Severity: Warning
Message: file_get_contents(https://...@pubfacts.com&api_key=b8daa3ad693db53b1410957c26c9a51b4908&a=1): Failed to open stream: HTTP request failed! HTTP/1.1 429 Too Many Requests
Filename: helpers/my_audit_helper.php
Line Number: 176
Backtrace:
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 176
Function: file_get_contents
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 250
Function: simplexml_load_file_from_url
File: /var/www/html/application/helpers/my_audit_helper.php
Line: 3122
Function: getPubMedXML
File: /var/www/html/application/controllers/Detail.php
Line: 575
Function: pubMedSearch_Global
File: /var/www/html/application/controllers/Detail.php
Line: 489
Function: pubMedGetRelatedKeyword
File: /var/www/html/index.php
Line: 316
Function: require_once
Background: The path to academia can be rocky for nurses. Nursing academia is much more than educating students. The balance of teaching, service, and scholarship that is required for tenure, coupled with the institution of academia, can be overwhelming. New nursing faculty often find themselves feeling unprepared for the multidimensional nature of the role. Effective mentoring is crucial for new faculty success.
Method: A new faculty cohort, The Tenure Tribe, took initiative to establish a unique mentoring process of planned, purposeful connection and networking as peers and with experienced faculty for the purpose of academic nursing success.
Results: Role-reversal mentoring was found to increase feelings of support and job satisfaction for the new faculty while creating a unique way to accelerate and support their transition from clinician to educator.
Conclusion: Role-reversal mentoring was an effective means for new nursing faculty assimilation, growth, and development. [J Nurs Educ. 2020;59(11):627-630.].
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Source |
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http://dx.doi.org/10.3928/01484834-20201020-05 | DOI Listing |
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