{"version":"1.0.0","segments":[{"startTime":0.0,"endTime":29.96,"body":"[Music]"},{"startTime":36.96,"endTime":42.4,"body":"Welcome to this episode of NLN podcast "},{"startTime":36.96,"endTime":42.4,"body":"Nursing EDge Unscripted the Scholarship  "},{"startTime":42.4,"endTime":48.16,"body":"track. I'm your host, Dr. Steven Palazzo, a "},{"startTime":42.4,"endTime":48.16,"body":"member of the editorial board for Nursing  "},{"startTime":48.16,"endTime":54.8,"body":"Education Perspectives. Nursing EDge Unscripted "},{"startTime":48.16,"endTime":54.8,"body":"and our track entitled Scholarship celebrates the  "},{"startTime":54.8,"endTime":60.56,"body":"published work of select nurse educators from "},{"startTime":54.8,"endTime":60.56,"body":"the NLN's official journal, Nursing Education  "},{"startTime":60.56,"endTime":66.52,"body":"Perspectives and the NLN Nursing EDge blog. "},{"startTime":60.56,"endTime":66.52,"body":"The conversations embrace the author's unique  "},{"startTime":66.52,"endTime":71.4,"body":"perspectives on teaching and learning innovations "},{"startTime":66.52,"endTime":71.4,"body":"and implications for nursing program development  "},{"startTime":71.4,"endTime":77.16,"body":"and enhancement. In this episode, we will discuss "},{"startTime":71.4,"endTime":77.16,"body":"the benefits of two mentoring frameworks aimed  "},{"startTime":77.16,"endTime":83.16,"body":"at novice nurse faculty and experienced nurse "},{"startTime":77.16,"endTime":83.16,"body":"mentors. We will discuss the perspectives with  "},{"startTime":83.16,"endTime":89.56,"body":"my guest today Dr. Katie Ruth Busby, an assistant "},{"startTime":83.16,"endTime":89.56,"body":"professor in the Helen and Arthur E. Johnson Beth-El"},{"startTime":89.56,"endTime":95.68,"body":"College of Nursing and Health Sciences at the "},{"startTime":89.56,"endTime":95.68,"body":"University of Colorado, Colorado Springs and Dr.  "},{"startTime":95.68,"endTime":102.24,"body":"Claire Burke Draucker, Angela Barron McBride professor of "},{"startTime":95.68,"endTime":102.24,"body":"psychiatric nursing Indiana University School of  "},{"startTime":102.24,"endTime":107.64,"body":"Nursing. We will discuss their articles, \"Mentoring "},{"startTime":102.24,"endTime":107.64,"body":"in Academic Nursing From the Perspectives of  "},{"startTime":107.64,"endTime":112.96,"body":"Faculty Mentors\" and \"Exploring Mentorship "},{"startTime":107.64,"endTime":112.96,"body":"Relationships Among Novice Nurse Faculty:  "},{"startTime":112.96,"endTime":118.76,"body":"A Grounded Theory.\" These articles can be "},{"startTime":112.96,"endTime":118.76,"body":"found in the January-February 2023 issue of  "},{"startTime":118.76,"endTime":126.32,"body":"Nursing Education Perspectives. Dr. Busby and "},{"startTime":118.76,"endTime":126.32,"body":"Drauker, welcome. Thank you for having us. Yes  "},{"startTime":126.32,"endTime":130.12,"body":"great to be here. Well it's a pleasure to have "},{"startTime":126.32,"endTime":130.12,"body":"you both and thank you for taking some time  "},{"startTime":130.12,"endTime":134.44,"body":"out of your day. Could you please describe "},{"startTime":130.12,"endTime":134.44,"body":"the process of developing and creating the  "},{"startTime":134.44,"endTime":139.12,"body":"mentorship pathways to navigate academia "},{"startTime":134.44,"endTime":139.12,"body":"and growing together mentor's perspectives  "},{"startTime":139.12,"endTime":144.6,"body":"on mentoring? One was aimed at the novice nurse "},{"startTime":139.12,"endTime":144.6,"body":"experience and the other at experienced nurses  "},{"startTime":144.6,"endTime":149.84,"body":"providing the mentorship and what did you learn "},{"startTime":144.6,"endTime":149.84,"body":"about mentoring that we didn't know previously?  "},{"startTime":151.2,"endTime":156.8,"body":"Sure, so to speak about our first study, we "},{"startTime":151.2,"endTime":156.8,"body":"were really interested in learning more about  "},{"startTime":156.8,"endTime":163.52,"body":"the process of mentoring among nurse faculty in "},{"startTime":156.8,"endTime":163.52,"body":"academia. Both studies were qualitative grounded  "},{"startTime":163.52,"endTime":170.12,"body":"theory with current full-time nurse faculty "},{"startTime":163.52,"endTime":170.12,"body":"from all over the United States. The first  "},{"startTime":170.12,"endTime":175.24,"body":"theoretical framework with our novice faculty was "},{"startTime":170.12,"endTime":175.24,"body":"titled, \"Creating Mentorship Pathways to Navigate  "},{"startTime":175.24,"endTime":182.08,"body":"Academia.