Poster Presentation
Halls C & D (Indiana Convention Center)
Tuesday, November 15, 2005
8:30 AM - 9:15 AM
Halls C & D (Indiana Convention Center)
Tuesday, November 15, 2005
11:00 AM - 12:00 PM
Academic Nurse Practitioner Career Trajectory: Value of a Mentoring Relationship
Evelyn Duffy, ND, APRN, BC, Bolton School of Nursing, Case Western Reserve University, Cleveland, OH, USA and Laurie Kennedy-Malone, PhD, APRN, BC, School of Nursing, The University of North Carolina at Greensboro, Greensboro, NC, USA.
Learning Objective #1: 1. Formulate a one year professional development plan for a new nurse practitioner faculty to use as a springboard to plan an academic career trajectory. |
Learning Objective #2: 2. Evaluate annual academic professional development in terms of success, challenges, obstacles, and on-going activities.
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In diverse faculties of nursing, individual faculty members may find themselves without an appropriate role model. This is especially true for faculty in Nurse Practitioner specialties where the challenge of finding a mentor to help them navigate the murky water of advancement and promotion while maintaining a practice, and teaching the next generation of nurse practitioners. The Chiron program is one opportunity to partner with an expert who has been through the process and is willing to lead the way. When administration at a private Midwest University challenged faculty to identify mentors, nurse practitioner faculty looked to senior practitioner faculty at other universities to provide that partnership. One partnership was formed between a nurse practitioner faculty seeking to move from instructor to a tenure track position and a senior faculty member who had navigated the waters and excelled in the role as faculty while maintaining their role as practitioner. At the three day Chiron workshop a goal for the year's experience and measurable objectives were set. Together the mentor and mentee identified five areas of engagement: school of nursing, university, practitioner specialty, nurse practitioner, and interdisciplinary specialty. Tasks were set for each of these five areas and key individuals were identified for the mentee to establish a network. Two additional opportunities for face to face contact during the year enhanced the mentoring relationship. These contacts provided valuable time to discuss progress and refine goals. Overall about 80% of the goals for the year were accomplished and the mentor relationship will continue beyond the year of Chiron. The formal engagement in the program was the perfect springboard for development.