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An Exploration Of Self Efficacy Among Novice Nursing Faculty In Formal Mentoring Relationships
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Book Synopsis An Exploration of Self-Efficacy Among Novice Nursing Faculty in Formal Mentoring Relationships by : Lisa Marie Greenwood
Download or read book An Exploration of Self-Efficacy Among Novice Nursing Faculty in Formal Mentoring Relationships written by Lisa Marie Greenwood and published by . This book was released on 2017 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Exploring Mentoring Relationships Among Novice Nurse Faculty by : Katie Ruth Busby
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.
Book Synopsis An Exploration of Formal Mentoring Experiences of Junior Faculty in Associate Degree Nursing Programs by : Marsha Moore Cannon
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.
Book Synopsis Formal Mentoring Programs by : Megan Christine Duncan
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
Book Synopsis Jumping Off the Cliff by : Michael Roach
Download or read book Jumping Off the Cliff written by Michael Roach and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this exploratory descriptive study was to examine the development of self-efficacy in novice nursing faculty members' transitioning to classroom teaching. Bandura's (1997) Self-Efficacy Theory was the theoretical basis for this study. Through a series of interviews, two themes and four sub-themes were identified: i) "Transitioning to the Classroom" and ii) "Nursing is Not Teaching". These themes highlighted factors that fostered and hindered the development of self-efficacy through the participants' transition to the classroom. Factors that influenced successful transition and development of self-efficacy included providing an orientation, mentorship, team teaching, and experience teaching in the classroom. Factors that hindered self-efficacy development included anxiety and the professional gap between nursing and teaching roles. Recommendations for nursing education and for future research were suggested. These findings provide further support to the literature on professional role transition to the educator role and Bandura's (1997) Self-Efficacy Theory.
Author :Sheila C. Grossman, PhD, FNP-BC, APRN, FAAN Publisher :Springer Publishing Company ISBN 13 :0826107699 Total Pages :212 pages Book Rating :4.8/5 (261 download)
Book Synopsis Mentoring in Nursing by : Sheila C. Grossman, PhD, FNP-BC, APRN, FAAN
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
Book Synopsis Teacher Self Efficacy Amongst Novice Nurse Educators in an Associate Degree Nursing Program by : Debra A. Simons
Download or read book Teacher Self Efficacy Amongst Novice Nurse Educators in an Associate Degree Nursing Program written by Debra A. Simons and published by . This book was released on 2011 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Mentor Connection in Nursing by : Connie Vance, EdD, RN, FAAN
Download or read book The Mentor Connection in Nursing written by Connie Vance, EdD, RN, FAAN and published by Springer Publishing Company. This book was released on 1998-02-28 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success. Job satisfaction. Leadership. How are these developed and nurtured in a nursing career? Can mentors make a difference? They can and do, according to this book---edited by two pioneering researchers in the field of nursing mentorship. Here they explore the conceptual and practical aspects of mentorship and what it means in nursing. They are joined by more than a hundred nurses, including nurse leaders such as Beverly Malone, Marla Salmon, and Joyce Fitzpatrick, who contribute stories, essays, and personal reflections on mentorship. Their voices, in addition to the editor's research, suggest that nurses are inventing a new, evolving, and very meaningful paradigm, which reaps mentorship's classic benefits: career success and advancement personal and professional satisfaction, enhanced self-esteem and confidence, preparation for leadership roles and succession, and strengthening of the profession. The book describes the dynamics of both informal mentor relationships and structured mentorship programs, such as those used in schools of nursing to help disadvantaged students. In addition to looking at education, the book describes how mentorship plays a role in the practice setting, in professional organizations, and with peers and groups, and how it promotes international and cross-cultural understanding.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309497299 Total Pages :307 pages Book Rating :4.3/5 (94 download)
Book Synopsis The Science of Effective Mentorship in STEMM by : National Academies of Sciences, Engineering, and Medicine
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.
Book Synopsis Importance of and Satisfaction with Characteristics of Mentoring Among Nursing Faculty by : Jacklyn D. Gentry
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.
