Mentorship nursing literature review
The main objective of this mixed-methods systematic review is to evaluate the quantitative and qualitative literature that addresses mentorship in nursing academia. A systematic review of mentorship in academic medicine reported that mentorship has a significant influence on personal development, career guidance, career choice, and research productivity, recruitment, and retention [ 29 ].
Findings that address outcomes, including but not limited to knowledge, skills, attitudes, career progression, recruitment, retention, and costs, will be reported. While nursing faculty members are within the same demographic era that has partly influenced the current lack of RNs, academic nursing is further impacted by more rapid aging out of employment than clinical nursing due to later career stream entry [ 22 ].
Nursing faculty shortage will hinder the ability to educate future nurses, erode the potential for research to advance clinical practice, and result in the loss of nursing leadership needed to advance the profession [ 19 ].
The nursing faculty shortage has implications for nursing research and its influence, particularly at a time when health system transformation is of paramount importance globally [ 12 ]. Abstract Background Nursing education institutions have issued recurring, global calls for mentorship; however, evidence-based program development guidance is scarce. Our writers comply with strict guidelines and are rated by the system, editor, and customers based on their adherence to requirements and quality levels.
Large discrepancies between faculty and non-academic salaries persist and negatively impact enrolment and retention [ 21 ]. Quantitative, qualitative, and mixed method studies will be eligible for inclusion, without restrictions on publication status, year of publication, or language. Although the principles of supervision for students and qualified nurses are the same, differences do occur in supervisory practices.
Conclusions In synthesizing the mentorship literature in academic nursing it is apparent that mentorship models and mentorship components look different in every setting with no empirical evidence that one mentorship model is more effective than another. Abstract Background Mentorship is perceived as vital to attracting, training, and retaining nursing faculty members and to maintaining high-quality education programs.
The expansion of nursing science has shown to be instrumental in the provision of better patient care and improved health [ 16 ].
Lawn, Support and performance improvement for primary health care workers in low- and middle-income countries: We are also happy to assist with initial inquiries and provide help with understanding the formatting guidelines.
We will never use vague or complicated language, as all our writers are native English speakers. Gagliardi, Fiona Webster, Sharon E. In a report focusing on human resources for health, the World Health Organization described a shortage of nurse faculty in the majority of its member states in [ 2 ]. Measurement of mentorship is heading to a more specialised and comprehensive process. Mentoring models included dyad, peer, group, online, distance, learning partnerships, highly relevant, and constellation mentorship models.
The number of nurses in the workforce continues to decrease, as does the number of nursing faculty needed to teach new nurses to ensure quality health care delivery, to study health problems, to address patient issues, and to inform health policy. Abstract Objectives To review mentorship measurement tools in various fields to inform nursing educators on selection, application, and developing of mentoring instruments.
The highly rated customer support system of EssayFactory. Eligibility criteria The question of relevance is: Canadian nursing schools have identified the lack of sustainable funding to create full-time positions as a major challenge, limiting their ability to recruit new faculty [ 4 ].
Do you want to read the rest of this article? In , Wood, Giovanetti, and Ross-Kerr [ 15 ] acknowledged that the number of doctoral students would not sufficiently meet the needs of nursing schools across Canada. An integrative review method was used.