Mentoring and support for underrepresented nursing faculty: An integrative research review

Document Type

Article

Publication Date

2022

Department/School

Nursing

Publication Title

Nurse Educator

Abstract

Background: Nursing faculty members may need several mentors to succeed in scholarly productivity, career development, work-life balance, and socialization in the academy. Underrepresented (UR) faculty report additional challenges to success.

Purpose: The aim of this study was to search the literature for best practices in mentoring UR faculty.

Methods: An integrative review was conducted to identify best and evidence-based practices for mentoring UR faculty, including gender, sexual minority, race, ethnicity, and geographic remoteness (rural). Fifteen articles were rated on evidence and methodological quality.

Results: Successful mentorship programs include honest communication, including all stakeholders in forming a mentoring program, goals and activities that come from the mentees, and guaranteed resources.

Conclusions: Underrepresented nursing faculty may benefit from formal mentoring programs, but more research is needed.

Comments

K. Lovence is a faculty member in EMU's School of Nursing.

Please see the journal article for a complete list of authors and their affiliations.

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