Nurturing Novice Faculty: Successful Mentorship of Nurse Practitioners


      • Nurse practitioners face many challenges when transitioning from clinical practice to academia.
      • These stressors have been compounded as traditional methods of teaching have shifted to online and hybrid learning.
      • Mentorship facilitates this transition and offers much needed support and guidance.
      • The Anderson College of Nursing and Health Professions has established a multifaceted approach to mentorship that has proven to aid in the transition from clinical practice to academia.
      • Future research should focus formal evaluation of mentorship programs and outcomes data to better advise key stakeholders and academic leaders on the development of mentorship programs for novice nurse practitioner faculty.


      Universities are increasingly relying on nurse practitioners (NPs) to enter academia. This presents unique challenges, because most NPs lack formal training in education. Literature supports mentorship programs as a means to transition novice faculty into the academic world. The Anderson College of Nursing and Health Professions established a multifaceted approach to mentorship that aids in the transition from clinical practice to academia. This article describes the best practices of a multifaceted mentorship program that uniquely supports novice NP faculty and is based on the National League for Nursing Core Competencies for Academic Nurse Educators.


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      All authors are affiliated with the Anderson College of Nursing and Health Professions, University of North Alabama, Florence. Hilary Ashton Glover, DNP, FNP-C, ENP-C, SANE-A, is an assistant professor and can be reached at [email protected] . Amanda Hitt, MSN, FNP-BC, is a lecturer; Grace Zills, FNP-C, is a lecturer; Wendy Darby, PhD, NP-C, CNE, is a professor; Clarissa Hall, DNP, FNP-BC, is an associate professor; and Tera Kirkman, EdD, MSN, RN, is a professor.