Date of Award

8-2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Linda Hickmon Evans

Abstract

There is a nursing faculty shortage that affects enrollment in nursing schools and direct patient care. Although adjunct, dual-role, and clinical nurses transitioning to the nursing faculty role are being utilized to help with the nursing faculty shortage, clinical nurses may not necessarily be skilled as classroom teachers. Mentoring can be an effective vehicle used to increase the competency of qualified nursing faculty. The purpose of this transcendental, phenomenological, qualitative study was twofold: to examine best mentoring practices and to create a structured model for hospital-based associate degree nursing programs. To investigate best practices surrounding mentoring, the researcher used purposive sampling to identify participants consisting of administrators and faculty as well as archival data in hospital-based associate degree nursing schools. Four research questions were examined using semi-structured interviews. As a result of the findings, a mentoring model was created. This mentoring model incorporates the human capital variables of knowledge, experience, skill, and leadership for the development of nursing faculty mentors as pivotal strategic points for novice faculty. Additionally, the model includes: individualized orientation, classroom management recommendations, assessment/evaluation template, and support patterns for novice faculty. This model could serve as an intervention in the development of an effective nurse educators’ program, thereby increasing student enrollment and as a result, increasing nurse-delivered patient care.

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