多样性(控制论)
护士教育者
心理学
护理部
工作满意度
医学教育
教师发展
护士教育
医学
教育学
专业发展
社会心理学
人工智能
计算机科学
作者
Katie Ruth Busby,Claire Burke Draucker
出处
期刊:Nursing education perspectives
[Ovid Technologies (Wolters Kluwer)]
日期:2024-01-16
标识
DOI:10.1097/01.nep.0000000000001220
摘要
Abstract AIM The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors. BACKGROUND Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors. METHOD Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences. RESULTS The theoretical framework Growing Together: Mentors’ Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring). CONCLUSION Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty.
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