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faculty development, faculty orientation, mentoring, nurse faculty, orientation



  1. Rogers, Julia DNP, RN, CNS, FNP-BC
  2. Ludwig-Beymer, Patti PhD, RN, CTN-A, NEA-BC, CPPS, FAAN
  3. Baker, Manisa DNP, RN, CCNS, CCRN-K


Background: Nursing faculty orientations vary in length, content, and comprehensiveness; this may influence faculty effectiveness and retention.


Purpose: This review was conducted to identify essential elements for nursing faculty orientation and to develop an orientation checklist and index of mentor-mentee responsibilities.


Methods: An integrative review was conducted using the Ganong approach. The search generated 48 articles that met the inclusion criteria and were evaluated and interpreted.


Results: Essential elements for nursing faculty orientation were identified. Both a comprehensive orientation checklist that encompasses academic culture, teaching, scholarship, and service and an index of mentor-mentee responsibilities were created based on the evidence.


Conclusion: Formal orientation to the academic setting assists nursing faculty through their transition. A comprehensive checklist helps the mentor and mentee to track progress. Addressing the needs of new faculty may result in improved nurse faculty satisfaction, productivity, and retention while producing better student outcomes.