\" This framework depicted how new faculty "},{"startTime":175.24,"endTime":182.08,"body":"obtained and maintained mentoring relationships  "},{"startTime":182.08,"endTime":189.04,"body":"during their transition into academia. This "},{"startTime":182.08,"endTime":189.04,"body":"framework included five phases. The first phase,  "},{"startTime":189.04,"endTime":195.2,"body":"beginning work with a formal mentor, was where "},{"startTime":189.04,"endTime":195.2,"body":"new faculty were typically assigned a mentor by a  "},{"startTime":195.2,"endTime":202.28,"body":"program administrator and the focus was on gaining "},{"startTime":195.2,"endTime":202.28,"body":"knowledge regarding the faculty role. In the second  "},{"startTime":202.28,"endTime":207.72,"body":"phase, participants found that their mentoring "},{"startTime":202.28,"endTime":207.72,"body":"needs were not being met by that kind of formal  "},{"startTime":207.72,"endTime":215.16,"body":"assigned mentor and so that was typically "},{"startTime":207.72,"endTime":215.16,"body":"either through poor matching, a lack of structure  "},{"startTime":215.16,"endTime":221.48,"body":"or goals for the relationship, or mentors who were "},{"startTime":215.16,"endTime":221.48,"body":"just too busy or maybe not interested in mentoring  "},{"startTime":221.48,"endTime":228.64,"body":"at the time. In phase three, participants, "},{"startTime":221.48,"endTime":228.64,"body":"understanding the need for support, they  "},{"startTime":228.64,"endTime":236.36,"body":"identified informal mentors who were experienced "},{"startTime":228.64,"endTime":236.36,"body":"and approachable. In this phase, new faculty began  "},{"startTime":236.36,"endTime":242.96,"body":"to acquire teaching skills needed for the faculty "},{"startTime":236.36,"endTime":242.96,"body":"role such as test writing or classroom management  "},{"startTime":242.96,"endTime":249.04,"body":"in addition to receiving valuable feedback from "},{"startTime":242.96,"endTime":249.04,"body":"informal mentors about their role. In phase four, "},{"startTime":249.04,"endTime":254.92,"body":"new faculty started to develop connections with "},{"startTime":249.04,"endTime":254.92,"body":"their mentor. This phase was heavily psychosocial  "},{"startTime":254.92,"endTime":259.6,"body":"developed with participants sharing that this "},{"startTime":254.92,"endTime":259.6,"body":"was where they built friendships based on trust  "},{"startTime":259.6,"endTime":265.52,"body":"and respect with their mentors. The last phase "},{"startTime":259.6,"endTime":265.52,"body":"is where the work of mentoring began through  "},{"startTime":265.52,"endTime":271.44,"body":"growth and career development into all aspects "},{"startTime":265.52,"endTime":271.44,"body":"of the role: teaching, scholarship, and service.  "},{"startTime":271.44,"endTime":276.52,"body":"This usually occurred through collaboration "},{"startTime":271.44,"endTime":276.52,"body":"on research projects, involvement in service, and  "},{"startTime":276.52,"endTime":284.88,"body":"committees, leadership positions and then advancing "},{"startTime":276.52,"endTime":284.88,"body":"teaching skills. Grounded theory allows us to  "},{"startTime":284.88,"endTime":291.64,"body":"describe common stages in a process. In our first "},{"startTime":284.88,"endTime":291.64,"body":"study, as Katie has discussed, we identified five  "},{"startTime":291.64,"endTime":296.8,"body":"stages that novice nurse faculty talked about as "},{"startTime":291.64,"endTime":296.8,"body":"they described how their mentoring relationships  "},{"speaker":"unfolded","startTime":296.8,"endTime":304.4,"body":"beginning work with a faculty member, "},{"speaker":"unfolded","startTime":296.8,"endTime":304.4,"body":"not having mentoring needs met, etc. However, I  "},{"speaker":"unfolded","startTime":304.4,"endTime":309.92,"body":"think it's important to point out that not all "},{"speaker":"unfolded","startTime":304.4,"endTime":309.92,"body":"persons in any sample experienced the exact same  "},{"speaker":"unfolded","startTime":309.92,"endTime":316.12,"body":"stages nor did they always experience them in "},{"speaker":"unfolded","startTime":309.92,"endTime":316.12,"body":"the same order. So in addition to the stages Katie  "},{"speaker":"unfolded","startTime":316.12,"endTime":322.64,"body":"described, we identified a second trajectory. This "},{"speaker":"unfolded","startTime":316.12,"endTime":322.64,"body":"trajectory occurred when proteges and assigned  "},{"speaker":"unfolded","startTime":322.64,"endTime":328.44,"body":"our initial mentors clicked and moved pretty "},{"speaker":"unfolded","startTime":322.64,"endTime":328.44,"body":"quickly to doing the work of mentoring. They  "},{"speaker":"unfolded","startTime":328.44,"endTime":334.52,"body":"skipped the stages of not having their needs met "},{"speaker":"unfolded","startTime":328.44,"endTime":334.52,"body":"or seeking informal