Mentoring students and junior faculty in faculty research: a win-win scenario.
The concept of mentoring in nursing has focused primarily on moving novice nurses to a more advanced level of expertise in the clinical setting. With the growing emphasis on expanding evidence-based practice in nursing, however, mentoring within the context of research is becoming increasingly important. This article describes the many reciprocal benefits of research mentoring for students, junior faculty, and senior faculty researchers as well as for colleges of nursing and nursing science. Suggestions for implementing processes that facilitate successful mentoring within a research setting also are offered.
Morrison-Beedy
D
D
University of Rochester School of Nursing, Boxson, Rochester, NY 14642, USA. Dianne_Morrison-Beedy@urmc.rochester.edu
Aronowitz
T
T
Dyne
J
J
Mkandawire
L
L
D002322:Career Mobility; D004508:Education, Nursing, Baccalaureate / Q000458:organization & administration*; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D019317:Evidence-Based Medicine; D005181:Faculty, Nursing / Q000458:organization & administration*; D006801:Humans; D007400:Interprofessional Relations; D008611:Mentors / Q000523:psychology*; D015399:Nursing Research / Q000193:education / Q000458:organization & administration*; D009937:Organizational Objectives; D010379:Peer Group; D011231:Preceptorship / Q000458:organization & administration*; D011361:Professional Competence; D016730:Program Development; D013338:Students, Nursing / Q000523:psychology*