Background: Faculty mentoring initiatives have focused on supporting tenure-track faculty in conducting research. Little is known about structures and processes for administering or evaluating mentoring programs for the successful transition of new nursing faculty to the full scope of the academic faculty role. Purpose: This scoping review was conducted to examine nurse faculty mentoring programs and associated outcomes. Method: The Arksey and O’Malley Framework served as a guiding framework to describe the structure, processes, and outcomes of nursing faculty mentoring programs in the United States, Canada, and Australia. Results: Sixty-eight studies were included in this review. Content areas were categorized as mentoring program models, evaluation of mentoring programs, and mentoring program outcomes. Conclusion: Academic mentoring programs are increasing in number and scope indicating the growing importance of mentoring. Significant gaps remain in outcome measurement, impact on faculty serving as mentors, and return-on-investment calculations.
Opsahl et al. (Tue,) studied this question.