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Experiences Described by Novice Teaching Academic Staff in Baccalaureate Nursing Education: A Focus on Mentoring Melissa Anibas, MSN, RN Gail Hanson Brenner,

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Presentation on theme: "Experiences Described by Novice Teaching Academic Staff in Baccalaureate Nursing Education: A Focus on Mentoring Melissa Anibas, MSN, RN Gail Hanson Brenner,"— Presentation transcript:

1 Experiences Described by Novice Teaching Academic Staff in Baccalaureate Nursing Education: A Focus on Mentoring Melissa Anibas, MSN, RN Gail Hanson Brenner, MSN, RN CeCelia Zorn, PhD, RN Sigma Theta Tau International – Mu Lambda Chapter Minnesota State University, Mankato September 14, 2007

2 Faculty Shortage Early Retirement (Faculty Census Survey, 2003) National League for Nursing (Kovner, Fairchild, & Jacobson, 2006) – Vacancy Rates Increased 32% from 2002 -2006 – 2/3rds were 45 – 60 years old in 2006, and likely to retire in the next 5-15 years

3 Increased Utilization of Teaching Academic Staff (TAS) Often Part Time Experts in Concurrent Practice Positions Little Formal Preparation for Educator Role Minimal Preceptorship or Mentorship Availability

4 Ample literature focused on novice tenure track faculty or those in community college settings, but no study examined experiences of novice TAS

5 Research Questions “What are the experiences described by novice TAS in a baccalaureate nursing program and how do these experiences compare to their expectations and needs?” “How was mentoring experienced by novice TAS?”

6 Experiences Feel Overwhelmed High Anxiety – Performance, balance, keeping up, and isolation Coping – Independently sought out professional support systems

7 Mentoring Mentoring roles Stages of the mentoring relationship Qualities of a mentor Mentor versus preceptor Formal versus informal

8 Method Design: Descriptive, naturalistic inquiry

9 Sample: Convenience, Ten novice TAS – Age (26-65); all Caucasian – 9 Female, 1 Male – Highest degree completed – Master’s degree – Variable FTE’s – 7 Classroom and clinical; 3 clinical only Setting: 3 Midwestern baccalaureate nursing programs – 2 public, 1 private Data Collection: Focus group interviews

10 Feelings – Anxiety, Frustration, Uncertainty, Isolation, Awkwardness, Expendability, Confusion – Confidence, Feeling supported, Belonging Preparation for Role and Expectations – Previous work, education, and life experiences – Familiarity with content – Expectations influenced by student characteristics – No expectations

11 Resources – Sources – Relationship with faculty colleagues – Characteristics of support persons as experienced – Helpful things others can do

12 Challenges – How to teach – How to evaluate – Personal – Organizational

13 Mentorship – Description and comparison with preceptorship – Mentorship experienced – Becoming and preceptor or mentor

14 Novice TAS experience is consumed with feelings and challenges Some support exists - need to strengthen Inconsistent use of “Preceptor” and “Mentor”

15 Transitional Process (inadvertent findings) Jumping in Surviving day by day Moving forward

16 Lessons Learned: Our Reflections Personal connection with topic Stick with the data (living the topic has tendency to influence interpretation) Experiences with interview skills Group research is enriching and fun; different talents are brought together Dissemination is simultaneous and ongoing

17 Acknowledgements Research Participants University of Wisconsin – Eau Claire – Small Research Grants – Sigma Theta Tau International – Delta Phi Chapter – Data transcriptionists

18 References Angelique, H, Kyle, K., & Taylor, E. (2002). Mentors and muses: New strategies for academic success. Innovative Higher Education, 28(3), 195-209. Bower, D., Diehr, S., Morzinski, J., & Simpson, D. (1998). Support-challenge-vision: A model for faculty mentoring. Medical Teacher, 20(6), 595-597. Cawyer, C. S., & Friedrich, G. W. (1998). Organizational socialization: Processes for new communication faculty. Communication Education, 47, 234-245. Faculty census survey of RN and graduate programs. (2003). Nursing Education Perspectives, 24(2), 106-109. Fox, E.C., Waldron, J.A., Bohnert, P., Hishinuma, E.S., & Nordquist, C.R. (1998). Mentoring new faculty in a department of psychiatry. Academic Psychiatry, 22(2), 98-106. Golding, T. & Gray, E. (2002). Mentoring mathematics faculty: A model. Pimus, 12(1), 87-95. Grosshaus, O., Poczwardowski, A., Trunnell, E., & Ransdell, L. (2003). Senior faculty retrospectives on mentoring. American Journal of Health Education, 34(3), 146-153. Knafl, K.A. & Webster, D.C. (1998). Managing and analyzing qualitative data: A description of tasks, techniques, and materials. Western Journal of Nursing Research, 10(2), 195-218.

19 Kovner, C., Fairchild, S., & Jacobson, L. (2006). Nurse educators 2006: A report of the faculty census survey of RN programs and graduate programs. New York: National League for Nursing. Leslie, K., Lingard, L., & Whyte, S. (2005). Junior faculty experiences with informal mentoring. Medical Teacher, 27(8), 693-698. Lewallen, L. P., Crane, p. B., Letvak, S., Jones, E., & Hu, J. (2003). An innovative strategy to enhance new faculty success. Nursing Education Perspectives, 24(5), 257-260. Pierce, G. (1998). Developing new university faculty through mentoring. Journal of Humanistic Education & Development, 37(1). Provident, I. (2005). Mentoring: A role to facilitate academic change. The Internet Journal of Allied Health Sciences and Practice, 3(2). Ross, K. (1996). Follow the leader. Australian Nursing Journal, 3(2), 35-38. Sands, R., Parson, L., & Duane, J. (1991). Faculty mentoring faculty in a public university. The Journal of Higher Education, 62(2), 174-193.

20 Sarmiento, T., Laschinger, H., & Iwasiw, C. (2003). Nurse educators’ workplace empowerment, burnout, and job satisfaction: Testing Kanter’s theory. Journal of Advanced Nursing, 46(2), 134-143. Siler, B., & Kleiner, C. (2001). Novice faculty: Encountering expectations in academia. Journal of Nursing Education, 40(9), 397-403. Solem, M., & Foote, K. (2004). Concerns, attitudes, and abilities of early-career geography faculty. Annals of the Association of American Geographers, 94(4), 889- 912. Turnbull, B. K., & Roberts, K. (2005). Nurse-academics’ mentorship: Rhetoric or reality? Collegian, 12(2), 33-38. Zanting, A., Verloop, N., & Vermunt, J. (2002). Student teachers’ beliefs about mentoring and learning to teach during teaching practice. British Journal of Educational Psychology, 71, 57-80.

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