Degree Name
Nursing Practice, DNP
Publication Date
Spring 5-2-2025
Upload Date
5/2/2025
First Advisor
Diane Hare
Abstract
Burnout among novice nurse educators contributes to increased rates of faculty turnover and vacancies in nursing education. This is especially significant in rural settings. This quality improvement project aimed to determine the impact of mentorship on novice nurse educators’ perception of burnout at a rural community college in East Texas. Utilizing a mixed methods design, novice nurse educators with less than two years of academic nurse education experience were assigned experienced faculty mentors over an eight-week period. The Maslach Burnout Inventory-Educators Survey (MBI-ES) measured emotional exhaustion, depersonalization, and personal accomplishment, both before and after the intervention. Data analysis, using the Wilcoxon signed-rank test, revealed statistically significant reductions in emotional exhaustion (p = 0.01) and depersonalization (p = 0.007), while no statistically significant change was observed in personal accomplishment (p = 0.102). Qualitative feedback from participants supported the project’s findings, with increased confidence and reduced feelings of isolation among the mentees being highlighted. The results of this project align with existing literature on the benefits of mentorship for the mitigation of burnout. This project demonstrates that mentorship of novice nursing educators can reduce burnout, creating the potential for greater faculty retention and ultimately enhancing the quality of nursing education. A sustainability plan includes integrating mentorship into onboarding processes and standardizing mentor training.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Gless, Lucas, "The Impact of Mentorship on Burnout Among Novice Nurse Faculty" (2025). Doctor of Nursing Practice Projects. 114.
https://arch.astate.edu/dnp-projects/114
