Mentoring Nontenured Track Nursing Faculty: A Systematic Review

Deborah Cullen, Carol Shieh, Susan M. McLennon, Caitlin Pike, Taylor Hartman, Hena Shah

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track at institutions of higher education. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity.

Original languageEnglish (US)
Pages (from-to)290-294
Number of pages5
JournalNurse educator
Volume42
Issue number6
DOIs
StatePublished - Nov 1 2017

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Keywords

  • faculty development
  • mentoring
  • meta-synthesis
  • nontenure track faculty
  • nursing faculty

ASJC Scopus subject areas

  • Nursing(all)
  • Education
  • Fundamentals and skills
  • LPN and LVN

Cite this

Cullen, D., Shieh, C., McLennon, S. M., Pike, C., Hartman, T., & Shah, H. (2017). Mentoring Nontenured Track Nursing Faculty: A Systematic Review. Nurse educator, 42(6), 290-294. https://doi.org/10.1097/NNE.0000000000000394