Aim: The purpose of this mixed-method study was to explore the influence of a formal mentoring program on career satisfaction of novice full-time nurse faculty in academia.
Background: The transition from the role of clinician to faculty in an academic setting can be challenging for novice nurse faculty.
Method: A link to an electronic survey with open-ended questions was emailed to 1435 participants.
Results: The response rate was 17.6 percent (N = 124). Mean scores were obtained, and independent t-test were computed to compare scores of faculty who had participated in a mentoring program with scores of nonparticipants. Content analysis of the open-ended answers was conducted, and common themes were identified.
Conclusion: By examining characteristics that contribute to the success of novice nursing faculty, recruitment and retention of faculty may improve, which is essential due to the worsening nursing faculty shortage.
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