Nurse-academics' mentorship: rhetoric or reality?

Beverley Janet Turnbull, K Roberts

    Research output: Contribution to journalArticle

    Abstract

    Mentorship is generally identified in nursing literature as a positive strategy, and one that is said to be beneficial in increasing scholarly productivity. However, previous studies investigating the relationship of mentoring to scholarly productivity have produced equivocal findings. This relationship was examined as part of a study that considered constraints and/or facilitators of scholarly productivity among nurse academics. A survey questionnaire technique was used to establish current scholarly productivity levels, and frame and factor facilitating theory and analysis to identify major constraints and facilitators. Findings showed that while the majority of participants perceived mentoring as important to developing and increasing scholarly productivity, this was less so as academic rank increased. More than a quarter reported never having had a mentor. The burden of teaching and administrative over-load, and a cultural climate of non-support, were described as major disincentives to mentoring. Mentoring was more likely to occur where a collaborative and collegial network to support scholarly productivity existed. However, often it was seen as not available. A workplace environment that is appropriately supported by adequate resources may be as important as the research training that can occur through mentoring.
    Original languageEnglish
    Pages (from-to)33-38
    Number of pages6
    JournalCollegian
    Volume12
    Issue number2
    Publication statusPublished - 2005

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    Turnbull, B. J., & Roberts, K. (2005). Nurse-academics' mentorship: rhetoric or reality? Collegian, 12(2), 33-38.