{"title":"The Nurse Educator Mentoring Dilemma: Novice Nurse Faculty Needs and Outcomes.","authors":"Virginia Cuellar Tufano, E J Summers","doi":"10.3928/01484834-20241120-03","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Academic literature remains divided regarding the effectiveness of formal mentoring programs vs. informal mentoring of new nurse educators. Understanding effective mentoring strategies can help onboard new nurse educators, reduce their cognitive load and learning curve, and positively influence their continued professional role development. This study explored mentoring methods that nurse educators perceived as beneficial in facilitating their transition to and retention in academia.</p><p><strong>Method: </strong>This descriptive phenomenological study utilized in-depth interviews to explore the essence of participants' lived experiences with both formal and informal mentoring.</p><p><strong>Results: </strong>Four themes emerged: (1) Noted Absence of Formal/Institutional Mentoring; (2) Success of Informal Mentoring; (3) Mentoring Dimensions: How Mentoring Typically Happened for Nurse Educators; and (4) Mentoring Outcomes: Ease of Transition to Academia.</p><p><strong>Conclusion: </strong>A deficiency of formal mentoring programs exists in nursing academia. The findings confirmed the effectiveness of informal mentoring in facilitating transition of clinical nurses to the teaching profession, thereby promoting their retention. <b>[<i>J Nurs Educ</i>. 2025;64(3):177-184.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"177-184"},"PeriodicalIF":0.0000,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20241120-03","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Academic literature remains divided regarding the effectiveness of formal mentoring programs vs. informal mentoring of new nurse educators. Understanding effective mentoring strategies can help onboard new nurse educators, reduce their cognitive load and learning curve, and positively influence their continued professional role development. This study explored mentoring methods that nurse educators perceived as beneficial in facilitating their transition to and retention in academia.
Method: This descriptive phenomenological study utilized in-depth interviews to explore the essence of participants' lived experiences with both formal and informal mentoring.
Results: Four themes emerged: (1) Noted Absence of Formal/Institutional Mentoring; (2) Success of Informal Mentoring; (3) Mentoring Dimensions: How Mentoring Typically Happened for Nurse Educators; and (4) Mentoring Outcomes: Ease of Transition to Academia.
Conclusion: A deficiency of formal mentoring programs exists in nursing academia. The findings confirmed the effectiveness of informal mentoring in facilitating transition of clinical nurses to the teaching profession, thereby promoting their retention. [J Nurs Educ. 2025;64(3):177-184.].
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