University of Colorado Colorado Springs Helen and Arthur E. Johnson Beth-El College of Nursing and Health Sciences, 1420 Austin Bluffs Parkway, Colorado Springs, CO 80923, USA.
Indiana University School of Nursing, 600 Barnhill Drive, Indianapolis, IN, USA.
J Prof Nurs. 2024 Sep-Oct;54:164-170. doi: 10.1016/j.profnurs.2024.07.006. Epub 2024 Jul 20.
Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty.
To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors.
A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis.
Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring.
The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.
学术护理指导有助于护士教师适应学术环境，支持职业发展，并提高教师的满意度和留任率。虽然已有研究探讨了有效指导者的特征，但很少有研究考察机构对教师学术指导的影响。
从经验丰富的护理教师导师的角度确定支持或阻碍教师之间学术指导的机构因素。
采用定性描述方法来确定影响学术指导的机构因素。对 24 名有经验的护理教师进行了半结构化访谈，了解他们的指导经验。使用常规内容分析对与机构因素相关的言论进行分析。
确定了支持指导的五个机构因素：（1）单位领导的支持，（2）既定的流程和政策，（3）指导发展机会，（4）教师之间的支持，以及（5）教师奖励。确定了阻碍指导的六个机构因素：（1）单位领导缺乏支持，（2）指导发展机会有限，（3）工作量大限制了指导，（4）导师资源有限，（5）对指导的教师奖励不足，以及（6）对教师指导的监督有限。
确定支持或阻碍指导的机构因素可以为学术领导和项目管理人员提供信息，帮助他们加强指导。
