Date of Award
Doctor of Philosophy (PhD)
College of Nursing
Elaine J. Amella
Susan D. Newman
Christine A. Tanner
Fears surrounding the nurse faculty shortage in the United States have prompted significant emphasis on supporting novice educators and those in transition to new roles within academia through mentoring. Yet a continued focus on traditionally held notions of a hierarchical dyad limits possibilities for facilitating rich, diverse, mentoring relationships. A novel theoretical framework incorporating social network perspective is used to conceptualize the dynamic, multilevel reality of mentoring in examination of nurse faculty mentoring. This dissertation presents the results of an integrative review and qualitative study that explore evidence and experiences of nurse faculty mentoring using the unique developmental network lens, as well as a methodological consideration of technology employed in the study for remote videoconference interviews. The primary purpose of the first manuscript is to establish the foundation of evidence for nurse faculty mentoring, evaluating the research literature, and framing results with broad concepts from developmental network theory. Results of the integrative review confirm the essential nature of mentoring, but also the predominant view of dyadic mentoring as the ideal and the significant lack of evidence for structuring mentoring support through faculty orientation and development. Significant barriers to mentoring included a lack of mentor time and protégé insecurity in seeking a mentor, while important facilitators were identified as an organizational culture of support and a formal structure with defined goals. The second manuscript reports on a qualitative study describing the experiences of mentoring by a diverse group of nurse faculty. Developmental network theory again provides a framework for designing interview questions, and presentation of findings. Results of the analysis indicated general dissatisfaction with formally matched mentors, but revealed common themes that corroborate the critical need for mentoring support of nurse faculty. The third manuscript represents an innovative methodological examination of the voice over internet protocol (VoIP) videoconference technology utilized to conduct remote interviews using participant comments and current literature, and provides a comprehensive list of design, implementation and dissemination considerations for qualitative researchers interested in using the technology. VoIP videoconference can be a valuable tool in accessing remote participants, preserving the intimate connection and qualities of a face-to-face interview, but it requires careful regard for possible limitations imposed by access issues.
Kennedy, Margaret Babb, "Re-envisioning Nurse Faculty Mentoring: Developmental Network Connections that Count" (2012). MUSC Theses and Dissertations. 624.
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