New Nurse Faculty Mentoring: Job satisfaction At the End of the First Year of Becoming a Nurse Educator in a Baccalaureate Nursing Program

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION4

Introduction to the Problem4

The New Graduate Nurse Transition7

Background, Context, and Theoretical Framework11

Statement of the Problem12

Purpose of the Study18

Research Questions18

Hypothesis18

Rationale, Relevance, and Significance19

Rationale19

Relevance19

Significance20

Nature of the Study21

Definition of Terms23

Assumptions and Limitations25

Organization of the Remainder of the Study26

CHAPTER 2: LITERATURE REVIEW30

Introduction to the Literature Review30

Theoretical Framework31

Review of the Research Literature and Methodological Literature32

Mentoring32

The Attempts to Define Mentoring41

Components of Mentoring43

Mentor Models47

The Egan Method49

The Grow Model50

Pascarelli's Four Stage Model51

The Model of Caring Mentorship for Nursing55

The Impact Mentoring has on first year Nurse Educator in a Baccalaureate Nursing Program58

Job Satisfaction61

Retention66

Relevance of Nursing Retention75

Review of Methodological Issues76

Chapter 2 Summary76

CHAPTER 3: METHODOLOGY79

Introduction to Chapter 379

Purpose of the Proposed Study79

Research Questions and Hypotheses79

Research Design80

Research Design Rationale83

Target Population, Sampling Method and Related Procedures84

Target Population84

Sampling Method85

Sample Size86

Setting86

Recruitment87

Instrumentation87

Data Collection89

Data Analysis Procedures90

Limitations of the Research Design90

External Validity91

Internal validity91

Expected Findings92

Ethical Issues in the Study92

REFERENCES93

CHAPTER 1: INTRODUCTION

Introduction to the Problem

The National League for Nurses [NLN] published a position statement regarding mentoring of new nursing faculty , contributing a shortage of nursing faculty as a factor in the shortage of registered nurses in the United States. In the published position statement, the NLN indicated the need for research of possible gaps in the literature of studies of the relationship between mentoring nursing faculty and job satisfaction. The position statement also indicated a need for research to study the relationship between mentoring nursing faculty and retention of nursing faculty. In 2008, the NLN addressed research priorities for nursing education to address mentoring new nursing faculty under the topic of educational systems and infrastructures of schools of nursing. The identification of mentoring as a factor by the NLN (2008) was in order to bring attention to educational systems in schools of nursing that job satisfaction and retention could be related to mentoring of new nursing faculty. Masters prepared nurses that are currently bedside nurses or working as educators in acute care facilities might consider becoming nurse faculty in schools of nursing if there was an established process to provide mentoring and education related to the roles and responsibilities of being nursing faculty.

The mentoring of new nursing faculty during the first year in nursing academic education affects job satisfaction and retention of nursing faculty. Mentoring has been identified as a predictor of an increase in job satisfaction and retention of new nursing faculty. If new nursing faculty are not satisfied with their position as faculty, there is an increased risk they will not continue employment in the school of nursing, contributing to a shortage of nursing faculty; subsequently leading to a shortage of registered nurses.

The current shortage of nursing faculty has been summarized by national organizations such as the American Association of Colleges of Nursing [AACN] and the National League for Nursing [NLN]. The AACN (2011) reported in 2010 - 2011, United States nursing schools turned away 67,563 qualified applicants from baccalaureate and graduate nursing programs due to the lack of qualified, prepared ...