Deborah L Cullen
Indiana University School of Nursing, Indianapolis, USA
Title: Non-tenured Faculty Mentoring Initiative: Outcomes and Lessons Learned
Biography
Biography: Deborah L Cullen
Abstract
Formal developmental mentoring programs in schools of nursing are not widespread, but interest in their integration is rising. Successful mentoring can lead to increased productivity, compensation, and job satisfaction. Problem: Non-tenured nursing faculty may have high service and teaching responsibilities with little focused career coaching. The lack of investment in human capital can lead to faculty disengagement, turnover and a poor work climate. Recent studies revealed that non-tenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities.. Methods. A two-year mentoring initiative was developed to enhance doctorally prepared clinical assistant nursing professors’ ability to achieve promotion to associate rank in the university. The structured activities guided 15 protégés’ development toward a better understanding of promotion requirements and scholarship expectations. Careful matching of protégés and mentors was carried out for two cohorts of 8 and then 7 faculty protégés. The mentoring elements focused on improving knowledge about promotion, available university resources and scholarly writing. Measures via surveys over time observed statistically significant results for Knowledge (promotion, resources) and Mentoring Experience. Results: Dissemination of scholarly nurse practice articles and abstracts noted a 3-fold increase and faculty knowledge about promotion improved. Non-tenure track assistant professors were ripe for a structured approach to faculty promotion. Their voices were strong with the desire to be valued and receive programming to better assist them with promotion.