This presentation discusses a descriptive study designed to assess and prioritize the professional development needs of novice nurse faculty. It also describes the development of a mentoring program intended to meet the individual professional development needs of novice nurse faculty.

The study was conducted with 13 novice educators during their first two years in a faculty role. Qualitative and quantitative data were collected using the Assessment of Learning Needs of Novice Faculty© survey instrument that addressed nurse educator competencies and tasks, as identified by the National League for Nursing,  related to: (1) Facilitating Learning; (2) Facilitating Learner Development and Socialization; (3) Assessment and Evaluation Strategies; (4) Curriculum Design and Program Outcomes; (5) Role of the Nurse Educator; (6) Engaging in Scholarship, and (7) Functioning within the Educational Environment. 

The mentoring program was designed to focus on the individual novice educator’s assessment of learning needs. Each novice teacher was paired with an experienced faculty mentor. Together, using data from the Assessment of Learning Needs of Novice Faculty©, the mentor and mentee created individualized professional development goals, an action plan, and a timeline for implementation of learning activities. 

Information in this presentation is important to all nursing programs experiencing an influx of nurse educators who are clinically proficient, but are novices in the educator role.