Mentoring Outcomes: Does Mentoring Influence Satisfaction, Retention, or Scholarly Productivity of Novice Academic Nurse Educators

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Authors
Kelly, Linda
Issue Date
2019-10-03T00:00:00-07:00
Item Type
Degree Name
Doctor of Education (EdD)
Academic Department
Nursing
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Abstract
<p>Nursing education faces many obstacles in order to support the novice academic nurse educator. The academic nurse faculty shortage has been attributed to the challenging environment of academia and lack of support (Blauvelt & Spath, 2008). The mentoring of novice academic nurse educators is a suggested method to recruit, retain, and support novice educators in the academic role (American Association of Colleges of Nursing, [AACN], 2006; National League for Nursing [NLN], 2006). There is limited quantitative evidence that has measured the outcomes of mentoring programs. The purpose of this quasi-experimental study was to determine whether mentoring programs have an influence on the satisfaction, retention, or scholarly productivity of novice academic nurse educators. Results demonstrated that there were statistically significant differences among the variables of satisfaction and retention between novice academic nurse educators who received mentoring, and those who received no mentoring. There were no statistically significant differences for the variable of scholarly productivity.</p>
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