mentors. With a larger sample  "},{"speaker":"unfolded","startTime":334.52,"endTime":339.76,"body":"we might have been able to discover a variety "},{"speaker":"unfolded","startTime":334.52,"endTime":339.76,"body":"of other trajectories, so while grounded theory  "},{"speaker":"unfolded","startTime":339.76,"endTime":346.48,"body":"allows us to determine common shared process, it "},{"speaker":"unfolded","startTime":339.76,"endTime":346.48,"body":"also lets us begin to understand variations  "},{"speaker":"unfolded","startTime":346.48,"endTime":354.6,"body":"in these processes and determine what some of "},{"speaker":"unfolded","startTime":346.48,"endTime":354.6,"body":"the causes of these variations might be. So once  "},{"speaker":"unfolded","startTime":354.6,"endTime":361.72,"body":"we wrapped up the first study we understood that "},{"speaker":"unfolded","startTime":354.6,"endTime":361.72,"body":"we only really studied one view of the mentoring  "},{"speaker":"unfolded","startTime":361.72,"endTime":368.44,"body":"relationship and that was from the protege or "},{"speaker":"unfolded","startTime":361.72,"endTime":368.44,"body":"the mentee side. We then came together again  "},{"speaker":"unfolded","startTime":368.44,"endTime":373.28,"body":"and we wanted to focus on the other side of the "},{"speaker":"unfolded","startTime":368.44,"endTime":373.28,"body":"relationship, which was our experienced nurse  "},{"speaker":"unfolded","startTime":373.28,"endTime":381.32,"body":"faculty mentors. That second grounded theory "},{"speaker":"unfolded","startTime":373.28,"endTime":381.32,"body":"resulted in a theoretical framework titled, \"Growing  "},{"speaker":"Together","startTime":381.32,"endTime":387.44,"body":"Mentors' Perspectives on Mentoring.\" "},{"speaker":"Together","startTime":381.32,"endTime":387.44,"body":"This included four phases and three strands that  "},{"speaker":"Together","startTime":387.44,"endTime":392.68,"body":"speak to the relationship with the protege. The "},{"speaker":"Together","startTime":387.44,"endTime":392.68,"body":"interesting piece of this is those three strands. "},{"speaker":"Together","startTime":392.68,"endTime":400.56,"body":"Some of the data told us about the work of "},{"speaker":"Together","startTime":392.68,"endTime":400.56,"body":"the mentoring the emotional impact of mentoring  "},{"speaker":"Together","startTime":400.56,"endTime":406.88,"body":"and then the relationship with the protege. In "},{"speaker":"Together","startTime":400.56,"endTime":406.88,"body":"phase one, the mentor and the protege were getting  "},{"speaker":"Together","startTime":406.88,"endTime":413.8,"body":"together to establish the mentoring relationship. "},{"speaker":"Together","startTime":406.88,"endTime":413.8,"body":"Like our new faculty protege study, mentors were  "},{"speaker":"Together","startTime":413.8,"endTime":419.04,"body":"typically formally assigned to mentor by an "},{"speaker":"Together","startTime":413.8,"endTime":419.04,"body":"administrator. The work of mentoring in this  "},{"speaker":"Together","startTime":419.04,"endTime":425.36,"body":"phase focused on the protege's immediate needs "},{"speaker":"Together","startTime":419.04,"endTime":425.36,"body":"and was primarily teaching focused. The emotional  "},{"speaker":"Together","startTime":425.36,"endTime":431.72,"body":"impact of mentoring was feelings of uncertainty "},{"speaker":"Together","startTime":425.36,"endTime":431.72,"body":"and frustration over the lack of guidance and  "},{"speaker":"Together","startTime":431.72,"endTime":438.12,"body":"resources for mentoring and as a result of "},{"speaker":"Together","startTime":431.72,"endTime":438.12,"body":"that mentors leaned on their own intuition  "},{"speaker":"Together","startTime":438.12,"endTime":444.56,"body":"and experience to guide the mentoring relationship. "},{"speaker":"Together","startTime":438.12,"endTime":444.56,"body":"In phase two, the mentoring relationship started to  "},{"speaker":"Together","startTime":444.56,"endTime":449.8,"body":"get going. The mentor and the protege began to "},{"speaker":"Together","startTime":444.56,"endTime":449.8,"body":"build deeper connections and the mentor  "},{"speaker":"Together","startTime":449.8,"endTime":457.08,"body":"became invested in the protege's success. The work "},{"speaker":"Together","startTime":449.8,"endTime":457.08,"body":"of mentoring shifted from teaching to more of a  "},{"speaker":"Together","startTime":457.08,"endTime":464.44,"body":"focus on scholarship and service in reviewing "},{"speaker":"Together","startTime":457.08,"endTime":464.44,"body":"guidelines for promotion and tenure tenure. At  "},{"speaker":"Together","startTime":464.44,"endTime":471.28,"body":"this point mentors were overwhelmed due to heavy "},{"speaker":"Together","startTime":464.44,"endTime":471.28,"body":"workloads, lack of support, and faculty shortages. "},{"speaker":"Together","startTime":471.28,"endTime":476.52,"body":"In phase three, the mentor and the protege were "},{"speaker":"Together","startTime":471.28,"endTime":476.52,"body":"going together and mentoring based on mutual  "},{"speaker":"Together","startTime":476.52,"endTime":481.88,"body":"trust and commitment to the relationship. "},{"speaker":"Together","startTime":476.52,"endTime":481.88,"body":"The work in this phase focused heavily on  "},{"speaker":"Together","startTime":481.88,"endTime":488.4,"body":"navigating academic culture and relationships. "},{"speaker":"Together","startTime":481.88,"endTime":488.4,"body":"Mentors began to feel satisfied, confidence, and  "},{"speaker":"Together","startTime":488.4,"endTime":494.32,"body":"joy from the mentoring relationship. In phase "},{"speaker":"Together","startTime":488.4,"endTime":494.32,"body":"four titled, \"Going Beyond,\" mentors began to  "},{"speaker":"Together","startTime":494.32,"endTime":501.2,"body":"celebrate the protege's independence and growth "},{"speaker":"Together","startTime":494.32,"endTime":501.2,"body":"and cultivated the intimate personal relationship,  "},{"speaker":"Together","startTime":501.2,"endTime":506.16,"body":"typically a friendship that had developed, and "},{"speaker":"Together","startTime":501.2,"endTime":506.16,"body":"then they also championed the protege's success  "},{"speaker":"Together","startTime":506.16,"endTime":513.12,"body":"as a faculty member. Lastly mentors also reported "},{"speaker":"Together","startTime":506.16,"endTime":513.12,"body":"feeling gratification for their relationship but  "},{"speaker":"Together","startTime":513.12,"endTime":518.8,"body":"there was also a sense of loss from the protege "},{"speaker":"Together","startTime":513.12,"endTime":518.8,"body":"leaving the mentoring nest, as one participant put it."},{"speaker":"Together","startTime":518.8,"endTime":528.44,"body":"Well thank you for sharing those. I found them "},{"speaker":"Together","startTime":518.8,"endTime":528.44,"body":"just fascinating. I think they'd be a great tool  "},{"speaker":"Together","startTime":528.44,"endTime":536.6,"body":"for use in many areas of mentoring from TAs,"},{"speaker":"Together","startTime":528.44,"endTime":536.6,"body":"GAs, someone on tenure track, non-tenure track,  "},{"speaker":"Together","startTime":536.6,"endTime":541.2,"body":"clinical faculty, I mean it's applicable in "},{"speaker":"Together","startTime":536.6,"endTime":541.2,"body":"all areas. So what would you say you learned  "},{"speaker":"Together","startTime":541.2,"endTime":548.0,"body":"or what was most surprising that we didn't know "},{"speaker":"Together","startTime":541.2,"endTime":548.0,"body":"about mentoring from the work that you both did? "},{"speaker":"Together","startTime":548.0,"endTime":553.6,"body":"For me from both frameworks we learned what "},{"speaker":"Together","startTime":548.0,"endTime":553.6,"body":"a dynamic, evolving process mentoring really  "},{"speaker":"Together","startTime":553.6,"endTime":559.16,"body":"is. This seems sort of obvious given the studies "},{"speaker":"Together","startTime":553.6,"endTime":559.16,"body":"were grounded theory, which looks for processes  "},{"speaker":"Together","startTime":559.16,"endTime":565.0,"body":"and changes over time, but it really did hit home "},{"speaker":"Together","startTime":559.16,"endTime":565.0,"body":"that if both members of the dyad weren't open to  "},{"speaker":"Together","startTime":565.0,"endTime":571.8,"body":"change not only in themselves but also in the "},{"speaker":"Together","startTime":565.0,"endTime":571.8,"body":"relationship the mentoring could become stalled.  "},{"speaker":"Together","startTime":571.8,"endTime":576.92,"body":"For example, the second study revealed that the "},{"speaker":"Together","startTime":571.8,"endTime":576.92,"body":"early work of mentoring, which we called \"getting  "},{"speaker":"Together","startTime":576.92,"endTime":582.48,"body":"together,\" was meeting the immediate needs of the "},{"speaker":"Together","startTime":576.92,"endTime":582.48,"body":"protege: teaching classes, developing syllabi, using  "},{"speaker":"Together","startTime":582.48,"endTime":588.28,"body":"technology, but at some point, as Katie mentioned, "},{"speaker":"Together","startTime":582.48,"endTime":588.28,"body":"the dyads moved to another stage which we called  "},{"speaker":"Together","startTime":588.28,"endTime":594.64,"body":"\"getting going\" and they began to address the "},{"speaker":"Together","startTime":588.28,"endTime":594.64,"body":"broader facets of the faculty role. How the novice  "},{"speaker":"Together","startTime":594.64,"endTime":599.32,"body":"nurse faculty might meet the tripod mission "},{"speaker":"Together","startTime":594.64,"endTime":599.32,"body":"and what that meant for promotion and tenure.  "},{"speaker":"Together","startTime":600.08,"endTime":605.04,"body":"But that change involved some adjustments "},{"speaker":"Together","startTime":600.08,"endTime":605.04,"body":"in the relationship that sometimes involved  "},{"speaker":"Together","startTime":605.04,"endTime":612.28,"body":"a renegotiation of goals between the dyad "},{"speaker":"Together","startTime":605.04,"endTime":612.28,"body":"and if that renegotiation did not happen and  "},{"speaker":"Together","startTime":612.28,"endTime":619.0,"body":"the dyad were in different spaces, let's say the "},{"speaker":"Together","startTime":612.28,"endTime":619.0,"body":"novice nurse faculty was growing concerned about  "},{"speaker":"Together","startTime":619.0,"endTime":624.64,"body":"career advancement whereas the mentor continued "},{"speaker":"Together","startTime":619.0,"endTime":624.64,"body":"to focus on tasks that needed to be accomplished,  "},{"speaker":"Together","startTime":624.64,"endTime":631.76,"body":"there could be a rift in the process. There "},{"speaker":"Together","startTime":624.64,"endTime":631.76,"body":"was really kind of two take-home points, one  "},{"speaker":"Together","startTime":631.76,"endTime":637.88,"body":"from each of the study. With our new faculty "},{"speaker":"Together","startTime":631.76,"endTime":637.88,"body":"we found that mentoring is vitally important  "},{"speaker":"Together","startTime":637.88,"endTime":643.44,"body":"for the development of interpersonal bonds and the "},{"speaker":"Together","startTime":637.88,"endTime":643.44,"body":"psychosocial development of our new faculty member.  "},{"speaker":"Together","startTime":643.44,"endTime":649.16,"body":"New faculty members successful mentoring includes "},{"speaker":"Together","startTime":643.44,"endTime":649.16,"body":"friendship, trust, respect, and valuing each other's  "},{"speaker":"Together","startTime":649.16,"endTime":654.96,"body":"opinions. When we often think of mentoring, "},{"speaker":"Together","startTime":649.16,"endTime":654.96,"body":"it's viewed solely in the context of career  "},{"speaker":"Together","startTime":654.96,"endTime":660.72,"body":"development, but our findings support the idea that "},{"speaker":"Together","startTime":654.96,"endTime":660.72,"body":"psychosocial development and friendship is just as  "},{"speaker":"Together","startTime":660.72,"endTime":666.6,"body":"important as career development is. New faculty "},{"speaker":"Together","startTime":660.72,"endTime":666.6,"body":"proteges also mention the importance of active  "},{"speaker":"Together","startTime":666.6,"endTime":672.88,"body":"learning opportunities and being hands-on with "},{"speaker":"Together","startTime":666.6,"endTime":672.88,"body":"their mentors. Usually when we visualize mentoring  "},{"speaker":"Together","startTime":672.88,"endTime":679.08,"body":"we often think of one-on-one office meetings with "},{"speaker":"Together","startTime":672.88,"endTime":679.08,"body":"a back and forth dialogue at a table, but  "},{"speaker":"Together","startTime":679.08,"endTime":684.2,"body":"our participants shared that those who were able "},{"speaker":"Together","startTime":679.08,"endTime":684.2,"body":"to observe mentors in the classroom or in the  "},{"speaker":"Together","startTime":684.2,"endTime":690.28,"body":"clinical setting those who watch their mentors "},{"speaker":"Together","startTime":684.2,"endTime":690.28,"body":"role model leadership in meetings and those who  "},{"speaker":"Together","startTime":690.28,"endTime":695.24,"body":"were able to collaborate actively on research "},{"speaker":"Together","startTime":690.28,"endTime":695.24,"body":"projects together reported deeper connections  "},{"speaker":"Together","startTime":695.24,"endTime":702.96,"body":"with their mentors, deeper self-confidence, and "},{"speaker":"Together","startTime":695.24,"endTime":702.96,"body":"then development into the faculty role. I was  "},{"speaker":"Together","startTime":702.96,"endTime":709.04,"body":"surprised in the first new faculty study how many "},{"speaker":"Together","startTime":702.96,"endTime":709.04,"body":"participants relied on informal mentors as their  "},{"speaker":"Together","startTime":709.04,"endTime":715.32,"body":"primary mentors. I realized lots of informal "},{"speaker":"Together","startTime":709.04,"endTime":715.32,"body":"mentoring happens every day in nursing academe  "},{"speaker":"Together","startTime":715.32,"endTime":721.04,"body":"but the pathway in the first model in which the "},{"speaker":"Together","startTime":715.32,"endTime":721.04,"body":"assigned