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eBook details

• Title: Position Statement: Mentoring of Nurse Faculty.
• Author : Nursing Education Perspectives
• Release Date : January 01, 2006
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 175 KB

Description

In order to recruit and retain qualified nurse educators, the National League for Nursing advocates the use of mentoring as a primary strategy to establish healthful work environments and facilitate the ongoing career development of nurse faculty. Mentoring is relevant across the entire career continuum of an educator, and encompasses orientation to the faculty role; socialization to the academic community; development of teaching, research, and service skills; and facilitation of the growth of future leaders in nursing and nursing education. Effective mentoring relationships reflect a variety of models, thereby enabling all members of the academic nursing community to establish and maintain healthful work environments, and expecting each to fulfill this role. Background and Significance Contemporary academic communities in nursing reflect an increasing number of new teachers, particularly those who are employed in adjunct, temporary, and part-time positions. In addition, the number of master's- and doctorally prepared faculty is difficult to maintain due to an increase in the number of retirements and the exodus of faculty to higher-paying positions. Finally, the small number of faculty who have had formal preparation for the nurse educator role, those who are the educational "architects," poses particularly significant problems. Those in faculty roles are expected to anticipate the increasing complexity of the health care system and to prepare graduates who can think, make decisions in uncertainty, take risks, facilitate change, and communicate effectively. These same faculty members are also expected to conduct research, advance the discipline, and provide service to the profession and their academic institutions. The multidimensional nature of the nurse educator role, with competing expectations related to teaching, scholarship, service, maintaining clinical competence, and continued professional growth is difficult to balance, especially for new faculty members, many of whom were not prepared as nurse educators.

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