Book Synopsis Exploring the Self-efficacy and Perceptions of Virtual Mentoring of Teachers Participating in a New Teacher Induction Program by : Katie Peila
Download or read book Exploring the Self-efficacy and Perceptions of Virtual Mentoring of Teachers Participating in a New Teacher Induction Program written by Katie Peila and published by . This book was released on 2020 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Teacher turnover is an issue plaguing states and districts around the country, particularly among novice teachers. Research indicates that strong induction and mentoring programs can provide novice teachers with critical support and guidance as they make the transition from the pre-service environment to the professional workforce resulting in higher levels of self-efficacy and performance. Teachers with high self-efficacy exhibit more enthusiasm and persistence and higher levels of organizational commitment. While there is a considerable amount of research on traditional, face-to-face new teacher induction (NTI) programs, there are few studies that investigate the integration of technology for a virtual experience. This study sought to explore quantitative measures of teachers' self-efficacy and the perceptions of novice teachers engaging in virtual mentoring in the context of a NTI program. Results of the survey indicate that participants (n = 67) reported a moderate degree of confidence in their ability to satisfactorily accomplish tasks within their classrooms. The scale is comprised of three subscales: Student Engagement, Instructional Strategies, and Classroom Management. The participants indicated a higher self-efficacy in Classroom Management than in any of the other subscales. Several themes emerged from the qualitative data highlighting the importance of the frequency, quality, and content of teachers' interactions with their mentors. This study contributes to the existing literature on virtual mentoring and explores how the experience can provide teachers with an opportunity to cultivate self-efficacy."--Boise State University ScholarWorks.
Book Synopsis Nursing Faculty Perceptions' about Characteristics of Mentoring Relationships by : Jeanette H. (Bjurback) Lupinacci
Download or read book Nursing Faculty Perceptions' about Characteristics of Mentoring Relationships written by Jeanette H. (Bjurback) Lupinacci and published by . This book was released on 2012 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interview study examined perceptions of tenure track nursing faculty currently involved, or previously involved, as mentees in nursing departments in order to gather their reports about characteristics of their mentoring relationships, as well as the benefits and shortcomings of the mentoring they experienced. This occurred within seven baccalaureate schools of nursing in a single east coast state. The major conclusions were: 1. Mentors promote interpersonal bonding by serving as guides and resources for their mentees, which results in mentees freely dialoguing with department members. 2. Creating an environment of social support for new faculty mentees involves clearly defining expectations, inviting members to participate with mentors and other university leaders at meetings both at the university, as well as the surrounding communities. It is also important for the department of nursing to ensure that mentors are fully available to provide mentees with opportunities to listen, give advice, and provide feedback. 3. Mentors need to expose their mentees to opportunities for active participation in research, applying for grants, networking, and discussions about internal review board processes, as well as demands placed on nurse educators, as opposed to nurse clinicians. Discussion of all these topics should be incorporated into the department faculty and school of nursing meetings, which mentees should attend. 4. Departmental and school history needs to be communicated to new nursing faculty formally, rather than allowing such information to be only transmitted informally. 5. Mentors must be accessible to mentees when they first start their jobs. How responsive they are and how much time is devoted to the new mentoring relationship is very important, as is responding to mentees needs in a positive fashion by devoting time for one-to-one meetings weekly or every other week. These one-to-one interactions help to facilitate bonding between mentor and mentee.
Book Synopsis Evaluating the Self-Efficacy of Novice Educators in Nursing and Allied Health Care Programs as It Pertains to Faculty Development by : Amanda Lea Doneski
Download or read book Evaluating the Self-Efficacy of Novice Educators in Nursing and Allied Health Care Programs as It Pertains to Faculty Development written by Amanda Lea Doneski and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mentoring Novice Nursing Faculty by : Cynthia Apollonia Wright
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?
