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Mentorship and Novice Nursing Faculty: Working Together for Successful Role Transitioning Open Access


Other title
mentor-mentee relationship
working together
successful role transitioning
novice nursing faculty
interim novice
bona fide novice
Type of item
Degree grantor
University of Alberta
Author or creator
Sculley, Azizah A
Supervisor and department
Myrick, Florence (Faculty of Nursing)
Examining committee member and department
Landeen, Janet (Faculty of Health Sciences, School of Nursing)
Campbell, Katy (Faculty of Extension)
Profetto-McGrath, Joanne (Faculty of Nursing)
Paul, Pauline (Faculty of Nursing)
Ross, Carolyn (Faculty of Nursing)
Williams, Beverly (Faculty of Nursing)
Faculty of Nursing

Date accepted
Graduation date
Doctor of Philosophy
Degree level
In baccalaureate nursing programs in which context based learning (CBL) is used as a teaching-learning modality, it has been observed that there is a shortage of experienced faculty both in the classrooms and in the clinical settings. This shortage has led to an increasing number of clinicians, frequently with no formal teaching preparation and with little or no teaching experience being hired into the position of faculty lecturer or sessional faculty. Such hiring practices have led to concerns about the mentoring process of these faculty members and their transition to the academic setting. Role transitioning from that of experienced clinician to novice educator is often filled with trepidation and uncertainty. Effective mentoring is pivotal to successful role transitioning of novice faculty. To date, there is an absence of research regarding this mentoring process. The purpose of this grounded theory study was to examine the process involved in mentoring novice nursing faculty in a large university in Western Canada. Data collection occurred via semi-structured interviews. In keeping with grounded theory, constant comparative analysis and theoretical sampling were used. Working Together emerged as a dynamic and interactive process that occurred during an effective mentor-mentee relationship. Fundamental to this process of Working Together which ultimately fostered successful role transitioning for the mentee were four inter-related ambient conditions that included: a) sharing; b) communicating; c) role modeling, and d) supporting. Findings from this study could serve to augment our understanding of the mentoring process and in turn contribute to the promotion of an academic milieu that is nurturing, encouraging, and supportive for novice faculty.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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