Mentoring in Academic Nursing From the Perspectives of Faculty Mentors.

Pub Date : 2024-07-01 Epub Date: 2024-01-16 DOI:10.1097/01.NEP.0000000000001220

Katie Ruth Busby, Claire Burke Draucker

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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.

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从教师指导者的角度看学术护理中的指导。

目的：本研究旨在建立一个理论框架，从护士教员导师的角度描述学术护理中的指导关系是如何展开的：背景：指导是一种可以提高护理教师满意度和留任率的策略。背景：指导是一种可以提高护理教师满意度和留任率的策略。尽管研究主要集中在被指导者在指导关系中的经历，但从护理教师指导者的角度来看指导的情况却鲜为人知：方法：采用建构主义基础理论采访了 24 名经验丰富的护理教师，了解他们的指导经验：结果：理论框架为共同成长：结果："共同成长：导师对指导的看法 "的理论框架包括四个阶段（相聚、开始、共同前进、超越）和三个方面（与被指导者的关系、指导工作、指导的情感影响）：结论：参与者从指导中获得了各种益处，同时也经历了各种挑战。研究结果表明，需要为指导护士新手的资深教师提供更多资源。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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