Institutional factors that affect faculty mentoring in academic nursing programs.

Background: 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.

Purpose: To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors.

Mentoring in Academic Nursing From the Perspectives of Faculty Mentors.

Aim: The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors.

Background: Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors.

Mentoring-as-Partnership: The Meaning of Mentoring Among Novice Nurse Faculty.

Background: Mentoring is recommended as a strategy to improve satisfaction and retention of novice nurse faculty to help address the current faculty shortage. However, the meaning of academic mentoring varies among faculty, which can detract from the development of effective mentoring relationships in academia. This article details the meaning of mentoring as characterized by novice nurse faculty.

Exploring Mentoring Relationships Among Novice Nurse Faculty: A Grounded Theory.

Aim: The aim of this study was to develop a theoretical framework that describes the mentoring process from the perspectives of novice nurse faculty.

Background: Additional nurse faculty are needed to help combat the nurse faculty shortage, but many who enter the faculty role come from professional and educational backgrounds that may not equate to success with the tripartite faculty role. Mentoring is promoted as an intervention for career development.

Exploring mentoring and nurse faculty: An integrative review.

Background: Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs.

Purpose: The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty.

Learning outcomes with visual thinking strategies in nursing education.

Background: There is a need to develop innovative strategies that cultivate broad cognitive, intrapersonal, and interpersonal skills in nursing curricula. The purpose of this project was to explore transferable skills students gained from Visual Thinking Strategies (VTS).

Method: This qualitative descriptive study was conducted with 55 baccalaureate nursing students enrolled in an entry level healthy population course.

Immigrant families' perceptions on walking to school and school breakfast: a focus group study.

Background: Immigrant children face an increased risk of being overweight. Little is known about how immigrant families perceive school programs that may help prevent obesity, such as walking to school and school breakfast.

Methods: Six focus groups (n = 53) were conducted with immigrant parents of school-aged children, two each in three languages: Vietnamese, Spanish, and Somali.