A mentoring needs assessment validating mentorship in nursing education

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The relationship is characterized by regular/consistent interaction over a period of time to facilitate protégé development [5].Research indicates many positive outcomes as a result of mentorship.Mentored faculty reported augmented professional identity and experienced a smoother bridge from practice to the academic environment [7].In addition, mentored faculty reported increased self-confidence and professional development [9].Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development.The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development.

The mentors and protégés were matched based on experience and interest.The group discussed practices of mentoring revealed in each story; a recording secretary listed practices that group members agreed upon.Through reflection and dialogue, the group clustered 25 original practices into six categories based on similar thematic content.In addition to the above issues, in general, questions exist around mentoring, such as the following. How can academic institutions support the mentoring process in order to develop and retain novice faculty during this time of economic hardship?How can nursing programs mitigate the challenges of academic mentoring?

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