Saturday, 16 November 2013
Meg Zomorodi, RN, CNL, PhD
School of Nursing, 526 Carrington Hall, Chapel Hill, NC
Carol Winters, PhD, RN, CNET
Colleges of Nursing, East Carolina University, Greenville, NC
Judy A. Halstead, PhD, RN, ANEF, FAAN
Office of Online Education, Indiana University, Indiana University School of Nursing, Indianapolis, IN
Learning Objective 1: At the end of this poster session, the learner will be able to identify tips for success when transitioning into a new leadership role.
Learning Objective 2: The learner will be able to discuss successful steps for individual leadership development, and ways to avoid ‘leadership missteps.”
The Nurse Faculty Leadership Academy (NFLA) is a program that pairs novice faculty members with experienced mentors to set a foundation for leadership. Mentors provide guidance as novice faculty develop leadership roles in their institution. This foundation is essential; as mentorship has shown to improve job satisfaction, performance, interpersonal relationships, motivation, and career outcomes (Eby et al, 2008). For the NFLA, triads of mentorship were formed (1 mentor, 1 scholar, and 1 faculty advisor), with bi-weekly feedback for assisting the scholar in leadership development, completion of an educational project, and expanding the scholar’s scope of influence. The bi-weekly phone meetings were invaluable as the scholar was able to use the mentor as a ‘sounding board’ before applying leadership principles to practice. The mentor and academy faculty advisor provided advice on improving work environment, work-life balance, career trajectory, and advice for being a change agent for curriculum matters and work culture.
As a scholar, I have grown as a leader substantially throughout this program and this is evident by my confidence during my interaction with others. The mentors’ ability to provide me with feedback prior to leadership experiences allowed me to gain confidence as a leader. This was evidenced by my ability to make suggestions in curriculum changes that I would not have been comfortable doing so before. I have fewer days when I feel like an ‘imposter’ and more days when I feel I have something to contribute to my school, colleagues, and beyond. As a result, my long terms goals have changed. I now have the confidence to expand my scope of influence for a long and successful career in academia.
Eby, L., Allen, T., Evans, S., Thomas, N., Dubois, D. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72, 254-267.
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