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Transcript of Early retirement (Faculty Census Survey, 2003) National League for Nursing (Kovner, Fairchild, &...
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Early retirement (Faculty Census Survey, 2003)
National League for Nursing(Kovner, Fairchild, & Jacobson, 2006)
› Vacancy rates increased 32% from 2002 -2006
› 2/3 were 45 – 60 years old in 2006, and likely to retire in the next 5-15 years
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Often part time
Experts in concurrent practice positions
Little formal preparation for educator role
Minimal preceptorship or mentorship availability
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Ample literature focused on novice tenure track faculty or those in community college settings, but no study examined experiences of novice TAS
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“What are the experiences described by novice TAS in a baccalaureate nursing program and how do these experiences compare to their expectations and needs?”
“How was mentoring experienced by novice TAS?”
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Feel overwhelmed
High anxiety › Performance, balance, keeping up, and
isolation
Coping › Independently sought out professional
support systems
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Mentoring roles
Stages of the mentoring relationship
Qualities of a mentor
Mentor versus preceptor
Formal versus informal
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Design: descriptive, naturalistic inquiry
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Sample: convenience, ten novice TAS› Age (26-65); all Caucasian› 9 female, 1 male› Highest degree completed – master’s degree› Variable FTEs› 7 classroom and clinical; 3 clinical only
Setting: 3 Midwestern baccalaureate nursing programs – 2 public, 1 private
Data collection: focus group interview
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Feelings› Anxiety, frustration, uncertainty, isolation,
awkwardness, expendability, confusion› Confidence, feeling supported, belonging
Preparation for Role and Expectations› Previous work, education, and life
experiences › Familiarity with content› Expectations influenced by student
characteristics › No expectations
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Resources
› Sources
› Relationship with faculty colleagues
› Characteristics of support persons as experienced
› Helpful things others can do
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Challenges
› How to teach
› How to evaluate
› Personal
› Organizational
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Mentorship
› Description and comparison with preceptorship
› Mentorship experienced
› Becoming a preceptor or mentor
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Novice TAS experience is consumed with feelings and challenges
Some support for novice TAS exists - need to strengthen
Inconsistent use of “Preceptor” and “Mentor”
Limitations and future research
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Jumping in
Surviving day by day
Moving forward
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Personal connection
Stay true to the data
Experiences with interview skills
Group research is enriching, fun, and combines different talents
Simultaneous, ongoing dissemination
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Research participants University of Wisconsin – Eau Claire
› Small Research Grant› Sigma Theta Tau International –
Delta Phi Chapter› Data transcriptionists› Marcia Bollinger, MLS; Senior Media
Specialist
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Angelique, H, Kyle, K., & Taylor, E. (2002). Mentors and muses: New strategies for academic success. Innovative Higher Education, 28(3), 195-209.
Bower, D., Diehr, S., Morzinski, J., & Simpson, D. (1998). Support-challenge-vision: A model for faculty mentoring. Medical Teacher, 20(6), 595-597.
Cawyer, C. S., & Friedrich, G. W. (1998). Organizational socialization: Processes for new communication faculty. Communication Education, 47, 234-245.Faculty census survey of RN and graduate programs. (2003). Nursing Education Perspectives, 24(2), 106-109.Fox, E.C., Waldron, J.A., Bohnert, P., Hishinuma, E.S., & Nordquist, C.R. (1998).
Mentoring new faculty in a department of psychiatry. Academic Psychiatry, 22(2), 98-106.
Golding, T. & Gray, E. (2002). Mentoring mathematics faculty: A model. Pimus, 12(1), 87-95.
Grosshaus, O., Poczwardowski, A., Trunnell, E., & Ransdell, L. (2003). Senior faculty retrospectives on mentoring. American Journal of Health Education, 34(3), 146-
153.Knafl, K.A. & Webster, D.C. (1998). Managing and analyzing qualitative data: A
description of tasks, techniques, and materials. Western Journal of Nursing Research, 10(2), 195-218.
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Kovner, C., Fairchild, S., & Jacobson, L. (2006). Nurse educators 2006: A report of the
faculty census survey of RN programs and graduate programs. New York: National
League for Nursing.Leslie, K., Lingard, L., & Whyte, S. (2005). Junior faculty experiences with informal mentoring. Medical Teacher, 27(8), 693-698.Lewallen, L. P., Crane, p. B., Letvak, S., Jones, E., & Hu, J. (2003). An innovative
strategy to enhance new faculty success. Nursing Education Perspectives, 24(5), 257-260.
Pierce, G. (1998). Developing new university faculty through mentoring. Journal of Humanistic Education & Development, 37(1).
Provident, I. (2005). Mentoring: A role to facilitate academic change. The Internet Journal of Allied Health Sciences and Practice, 3(2).
Ross, K. (1996). Follow the leader. Australian Nursing Journal, 3(2), 35-38.Sands, R., Parson, L., & Duane, J. (1991). Faculty mentoring faculty in a public
university. The Journal of Higher Education, 62(2), 174-193.
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Sarmiento, T., Laschinger, H., & Iwasiw, C. (2003). Nurse educators’ workplace empowerment, burnout, and job satisfaction: Testing Kanter’s theory.
Journal of Advanced Nursing, 46(2), 134-143.Siler, B., & Kleiner, C. (2001). Novice faculty: Encountering expectations in
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career geography faculty. Annals of the Association of American Geographers,
94(4), 889-912.Turnbull, B. K., & Roberts, K. (2005). Nurse-academics’ mentorship: Rhetoric
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