Iheduru-Anderson Kech
Department of Rehabilitation and Medical Science, The Herbert H. and Grace A. Dow College of Health Professions, Central Michigan University, Mount Pleasant, MI, USA.
J Prof Nurs. 2025 Jul-Aug;59:100-108. doi: 10.1016/j.profnurs.2025.05.002. Epub 2025 May 5.
Mentorship and sponsorship are critical to the career development and advancement of academic nursing professionals, fostering leadership, scholarly productivity, and career progression. However, disparities in access to these opportunities can hinder the growth of underrepresented faculty. This study addresses how targeted support can help close these gaps.
This study explored the mentoring and sponsorship experiences of Dr. Hassani, a Black woman academic nurse leader, and examined how these relationships shaped her professional identity and career advancement in nursing academia.
A qualitative case study design was used, drawing on a 104-min, in-depth audio-recorded interview with Dr. Hassani, supplemented by insights from one of her mentees. Data were analyzed thematically using Social Cognitive Career Theory (SCCT) as the guiding framework.
Four key themes were identified: definition of professional identity, early nursing career, transition to academia and emerging opportunities, and academic leadership. Findings underscore how intentional mentorship fosters identity development, while sponsorship offers critical access to leadership pathways.
Mentoring and sponsorship play a pivotal role in advancing the careers of underrepresented faculty in academic nursing. The study calls on institutions to implement equitable, identity-affirming mentorship models that support faculty retention, leadership development, and inclusive excellence.
导师指导和赞助对学术护理专业人员的职业发展和晋升至关重要，有助于培养领导力、学术生产力和职业进步。然而，获得这些机会的差异可能会阻碍代表性不足的教员的成长。本研究探讨了有针对性的支持如何有助于缩小这些差距。
本研究探讨了黑人女性学术护理领导者哈萨尼博士的导师指导和赞助经历，并考察了这些关系如何塑造了她在护理学术界的职业身份和职业晋升。
采用定性案例研究设计，对哈萨尼博士进行了一次104分钟的深度录音访谈，并辅以她的一名 mentees 的见解。以社会认知职业理论（SCCT）为指导框架，对数据进行了主题分析。
确定了四个关键主题：职业身份的定义、早期护理职业生涯、向学术界的过渡和新出现的机会以及学术领导力。研究结果强调了有目的的导师指导如何促进身份发展，而赞助则提供了进入领导途径的关键机会。
导师指导和赞助在推进学术护理领域代表性不足的教员的职业发展方面发挥着关键作用。该研究呼吁各机构实施公平的、肯定身份的导师指导模式，以支持教员留任、领导力发展和包容性卓越。