mentor did not work out and the novice  "},{"speaker":"Together","startTime":721.04,"endTime":726.28,"body":"faculty had to seek out other mentors who then "},{"speaker":"Together","startTime":721.04,"endTime":726.28,"body":"became their primary mentors was revealing to  "},{"speaker":"Together","startTime":726.28,"endTime":732.08,"body":"me and is a phenomenon we need to know more about. "},{"speaker":"Together","startTime":726.28,"endTime":732.08,"body":"Are there differences and outcomes in working with  "},{"speaker":"Together","startTime":732.08,"endTime":737.84,"body":"a formal versus an informal mentor? What if there "},{"speaker":"Together","startTime":732.08,"endTime":737.84,"body":"are non- informal mentors who can take on a more  "},{"speaker":"Together","startTime":737.84,"endTime":745.28,"body":"formal mentoring role and what are the rewards and "},{"speaker":"Together","startTime":737.84,"endTime":745.28,"body":"responsibilities of informal mentors? So that was  "},{"speaker":"Together","startTime":745.28,"endTime":751.76,"body":"something that I learned and would love to know "},{"speaker":"Together","startTime":745.28,"endTime":751.76,"body":"more about. And then with our mentor study, one  "},{"speaker":"Together","startTime":751.76,"endTime":756.96,"body":"finding that was interesting was the data about "},{"speaker":"Together","startTime":751.76,"endTime":756.96,"body":"the emotional impact of mentoring. So once again,  "},{"speaker":"Together","startTime":756.96,"endTime":762.56,"body":"we go back to this psychosocial component "},{"speaker":"Together","startTime":756.96,"endTime":762.56,"body":"of mentoring. Good quality and positive mentoring  "},{"speaker":"Together","startTime":762.56,"endTime":768.64,"body":"relationships take a lot of time and effort and "},{"speaker":"Together","startTime":762.56,"endTime":768.64,"body":"faculty mentors discuss the variety of emotions  "},{"speaker":"Together","startTime":768.64,"endTime":774.28,"body":"that came along with mentoring. Participants "},{"speaker":"Together","startTime":768.64,"endTime":774.28,"body":"reported feelings such as frustration, uncertainty,  "},{"speaker":"Together","startTime":774.28,"endTime":780.64,"body":"being overwhelmed, and then later on, feelings "},{"speaker":"Together","startTime":774.28,"endTime":780.64,"body":"of satisfaction, appreciation, gratification, and  "},{"speaker":"Together","startTime":780.64,"endTime":788.6,"body":"a sense of loss. So combine that emotional impact "},{"speaker":"Together","startTime":780.64,"endTime":788.6,"body":"with heavy workloads and faculty shortages that  "},{"speaker":"Together","startTime":788.6,"endTime":795.56,"body":"are often present in academia and it can lead "},{"speaker":"Together","startTime":788.6,"endTime":795.56,"body":"to a really big burden for our nurse faculty.   "},{"speaker":"Together","startTime":795.56,"endTime":803.4,"body":"Another thing is that mentoring is also not one "},{"speaker":"Together","startTime":795.56,"endTime":803.4,"body":"size fits all. Every every new nurse faculty comes  "},{"speaker":"Together","startTime":803.4,"endTime":809.12,"body":"into academia with different clinical backgrounds "},{"speaker":"Together","startTime":803.4,"endTime":809.12,"body":"and education the immediate needs for new faculty  "},{"speaker":"Together","startTime":810.0,"endTime":815.16,"body":"was orienting to the new world of academia and "},{"speaker":"Together","startTime":810.0,"endTime":815.16,"body":"learning how to teach skills and research and  "},{"speaker":"Together","startTime":815.16,"endTime":820.96,"body":"service commitments usually came later. On the "},{"speaker":"Together","startTime":815.16,"endTime":820.96,"body":"flip side, while our mentors were mid-career and  "},{"speaker":"Together","startTime":820.96,"endTime":828.52,"body":"senior nurse faculty with a lot of experience, many "},{"speaker":"Together","startTime":820.96,"endTime":828.52,"body":"were new to mentoring so as a result they hadn't  "},{"speaker":"Together","startTime":828.52,"endTime":833.68,"body":"received any sort of formal training in mentoring "},{"speaker":"Together","startTime":828.52,"endTime":833.68,"body":"and they mentored new faculty based on their own  "},{"speaker":"Together","startTime":833.68,"endTime":839.08,"body":"intuition, which can lead to different variations "},{"speaker":"Together","startTime":833.68,"endTime":839.08,"body":"in the quality of mentoring that our new faculty  "},{"speaker":"Together","startTime":839.08,"endTime":844.48,"body":"to receive. We need to do a little bit better "},{"speaker":"Together","startTime":839.08,"endTime":844.48,"body":"job at establishing what exactly the goals and  "},{"speaker":"Together","startTime":844.48,"endTime":851.44,"body":"expectations are for mentoring relationships. Thank "},{"speaker":"Together","startTime":844.48,"endTime":851.44,"body":"you very much for that explanation. So taking all  "},{"speaker":"Together","startTime":851.44,"endTime":857.64,"body":"this into account, then how would you or what "},{"speaker":"Together","startTime":851.44,"endTime":857.64,"body":"would you recommend to a college of nursing who  "},{"speaker":"Together","startTime":857.64,"endTime":862.4,"body":"is interested in starting a mentoring program? How "},{"speaker":"Together","startTime":857.64,"endTime":862.4,"body":"would they use your frameworks? How would you  "},{"speaker":"Together","startTime":862.4,"endTime":869.28,"body":"recommend them starting with your frameworks? "},{"speaker":"Together","startTime":862.4,"endTime":869.28,"body":"Sure. So both studies found that academic  "},{"speaker":"Together","startTime":869.28,"endTime":875.52,"body":"mentoring relationships often lack structure and "},{"speaker":"Together","startTime":869.28,"endTime":875.52,"body":"best practices. Both our new faculty proteges  "},{"speaker":"Together","startTime":875.52,"endTime":880.8,"body":"and our experienced faculty members reported "},{"speaker":"Together","startTime":875.52,"endTime":880.8,"body":"feeling unsupported and overwhelmed due to the  "},{"speaker":"Together","startTime":880.8,"endTime":887.12,"body":"lack of guidance and structure to many mentoring "},{"speaker":"Together","startTime":880.8,"endTime":887.12,"body":"relationships. What you can do is things such  "},{"speaker":"Together","startTime":887.12,"endTime":892.52,"body":"as mentoring training programs, having formal "},{"speaker":"Together","startTime":887.12,"endTime":892.52,"body":"oversight of a mentoring training program such as  "},{"speaker":"Together","startTime":892.52,"endTime":899.04,"body":"a director or faculty lead and then establishing "},{"speaker":"Together","startTime":892.52,"endTime":899.04,"body":"formal mentoring agreements that address goals,  "},{"speaker":"Together","startTime":899.04,"endTime":904.2,"body":"responsibilities, roles and ground rules "},{"speaker":"Together","startTime":899.04,"endTime":904.2,"body":"for the mentoring relationships can all help to  "},{"speaker":"Together","startTime":904.2,"endTime":910.72,"body":"provide structure. Almost all of the new faculty "},{"speaker":"Together","startTime":904.2,"endTime":910.72,"body":"proteges and experienced faculty mentors did not  "},{"speaker":"Together","startTime":910.72,"endTime":916.16,"body":"also have any input into the mentoring match "},{"speaker":"Together","startTime":910.72,"endTime":916.16,"body":"meaning who they were matched with at the  "},{"speaker":"Together","startTime":916.16,"endTime":921.88,"body":"very beginning of the relationship. As a result,"},{"speaker":"Together","startTime":916.16,"endTime":921.88,"body":"mentoring dyads often did not feel  "},{"speaker":"Together","startTime":921.88,"endTime":928.96,"body":"well matched leading to relationships that were "},{"speaker":"Together","startTime":921.88,"endTime":928.96,"body":"unsuccessful. Program administrators, leaders,  "},{"speaker":"Together","startTime":929.52,"endTime":934.28,"body":"and faculty should make every effort to allow "},{"speaker":"Together","startTime":929.52,"endTime":934.28,"body":"mentors and proteges input into the mentoring  "},{"speaker":"Together","startTime":934.28,"endTime":940.28,"body":"matches. Both our new faculty proteges and "},{"speaker":"Together","startTime":934.28,"endTime":940.28,"body":"experienced faculty mentors mentioned heavy  "},{"speaker":"Together","startTime":940.28,"endTime":946.76,"body":"workloads, which can limit quality mentoring "},{"speaker":"Together","startTime":940.28,"endTime":946.76,"body":"activities. Another suggestion would be to  "},{"speaker":"Together","startTime":946.76,"endTime":953.96,"body":"provide service awards for mentoring stipends or "},{"speaker":"Together","startTime":946.76,"endTime":953.96,"body":"protected buyout time for mentoring activities  "},{"speaker":"Together","startTime":953.96,"endTime":961.32,"body":"for both the mentor and the protege. That's "},{"speaker":"Together","startTime":953.96,"endTime":961.32,"body":"a great suggestion, the buy-out time. I also  "},{"speaker":"Together","startTime":961.32,"endTime":966.12,"body":"think programs need to have more discussion about "},{"speaker":"Together","startTime":961.32,"endTime":966.12,"body":"the differences between the role of mentors and  "},{"speaker":"Together","startTime":966.12,"endTime":972.84,"body":"other faculty roles especially department chairs "},{"speaker":"Together","startTime":966.12,"endTime":972.84,"body":"or course