, Zorn, 2009, Cho, Ramanan, Feldman, 2011). This study aims to gain deeper understanding of positive mentoring experiences and characteristics of a positive mentor. Research Question 1: What are positive mentoring experiences for novice nursing faculty within the first two years of teaching in baccalaureate nursing programs? Research Question 2: What are characteristics in a positive mentor for novice nursing faculty within the first two years of teaching in baccalaureate nursing programs?
Download or read book Importance of and Satisfaction with Characteristics of Mentoring Among Nursing Faculty written by Jacklyn D. Gentry and published by . This book was released on 2017 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nursing faculty shortage and its contributing factors have been well documented in the literature. Contributory factors include lack of graduate prepared faculty, difficulty recruiting and retaining faculty, and a decrease in job satisfaction within the faculty role. The use of mentoring programs has the potential to impact the nursing faculty shortage by increasing job satisfaction while providing novice faculty with additional support during the transition from clinical nurse to nursing faculty. The purpose of the study was to examine the relationship between the importance of and satisfaction with characteristics of mentoring in full time nursing faculty teaching in baccalaureate degree programs or higher. This study aimed to determine the degree to which nursing faculty perceive the importance of characteristics of the mentor and mentoring relationship, as well as the level of satisfaction with the mentor and mentoring relationship. Benner's theory of novice to expert was used as the theoretical framework for this cross-sectional study. Full-time nursing faculty in a Midwestern state were surveyed using convenience sampling. The survey instrument consisted of demographic data, modified Perceptions of Mentoring Relationships Survey, and satisfaction with mentoring. The results were analyzed using descriptive statistics with measures of central tendency, independent t-test, and standard deviation. The results did not demonstrate a statistically significant relationship among survey items; however, mentoring characteristics that proved to be both of high importance and high satisfaction were identified. Deeper insight into the characteristics of mentoring that are of importance and produce satisfaction is essential into the development of formal mentoring programs to make positive, lasting impacts on the nursing faculty shortage.
