Principles of Mentoring of Full and Part-Time Nursing Faculty
1. Experienced faculty members have something unique to offer new faculty
2. A faculty mentor should not evaluate the new faculty member since this may produce a barrier to communication.
3. Nursing coordinators are key individuals in facilitating this relationship.
4. Mentoring should include components related to:
a) program (program mission, philosophy, outcomes, job description, curriculum, committee assignments)
b) resources (faculty handbook, recent National League of Nursing Accreditin~g Commission self-study, the most recent Georgia Board of Nursing report, fac~ulty evaluation tools, student evaluation tools)
c) guiding and coaching meetings (as necessary) between mentor and mentee for helpful assistance, orient new faculty to the clinical facility and the clinical process, discussions about how to do pre/post conference, how to best plan for clinical learning experiences, attend presentations of experienced faculty
5. A faculty mentor is a resource contact and offers support and encouragement during faculty’s initial year in the nursing program. A mentor is responsible to initiate contact with mentee during the initial academic year; followed by contact as needed until tenure is granted.