代表性不足的护理教师的指导和支持：综合研究述评。
Mentoring and Support for Underrepresented Nursing Faculty: An Integrative Research Review.
机构信息
Associate Professor (Dr Mokel), University of Saint Joseph Department of Nursing, West Hartford, Connecticut; Assistant Professor (Dr Behnke), University of Michigan-Flint School of Nursing; Associate Clinical Professors (Dr Gatewood and Ms Mihaly) and Assistant Clinical Professor (Dr Kuster), Department of Family Health Care Nursing, University of California San Francisco; Senior Associate Librarian (Ms Newberry), University of Michigan-Flint Frances Willson Thompson Library; Associate Professor (Dr Lovence), Eastern Michigan University School of Nursing, Ypsilanti; Assistant Professor (Dr Ro), Seattle University College of Nursing, Washington; Associate Professor (Dr Bellflower), University of Tennessee Health Science Center College of Nursing, Memphis; and Professor (Dr Tabi), Georgia Southern University Waters College of Health Professions School of Nursing, Statesboro.
出版信息
Nurse Educ. 2022;47(2):81-85. doi: 10.1097/NNE.0000000000001089.
BACKGROUND
Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success.
PURPOSE
The aim of this study was to search the literature for best practices in mentoring UR faculty.
METHODS
An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality.
RESULTS
Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources.
CONCLUSIONS
Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.
背景
护理学院教师在学术成果、职业发展、工作与生活的平衡以及学院社交方面取得成功，可能需要几位导师的帮助。代表性不足的教师（UR 教师）在成功方面面临更多挑战。
目的
本研究旨在搜索文献中针对 UR 教师的最佳指导实践。
方法
进行了综合回顾，以确定针对 UR 教师的最佳和基于证据的指导实践，包括性别、性少数群体、种族、民族和地理位置偏远（农村）。对 15 篇文章的证据和方法质量进行了评分。
结果
成功的指导计划包括坦诚的沟通，包括形成指导计划的所有利益相关者，来自被指导者的目标和活动，以及有保证的资源。
结论
代表性不足的护理学院教师可能会从正式的指导计划中受益，但需要更多的研究。
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