Mentoring and Development Resources Available to New Doctorally Prepared Faculty in Nursing.

Aim: This study examined faculty mentoring practices and strategies currently in place in nursing programs.

Background: Mentoring is a critical component of organizations and can be especially important in times of organizational change. Schools of nursing are experiencing rapid organizational shifts with increases in retirement and the proliferation of Doctor of Nursing Practice-prepared faculty.

Hiring Intentions of Directors of Nursing Programs Related to DNP- and PhD-Prepared Faculty and Roles of Faculty.

This study surveyed administrators of associate degree in nursing (ADN) and bachelor of science in nursing (BSN) programs across the United States to identify hiring intentions and describe the roles and responsibilities of DNP- and PhD-prepared faculty members. The final sample included 253 ADN and 229 BSN programs. ADN programs were neither intentionally hiring nor looking to hire doctorally prepared nurse faculty.

Hiring and incorporating doctor of nursing practice-prepared nurse faculty into academic nursing programs.

Semistructured interviews were conducted with 15 deans and directors of nursing programs across the United States to gain an understanding of how Doctor of Nursing Practice (DNP)-prepared nurses seeking academic positions are hired and used in schools of nursing. Interviews sought to gain information regarding (a) differences and similarities in the roles and responsibilities of DNP- and Doctor of Philosophy (PhD)-prepared faculty, (b) educational advancement and mentoring of DNP-prepared nurse faculty, (c) recruitment of doctorally prepared nurse faculty, and (d) shortages of nursing faculty. DNP- and PhD-prepared nurse faculty are hired for varying roles in baccalaureate and higher degree schools of nursing, some similar to other faculty with master's degrees and others similar to those with PhDs; in associate degree in nursing programs, they are largely hired for the same type of work as nurse faculty with master's degrees.

Familial and Economic Influences on the Gender-Related Educational and Occupational Aspirations of Rural Adolescents.

Economic, occupational, and social shifts in rural economies have influenced nuanced changes in the educational and occupational aspirations of rural adolescent women and men. However, there is limited contemporary research that examines the aspirations of rural adolescents at the beginning of the 21 century. Drawing on a sample of 8,756 rural adolescents in the United States, we examine how familial, geographic, and economic variables influence gender-related differences in educational and occupational aspirations.

Promotive peer contexts of academic and social adjustment among rural African American early adolescent boys.

This study investigated the social network system of African American early adolescents (N = 237) in rural, low-wealth schools, specifically in terms of networks with norms strongly favoring effort and achievement. Networks with norms favoring effort and achievement were more likely to be central to the social system at the end of the school year. Subsequent analyses focused on boys (n = 103) and the effects of affiliation in networks with norms that strongly favored effort and achievement.