leaders. Sometimes we assume faculty in  "},{"speaker":"Together","startTime":972.84,"endTime":978.16,"body":"these roles provide the same mentoring and I "},{"speaker":"Together","startTime":972.84,"endTime":978.16,"body":"don't think they do. For example, a chair has  "},{"speaker":"Together","startTime":978.16,"endTime":983.6,"body":"responsibility for ensuring courses are taught, the "},{"speaker":"Together","startTime":978.16,"endTime":983.6,"body":"needs of the department are met, whereas a faculty  "},{"speaker":"Together","startTime":983.6,"endTime":988.92,"body":"mentor can focus on the developmental needs of "},{"speaker":"Together","startTime":983.6,"endTime":988.92,"body":"the protege and sometimes these roles can conflict. "},{"speaker":"Together","startTime":989.56,"endTime":994.92,"body":"For example, a department chair might need a "},{"speaker":"Together","startTime":989.56,"endTime":994.92,"body":"certain course taught whereas a faculty mentor  "},{"speaker":"Together","startTime":994.92,"endTime":1000.32,"body":"might think the protege's time should be more "},{"speaker":"Together","startTime":994.92,"endTime":1000.32,"body":"devoted to research. I think a coordination  "},{"speaker":"Together","startTime":1000.32,"endTime":1006.2,"body":"and communication among these roles would be "},{"speaker":"Together","startTime":1000.32,"endTime":1006.2,"body":"really helpful. I also wonder if for senior and  "},{"speaker":"Together","startTime":1006.2,"endTime":1012.76,"body":"mid-level faculty mentoring should be considered "},{"speaker":"Together","startTime":1006.2,"endTime":1012.76,"body":"a fourth pillar in addition to research, service,  "},{"speaker":"Together","startTime":1012.76,"endTime":1019.0,"body":"and teaching. The participants often talked about "},{"speaker":"Together","startTime":1012.76,"endTime":1019.0,"body":"how mentoring is not supported, acknowledged and  "},{"speaker":"Together","startTime":1019.0,"endTime":1025.24,"body":"wonder if that is because it is not a formal "},{"speaker":"Together","startTime":1019.0,"endTime":1025.24,"body":"part of faculty roles and rewards. I think that  "},{"speaker":"Together","startTime":1025.24,"endTime":1030.4,"body":"program should consider team and group mentoring "},{"speaker":"Together","startTime":1025.24,"endTime":1030.4,"body":"programs given that faculty shortage and heavy  "},{"speaker":"Together","startTime":1030.4,"endTime":1036.24,"body":"workloads, for example, could one nursing faculty "},{"speaker":"Together","startTime":1030.4,"endTime":1036.24,"body":"be assigned a new faculty cohort and meet with  "},{"speaker":"Together","startTime":1036.24,"endTime":1041.44,"body":"them on a regular basis. This might be a more "},{"speaker":"Together","startTime":1036.24,"endTime":1041.44,"body":"efficient use of time for faculty and would  "},{"speaker":"Together","startTime":1041.44,"endTime":1048.84,"body":"offer cohorts of new faculty an opportunity to "},{"speaker":"Together","startTime":1041.44,"endTime":1048.84,"body":"gain peer support and guidance from one another."},{"speaker":"Together","startTime":1049.96,"endTime":1054.12,"body":"Thank you those are great suggestions to get "},{"speaker":"Together","startTime":1049.96,"endTime":1054.12,"body":"us started. I want to thank you both so much  "},{"speaker":"Together","startTime":1054.12,"endTime":1059.0,"body":"for joining us today in this conversation. I "},{"speaker":"Together","startTime":1054.12,"endTime":1059.0,"body":"appreciate the time you took out of your day  "},{"speaker":"Together","startTime":1059.0,"endTime":1064.48,"body":"to talk to myself and the viewers about this "},{"speaker":"Together","startTime":1059.0,"endTime":1064.48,"body":"work and how we can begin to introduce this  "},{"speaker":"Together","startTime":1064.48,"endTime":1070.24,"body":"into our own institutions. And to our listeners, "},{"speaker":"Together","startTime":1064.48,"endTime":1070.24,"body":"if you have not had the opportunity, please take  "},{"speaker":"Together","startTime":1070.24,"endTime":1074.8,"body":"a look at the author's work, \"Mentoring in "},{"speaker":"Together","startTime":1070.24,"endTime":1074.8,"body":"Academic Nursing From the Perspectives of  "},{"speaker":"Together","startTime":1074.8,"endTime":1079.72,"body":"Faculty Mentors\" and \"Exploring Mentoring "},{"speaker":"Together","startTime":1074.8,"endTime":1079.72,"body":"Relationships Among Novice Nurse Faculty:  "},{"speaker":"Together","startTime":1079.72,"endTime":1085.28,"body":"A Grounded Theory.\" And I want to thank you both "},{"speaker":"Together","startTime":1079.72,"endTime":1085.28,"body":"again so much for joining us. Thank you again."},{"speaker":"Together","startTime":1085.28,"endTime":1105.2,"body":"[Music]"}]}