Mentoring Nontenured Track Nursing Faculty: A Systematic Review

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

Research output: Contribution to journalArticle

4 Scopus citations


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
Issue number6
StatePublished - Nov 1 2017


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

ASJC Scopus subject areas

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

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