Journal of Nursing Education

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Educational Innovations 

Essentials of Neophyte Mentorship in Relation to the Faculty Shortage

Jackie A. Smith, PhD; Helen Zsohar, PhD, RN

Abstract

ABSTRACT

Given the nursing faculty shortage, innovative strategies are needed to attract and retain talented individuals in the academic setting. Mentoring programs have a positive effect on nursing clinicians turned educators. A successful mentoring relationship guides the neophyte educator into a successful teaching career through better adjustment and professional academic advancement. Ten essential ingredients of effective mentoring programs are presented based on the lived experience of a protégé and mentor and a review of mentoring literature. Positive outcomes of successful mentoring programs for the neophyte educator include a collegial relationship with the mentor, improved job satisfaction in a faculty role, improved quality of nursing education, and retention in the nursing education profession.

AUTHORS

Received: August 16, 2005

Accepted: December 6, 2005

Dr. Smith and Dr. Zsohar are Associate Professors, Clinical, University of Utah College of Nursing, Salt Lake City, Utah.

Address correspondence to Jackie A. Smith, PhD, Associate Professor, Clinical, University of Utah College of Nursing, 10 South 2000 East, Salt Lake City, UT 84112; e-mail: jackie.smith@nurs.utah.edu.

Abstract

ABSTRACT

Given the nursing faculty shortage, innovative strategies are needed to attract and retain talented individuals in the academic setting. Mentoring programs have a positive effect on nursing clinicians turned educators. A successful mentoring relationship guides the neophyte educator into a successful teaching career through better adjustment and professional academic advancement. Ten essential ingredients of effective mentoring programs are presented based on the lived experience of a protégé and mentor and a review of mentoring literature. Positive outcomes of successful mentoring programs for the neophyte educator include a collegial relationship with the mentor, improved job satisfaction in a faculty role, improved quality of nursing education, and retention in the nursing education profession.

AUTHORS

Received: August 16, 2005

Accepted: December 6, 2005

Dr. Smith and Dr. Zsohar are Associate Professors, Clinical, University of Utah College of Nursing, Salt Lake City, Utah.

Address correspondence to Jackie A. Smith, PhD, Associate Professor, Clinical, University of Utah College of Nursing, 10 South 2000 East, Salt Lake City, UT 84112; e-mail: jackie.smith@nurs.utah.edu.

ABSTRACT

Given the nursing faculty shortage, innovative strategies are needed to attract and retain talented individuals in the academic setting. Mentoring programs have a positive effect on nursing clinicians turned educators. A successful mentoring relationship guides the neophyte educator into a successful teaching career through better adjustment and professional academic advancement. Ten essential ingredients of effective mentoring programs are presented based on the lived experience of a protégé and mentor and a review of mentoring literature. Positive outcomes of successful mentoring programs for the neophyte educator include a collegial relationship with the mentor, improved job satisfaction in a faculty role, improved quality of nursing education, and retention in the nursing education profession.

AUTHORS

Received: August 16, 2005

Accepted: December 6, 2005

Dr. Smith and Dr. Zsohar are Associate Professors, Clinical, University of Utah College of Nursing, Salt Lake City, Utah.

Address correspondence to Jackie A. Smith, PhD, Associate Professor, Clinical, University of Utah College of Nursing, 10 South 2000 East, Salt Lake City, UT 84112; e-mail: jackie.smith@nurs.utah.edu.

10.3928/01484834-20070401-08

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