This quantitative study investigated whether there was a difference between the self-efficacy of nursing faculty who were mentored and those who were not. Previous studies on mentoring nursing faculty show the benefits of formal mentoring programs, but there is minimal literature on how nonmentored nursing faculty become competent nurse educators. Research shows that mentoring nursing faculty facilitates an easier transition to the academic environment and enhances professional development. This nonexperimental, quantitative study used SurveyMonkey with a Likert scale to collect data. The Generalized Self-Efficacy Scale (GSS) was used to measure the construct of self-efficacy. The population included nurse educators with a master’s degree and/or a PhD in nursing or education with one to five years of teaching experience. A nonprobability convenience method sampling strategy was used to study the self-efficacy of mentored and nonmentored faculty. The t test was used to test for significant differences of independent samples revealed there was no difference in self-efficacy between mentored and nonmentored faculty. A Levene’s test for equality of variances was performed and was not statistically significant. The data did not meet the assumption for t test for the independent sample. The Mann Whitney U test was performed to test for differences in the median between mentored and nonmentored nursing faculty.
|Commitee:||Stabilie, Chris, Jacobs, Howard|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Adult education, Nursing, Public Health Education, Educational psychology, Educational sociology|
|Keywords:||Mentoring, Nurse educator stress, Nurse faculty attrition, Nurse faculty mentored, Nurse faculty nonmentored, Self efficacy|
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