Degree Name
Nursing Practice, DNP
Publication Date
9-22-2025
First Advisor
Lisa Drake
Second Advisor
Chandra Carter
Abstract
There is a growing concern about a nursing faculty shortage. Many reasons exist, but one primary reason is a lack of support. Literature supports the argument that there is a lack of support for novice nursing faculty during their transition from expert clinician to novice educator. Literature also supports the need for formalized mentor programs, but gaps exist in determining successful models. This quality improvement project aimed to measure the impact on novice nursing faculty skill acquisition in a revised mentor program. The previous mentor program was outdated and lacked consistency. The program was updated using Benner’s novice-to-expert theory and the National League for Nursing faculty mentor toolkit. The quantitative quasi-experimental pre/post design employed a survey designed for data collection, in which novice faculty with less than three years of experience completed a Likert scale survey before and after participating in the revised mentor program for 16 weeks. Statistical analysis using a paired t-test compared pre- and post-intervention surveys. Data analysis revealed the data as normally distributed. Still, the intervention was not statistically significant, t(3) = .6, p> .59. Additionally, while the project’s primary analysis focused on overall pre- and post-intervention scores, item-level responses were also analyzed. Of the 40 items, nine consistently scored low among all participants, indicating potential targets for future research. The findings of this project support the literature by recognizing the need to support novice nursing faculty, highlighting the importance of providing support during novice nurse faculty role transition.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Fouts, Samantha, "Quality Improvement Project Supporting The Novice Nurse Educator Through Onboarding Orientation Practices" (2025). Doctor of Nursing Practice Projects. 215.
https://arch.astate.edu/dnp-projects/215
