Walking alongside: A qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

Jackson, D; Peters, K; Andrew, S; Daly, J; Gray, J; Halcomb, E

Walking alongside: A qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

Jackson, D

Peters, K Andrew, S Daly, J

Gray, J

Halcomb, E

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Publication Type:: Journal Article
Citation:: Contemporary Nurse, 2015, 51 (1), pp. 69 - 82
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Jackson, D https://orcid.org/0000-0001-5252-5325	en_US
dc.contributor.author	Peters, K	en_US
dc.contributor.author	Andrew, S	en_US
dc.contributor.author	Daly, J https://orcid.org/0000-0002-8017-2974	en_US
dc.contributor.author	Gray, J https://orcid.org/0000-0002-5204-2873	en_US
dc.contributor.author	Halcomb, E	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Contemporary Nurse, 2015, 51 (1), pp. 69 - 82	en_US
dc.identifier.issn	1037-6178	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137756
dc.description.abstract	© 2015 Taylor & Francis. Purpose: This study explores the experiences and perceptions of academic nurse mentors supporting early career nurse academics (ECNAs). Methods: Interviews were undertaken with mentors following a mentoring partnership with ECNAs. Data were transcribed verbatim and analysed using a process of thematic analysis. Findings: Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries and managing expectations. Conclusions: This study provides a unique insight into the experiences of mentoring within the context of an academic leadership programme for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development. Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce.	en_US
dc.relation.ispartof	Contemporary Nurse	en_US
dc.relation.isbasedon	10.1080/10376178.2015.1081256	en_US
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject.classification	Nursing	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Qualitative Research	en_US
dc.subject.mesh	Mentors	en_US
dc.subject.mesh	Nursing Staff	en_US
dc.title	Walking alongside: A qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	51	en_US
utslib.for	1110 Nursing	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/Nursing
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	/University of Technology Sydney/Strength - WHO CC
utslib.copyright.status	closed_access	*
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	51	en_US

Abstract:

© 2015 Taylor & Francis. Purpose: This study explores the experiences and perceptions of academic nurse mentors supporting early career nurse academics (ECNAs). Methods: Interviews were undertaken with mentors following a mentoring partnership with ECNAs. Data were transcribed verbatim and analysed using a process of thematic analysis. Findings: Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries and managing expectations. Conclusions: This study provides a unique insight into the experiences of mentoring within the context of an academic leadership programme for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development. Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce.

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http://hdl.handle.net/10453/137756