What do novice faculty need to transition successfully to the nurse faculty role? An integrative review

M. Cecilia Wendler; Rebecca K. Vortman; Ryan Rafferty; Sara McPherson

doi:10.1515/ijnes-2021-0095

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What do novice faculty need to transition successfully to the nurse faculty role? An integrative review

M. Cecilia Wendler , Rebecca K. Vortman , Ryan Rafferty and Sara McPherson

Published/Copyright: October 18, 2021

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From the journal International Journal of Nursing Education Scholarship Volume 18 Issue 1

Abstract

Objectives

The objective was to describe and illustrate what is known about the needs of novice nursing faculty as they transition into the faculty role. The worldwide nursing shortage is partly due to the lack of faculty, and one reason for that lack is the reported difficulty of transitioning into the faculty role.

Methods

An integrative review of the literature was conducted.

Results

Results demonstrated that new faculty are either intentionally supported in their new environment, with successful development of their skills and career, or they are unintentionally unsupported, which leaves them languishing and reduces intent to stay.

Conclusions

Despite gaps in the literature and a low level of strength of evidence, the review offers implications for managing and maintaining relationships with novice faculty to facilitate their ultimate success. Institutions should aim to have in place identified elements that ensure novice faculty are intentionally supported rather than unintentionally unsupported.

Keywords: faculty shortage; mentorship of faculty; novice faculty; transition to faculty role

Corresponding author: M. Cecilia Wendler, PhD, RN, NE-BC, Clinical Associate Professor, Department of Biobehavioral Nursing Science, College of Nursing, University of Illinois Chicago, Springfield Campus, One University Drive, Springfield, IL, 62703, USA, Phone: +651 307 3440, E-mail: mwendler@uic.edu

Research funding: None declared.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.

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Supplementary Material

The online version of this article offers supplementary material (https://doi.org/10.1515/ijnes-2021-0095).

Received: 2021-07-12

Accepted: 2021-10-03

Published Online: 2021-10-18

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Supplementary Material

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Keywords for this article

faculty shortage; mentorship of faculty; novice faculty; transition to faculty role