Abstract
Mentoring the new faculty role can help with the retention and recruitment of new nursing faculty (Busby et al., 2022; Baker & DePiro, 2019), as well as aide in faculty preparedness. This presentation will share insights into the development of a mentoring program for new faculty coming from a clinical background. We designed a comprehensive new faculty mentoring program to increase faculty preparedness and retention. Based on feedback from past program evaluations, academic leadership interviews, and a literature review, a 10-month mentoring program was designed and implemented on three regional campuses for 28 new faculty. All newly hired faculty attended synchronous sessions or completed content review in our Learning Management System (LMS). Topics were delivered at specific sessions throughout the first academic year, providing information to faculty in a timely, relevant manner in line with the semester demands (Cox et al., 2021). Evaluation of the sessions and check-ins were obtained throughout the first year and at the conclusion. Survey results were analyzed using Braun and Clarke’s (2006) thematic analysis for qualitative responses. Themes identified as most helpful in the category of content related to teaching were interactive teaching methods and ways to help students feel included in the classroom (DEI). In the content related to faculty role, themes that emerged were university and school resources and support, as well as faculty roles and responsibilities. Quantitative results found the following: 85% found the LMS site easy to use; 75% found the length of the sessions appropriate; 60% used the optional check-ins; 86% found the orientation program built a sense of community; 68% volunteered to participate in planning the next orientation session, and 90% reported being confident in their role as a new faculty after the orientation program. Overall, the program provides institutional support (Hoffman, 2019) and may contribute to the preparedness, retention and job satisfaction of new faculty.
Notes
References:
Baker, B., & DiPiro, J. T. (2019). Evaluation of a structured onboarding process and tool for faculty members in a school of pharmacy. American Journal of Pharmaceutical Education, 83(6).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Busby, K. R., Draucker, C. B., & Reising, D. L. (2022). Exploring mentoring and nurse faculty: An integrative review. Journal of Professional Nursing, 38, 26-39.
Cox, C. W., Jordan, E. T., Valiga, T. M., & Zhou, Q. (2021). New faculty orientation for nurse educators: Offerings and needs. Journal of Nursing Education, 60(5), 273-276.
Hoffman, D. M. (2019). Transitional experiences: From clinical nurse to nurse faculty. Journal of Nursing Education, 58(5), 260-265.
Sigma Membership
Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Mentoring and Coaching, Faculty Development, Transition to Practice or Onboarding, Faculty Retention
Recommended Citation
Padgett, Tonja Marie; Hodges, Kimberly; Opsahl, Angela; Hill, Lucinda; Embree, Jennifer L.; and Moorman, Margaret, "Meaningful Mentoring: Creating a Belonging Environment for Faculty Retention" (2025). International Nursing Research Congress (INRC). 124.
https://www.sigmarepository.org/inrc/2025/presentations_2025/124
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Meaningful Mentoring: Creating a Belonging Environment for Faculty Retention
Seattle, Washington, USA
Mentoring the new faculty role can help with the retention and recruitment of new nursing faculty (Busby et al., 2022; Baker & DePiro, 2019), as well as aide in faculty preparedness. This presentation will share insights into the development of a mentoring program for new faculty coming from a clinical background. We designed a comprehensive new faculty mentoring program to increase faculty preparedness and retention. Based on feedback from past program evaluations, academic leadership interviews, and a literature review, a 10-month mentoring program was designed and implemented on three regional campuses for 28 new faculty. All newly hired faculty attended synchronous sessions or completed content review in our Learning Management System (LMS). Topics were delivered at specific sessions throughout the first academic year, providing information to faculty in a timely, relevant manner in line with the semester demands (Cox et al., 2021). Evaluation of the sessions and check-ins were obtained throughout the first year and at the conclusion. Survey results were analyzed using Braun and Clarke’s (2006) thematic analysis for qualitative responses. Themes identified as most helpful in the category of content related to teaching were interactive teaching methods and ways to help students feel included in the classroom (DEI). In the content related to faculty role, themes that emerged were university and school resources and support, as well as faculty roles and responsibilities. Quantitative results found the following: 85% found the LMS site easy to use; 75% found the length of the sessions appropriate; 60% used the optional check-ins; 86% found the orientation program built a sense of community; 68% volunteered to participate in planning the next orientation session, and 90% reported being confident in their role as a new faculty after the orientation program. Overall, the program provides institutional support (Hoffman, 2019) and may contribute to the preparedness, retention and job satisfaction of new faculty.
Description
Mentoring to the new faculty role can help with retention and recruitment of new nursing faculty, as well as aide in faculty preparedness. Based on feedback from past program evaluations, academic leadership interviews, and a literature review, a 10-month mentoring program was designed and implemented on three regional campuses for 28 new faculty. Overall, the program provides institutional support and may contribute to the preparedness, retention, and job satisfaction of new faculty.