Onboarding orientation for novice nurse faculty: A quality improvement pilot project

Abstract

BackgroundNovice nurse faculty have a challenging time transitioning into academia, resulting in reduced satisfaction and retention. After conducting a thorough literature review, it was determined that formalized mentoring combined with professional development workshops could improve the transition into academia, thus improving the satisfaction and retention of novice nurse faculty. MethodsIn fall 2020, an onboarding orientation program for novice nurse faculty was implemented. The objectives included matching mentoring dyads based on similar interests and goals, developing mentoring guidelines, implementing the Department of Nursing (DON) Orientation Checklist, and providing five monthly professional development workshops with topics ranging from creating learning objectives to the promotion and tenure requirements. Five novice nurse faculty participated in the study, and each was matched with a mentor with similar goals. ResultsAfter 6 months of project implementation, overall faculty satisfaction dropped slightly from 4.1 to 4.0. A dependent t-test (p = 0.83) and Wilcoxon signed ranks test (p = 0.461) both indicated no significant difference in satisfaction post project implementation. Although, the results indicate the novice nurse faculty and mentors agreed that the program was effective and should continue. The novice nurse faculty reported that the DON Orientation Checklist, mentoring relationships, and professional development workshops contributed to their successful transition into academia. Retention was 100% 2 years after project implementation. One significant factor noted after program evaluation was conducted is that there should be regular meetings with mentors to support them in their role. ConclusionsThe onboarding orientation program for novice nurse faculty was an effective strategy to ease the transition into academia and maintain satisfaction within the role.