Loira Fernández-Lorente , Julián Rodríguez-Almagro , Antonio Hernández-Martínez
{"title":"Enhancing support for new nursing faculty: an extensive scoping review of mentoring practices","authors":"Loira Fernández-Lorente , Julián Rodríguez-Almagro , Antonio Hernández-Martínez","doi":"10.1016/j.nedt.2025.106595","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Understanding the state of mentoring in academic nursing is critical to identifying beneficial practices. Mentoring programs are critical in equipping new faculty in nursing with the necessary teaching competencies and professional skills.</div></div><div><h3>Purpose</h3><div>This review aims to identify the existence of mentorship programs for new nursing faculty and to analyze key characteristics such as the mentorship models employed, the tools and surveys utilized, the theories and concepts developed around mentorship, and the evaluation and development of the programs themselves. Additionally, the aim was to examine the outcomes and impact of these programs in areas such as faculty retention, the development of teaching competencies, job satisfaction, and the consolidation of new educators' roles within the academic setting.</div></div><div><h3>Methods</h3><div>The search in the PubMed, Cochrane, EMBASE, Clinical trial and SCOPUS databases included articles on newly appointed nurses in mentoring programs. Quality was assessed using the Hawker and Payne criteria.</div></div><div><h3>Results</h3><div>Eighteen articles (2016–2023) were analyzed, and the following topics were identified: Support and appreciation in mentoring, need for role clarity, personal and professional development, perceptions of mentoring effectiveness, quality of communication, mentoring models and impact on job satisfaction and retention.</div></div><div><h3>Conclusions</h3><div>The report offers insights into academic mentorship in nursing and highlights its benefits and challenges, such as the need for effective communication and clearly defined roles. Mentoring is effective for developing skills and competencies but faces challenges in terms of perception and structure.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106595"},"PeriodicalIF":4.2000,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691725000309","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Understanding the state of mentoring in academic nursing is critical to identifying beneficial practices. Mentoring programs are critical in equipping new faculty in nursing with the necessary teaching competencies and professional skills.
Purpose
This review aims to identify the existence of mentorship programs for new nursing faculty and to analyze key characteristics such as the mentorship models employed, the tools and surveys utilized, the theories and concepts developed around mentorship, and the evaluation and development of the programs themselves. Additionally, the aim was to examine the outcomes and impact of these programs in areas such as faculty retention, the development of teaching competencies, job satisfaction, and the consolidation of new educators' roles within the academic setting.
Methods
The search in the PubMed, Cochrane, EMBASE, Clinical trial and SCOPUS databases included articles on newly appointed nurses in mentoring programs. Quality was assessed using the Hawker and Payne criteria.
Results
Eighteen articles (2016–2023) were analyzed, and the following topics were identified: Support and appreciation in mentoring, need for role clarity, personal and professional development, perceptions of mentoring effectiveness, quality of communication, mentoring models and impact on job satisfaction and retention.
Conclusions
The report offers insights into academic mentorship in nursing and highlights its benefits and challenges, such as the need for effective communication and clearly defined roles. Mentoring is effective for developing skills and competencies but faces challenges in terms of perception and structure.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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