Book Synopsis The Impact of Mentoring on New Teacher Self-efficacy by : John Craig
Download or read book The Impact of Mentoring on New Teacher Self-efficacy written by John Craig and published by . This book was released on 2021 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to investigate the impact of mentoring on new teachers' self-efficacy. In addition, this study investigated the effects of other independent variables such as mentor gender, content area, years of experience, and training on new teacher self-efficacy. Self-efficacy was measured using the Teacher Sense of Efficacy Scale (TSES), developed by Tschannen-Moran and Hoy (2001). Teachers mentored in twenty-three school districts were asked to complete this survey and the demographic information upon completion of the mentoring experience. The results of t-tests, a one-way between-subjects ANOVAs, and a multiple regression were analyzed to determine if there were any significant differences in teachers' self-efficacy perceptions based on their mentor's gender, content area, years of experience, and training. The results showed statistically significant differences in self-efficacy between new teachers with mentors who had the same content area compared to those who did not. There were no statistically significant differences in average self-efficacy found among groups based on mentor gender, years of experience, and training. Finally, while the overall regression model was significant, the results indicated that none of the individual variables were significant predictors of new teacher self-efficacy.
Book Synopsis The Effect of Mentoring on Leadership Self-efficacy in Nurses by : Margaret Blastorah
Download or read book The Effect of Mentoring on Leadership Self-efficacy in Nurses written by Margaret Blastorah and published by . This book was released on 2009 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: The literature suggests that mentoring is an important factor in the development of nurse leaders. Preliminary evidence suggests that self-efficacy may provide the conceptual link between receipt of mentoring functions and leadership performance.Hierarchical regression analysis was used to assess the effect of mentoring on self-efficacy for each of five leadership practices. The change in LSE levels over the course of the leadership training intervention was included as a control for the effect of training. Participant administrative experience and professional education were included as controls.Study results did not support the proposition that protege exposure to career and psychosocial mentoring would lead to higher levels of LSE. Mentorship did not predict self-efficacy for any of the leadership practices. The impact of participants' mentoring experiences prior to the study, low statistical power due to a small sample size, homogeneity of respondents with respect to their mentorship experiences, and the possibility of a ceiling effect for LSE are possible explanations for these results. Results did suggest that mentored nurses were able to enhance their LSE during leadership training, and to sustain this increase upon return to their home organizations.Findings also provided insight into the prevalence of mentoring among nurses who are actively pursuing leadership development. Nearly two-thirds of the respondents were mentored during the study period, and these nurses reported that their mentoring relationships were active and positive.Mentoring continues to be advanced as an important contributor to leadership development among nurses. This study reinforces the need for further exploration of this relationship to inform and guide developmental interventions and allocation of resources.The purpose of this study was to contribute to the scientific knowledge base that informs nursing administration by examining the contribution of mentoring to development of leadership self-efficacy (LSE) among nurses. The conceptual framework that guided the study integrated theoretical perspectives from mentoring, leadership, and self-efficacy theories. A prospective, repeated measures design was used. One hundred Registered Nurses completed measures of LSE at the beginning and conclusion of leadership training and three months following training, and mentoring just prior to the final LSE measurement.
Book Synopsis Technology Use, Technological Self-efficacy and General Self-efficacy Among Undergraduate Nursing Faculty by : Linda Nancy Roney
Download or read book Technology Use, Technological Self-efficacy and General Self-efficacy Among Undergraduate Nursing Faculty written by Linda Nancy Roney and published by . This book was released on 2015 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing faculty are expected to use technology in educational setting yet there is little knowledge about faculty's confidence, use of this technology, or supports available to implement this expectation. A non-experimental, descriptive correlational design was used to describe and explore the relationship among technology use, technological self-efficacy and general self-efficacy in undergraduate nursing faculty who teach at a Commission on Collegiate Nursing Education (CCNE) accredited nursing program. Undergraduate nursing faculty (N= 272) from a nationwide sample completed a sociodemographic questionnaire, the Roney Technology Use Scale (RTUS), the Technology Self- Efficacy Scale (TSES) and the General Self-Efficacy Scale (GSES) through online surveys. With a response rate of 14.5%, data analysis revealed that participants who taught didactic content had moderate technology use as compared to teaching didactic and clinical/laboratory who content had high levels of technology use. Correlations were strongest between how faculty rated their relationship with innovation utilizing the framework of Rogers's Diffusion of Innovation Theory and general self-efficacy ( P = .615, p
