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Relational and caring partnerships: (re)creating equity, genuineness, and growth in mentoring faculty relationships

  • Penelope Anne Cash EMAIL logo and Pertice Moffitt
Published/Copyright: March 29, 2021
International Journal of Nursing Education Scholarship
From the journal International Journal of Nursing Education Scholarship Volume 18 Issue 1

Abstract

Mentoring in academia has traditionally and currently been prescriptive and institutionally driven. The purpose of this paper is to deconstruct these current mentoring practices with a critical feminist stance. New understandings are shared and gained through dialogue, relevant literature, and performativity to (re)create and name a caring and relational partnership. This caring and relational partnership is grown through a process of mutuality and reciprocity, and based on relational ethics, authenticity, and solidarity. By embracing ideologies of caring and relational ethics, mentoring blurs the lines of mentor/mentee to a perpetual state of walking beside each other in equity to learn and strengthen each other’s insights into our worlds. Material realities become illuminated through our shared journeys growing an appreciation and gift of the other. In turn, engaging in meaningful dialogue informs scholarship increasing our understandings of the human condition.

Keywords: caring; critique; mentoring; nurse academics; relationality
Corresponding author: Penelope Anne Cash, Arts, Federation University Australia, Ballarat, Australia, E-mail:

Acknowledgments

We would like to acknowledge the contributions of Ms Betty Tate who has been an inspiration to us both in her leadership and commitment to the Collaborative Nursing Program and to Nursing Scholarship in British Columbia. In addition, we wish thank Ms Vee Faria for her thoughts and early contributions to ideas on mentorship. Finally, we wish to acknowledge our colleagues for their support and many kindnesses along the way.

  1. Research funding: Not applicable.

  2. Author contributions: Drs Penny Cash and Pertice Moffitt accept responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: There is no conflict of interest.

  4. Informed consent: Both authors were involved in the study and development of the manuscript.

  5. Ethical approval: Ethical approval was granted by University of Victoria and other collaborating institutions at the outset of this project in 2014 (Protocol Number 14-262) designed to illuminate the experience of collegial partnerships with nursing faculty located in different geographical locations and thus institutions in BC and the Northwest Territories. This manuscript was developed as an ongoing collaboration/partnership between the two authors as a longer-term experience following the cessation of the Nurse Educator’s Scholarship Project that emerged from the Collaborative Curriculum partners in BC and the NWT in 2006.

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Received: 2020-08-22
Accepted: 2021-03-06
Published Online: 2021-03-29

© 2021 Walter de Gruyter GmbH, Berlin/Boston

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  38. The expanding role of telehealth in nursing: considerations for nursing education
  39. Literature Reviews
  40. What do novice faculty need to transition successfully to the nurse faculty role? An integrative review
  41. Reflective writing pedagogies in action: a qualitative systematic review
  42. Appraisal of disability attitudes and curriculum of nursing students: a literature review
https://doi.org/10.1515/ijnes-2020-0089
Keywords for this article
caring; critique; mentoring; nurse academics; relationality

Articles in the same Issue

  1. Editorial
  2. Global inequity in nursing education: a call to action
  3. Research Articles
  4. Nursing students’ experiences and perceptions of an innovative graduate level healthcare grand challenge course: a qualitative study
  5. Quality of life and academic resilience of Filipino nursing students during the COVID-19 pandemic: a cross-sectional study
  6. Nursing students’ adverse childhood experience scores: a national survey
  7. Depression, anxiety and stress among Australian nursing and midwifery undergraduate students during the COVID-19 pandemic: a cross-sectional study
  8. Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study
  9. The assessment and exploration of forensic nursing concepts in undergraduate nursing curricula: a mixed-methods study
  10. New nurse graduates and rapidly changing clinical situations: the role of expert critical care nurse mentors
  11. Nursing students’ experiences of virtual simulation when using a video conferencing system – a mixed methods study
  12. A mixed-methods assessment of the transition to a dedicated educational unit: nursing students’ perceptions and achievements
  13. Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum
  14. Factors that influence the preceptor role: a comparative study of Saudi and expatriate nurses
  15. Testing and e-learning activity designed to enhance student nurses understanding of continence and mobility
  16. Incivility among Arabic-speaking nursing faculty: testing the psychometric properties of the Arabic version of incivility in nursing education-revised
  17. Understanding clinical leadership behaviors in practice to inform baccalaureate nursing curriculum: a comparative study between the United States and Australia novice nurses
  18. A deep learning approach to student registered nurse anesthetist (SRNA) education
  19. Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation
  20. Preparing ABSN students for early entry and success in the clinical setting: flipping both class and skills lab with the Socratic Method
  21. Virtual clinical simulation in nursing education: a concept analysis
  22. COVID-19 pandemic and remote teaching: transition and transformation in nursing education
  23. Development and validation of the nursing clinical assessment tool (NCAT): a psychometric research study
  24. Becoming scholars in an online cohort of a PhD in nursing program
  25. Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19
  26. Relational and caring partnerships: (re)creating equity, genuineness, and growth in mentoring faculty relationships
  27. Comparison of simulation observer tools on engagement and maximising learning: a pilot study
  28. Gamification in nursing literature: an integrative review
  29. A conceptual framework of student professionalization for health professional education and research
  30. Writing a compelling integrated discussion: a guide for integrated discussions in article-based theses and dissertations
  31. Teaching evidence-based practice piece by PEACE
  32. Educational Process, Issue, Trend
  33. Increasing student involvement in research: a collaborative approach between faculty and students
  34. Capacity building in nurse educators in a Global Leadership Mentoring Community
  35. Psychiatric mental health nurse practitioner student perceptions of integrated collaborative care
  36. Igniting the leadership spark in nursing students: leading the way
  37. Quilting emergent advanced practice nursing educator identity: an arts-informed approach
  38. The expanding role of telehealth in nursing: considerations for nursing education
  39. Literature Reviews
  40. What do novice faculty need to transition successfully to the nurse faculty role? An integrative review
  41. Reflective writing pedagogies in action: a qualitative systematic review
  42. Appraisal of disability attitudes and curriculum of nursing students: a literature review
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