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Faculty mentoring in nurse anesthesi...

Maxey-Gibbs, Dolores Ann.

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Faculty mentoring in nurse anesthesia educational programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Faculty mentoring in nurse anesthesia educational programs./
Author:	Maxey-Gibbs, Dolores Ann.
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2048.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180390
ISBN:	0542204819

Faculty mentoring in nurse anesthesia educational programs.
Maxey-Gibbs, Dolores Ann.

Faculty mentoring in nurse anesthesia educational programs. - 135 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2048.

Thesis (Ph.D.)--University of Southern California, 2005.

More than twenty percent (20%) of directors and faculty members in graduate programs specializing in nurse anesthesia education leave the field each year. This staggering figure has remained constant over the past two decades according to the American Association of Nurse Anesthetists (AANA). (AANA, 2003) More than 95% of all nurse anesthetists are members of this organization; yet we attract few to the academic arena and retain even fewer over the long term. It has been established in the medical and nursing faculty literature that mentoring new faculty may help in the retention of all faculty members for a longer period.

ISBN: 0542204819Subjects--Topical Terms:

626645
Education, Administration.

Faculty mentoring in nurse anesthesia educational programs.
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100 1 $a Maxey-Gibbs, Dolores Ann. $3 1907975
245 1 0 $a Faculty mentoring in nurse anesthesia educational programs.
300 $a 135 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2048.
500 $a Adviser: Linda Serra-Hagedorn.
502 $a Thesis (Ph.D.)--University of Southern California, 2005.
520 $a More than twenty percent (20%) of directors and faculty members in graduate programs specializing in nurse anesthesia education leave the field each year. This staggering figure has remained constant over the past two decades according to the American Association of Nurse Anesthetists (AANA). (AANA, 2003) More than 95% of all nurse anesthetists are members of this organization; yet we attract few to the academic arena and retain even fewer over the long term. It has been established in the medical and nursing faculty literature that mentoring new faculty may help in the retention of all faculty members for a longer period.
520 $a The primary objective of this study was to investigate academic mentoring within nurse anesthesia educational programs. Faculty members may have very different expectations of their role within the university setting as compared to their prior education and employment. Faculty members at large may have different academic expectations than commonly derived from their original clinically based nurse anesthesia educational program. Lack of mentoring may indeed be the root cause for the high attrition rate among faculty members within nurse anesthesia graduate education. Lack of mentoring has been identified as the root for attrition in many different disciplines such as academic medicine, law, and business. While the literature is well defined in these areas, it is poorly defined in nursing and specifically nurse anesthesia education.
520 $a Expecting a clinically prepared nurse anesthetist to successfully function in areas of the academic arena, without adequate mentorship seems to be the biggest challenge. University program administrators, experienced faculty members, and new junior faculty members could benefit from future research on the specific indicators for adequate mentorship programs. Implementing a mentoring program specific to the needs of nurse anesthesia faculty members is the key to decreasing the attrition rate and retention for the future. Without adequate mentoring, more and more faculty members specializing in fields with combined clinical and didactic education are leaving for other opportunities. This was clearly evident by this research.
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792 $a 2005
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