Abstract
Objectives
The objective was to describe and illustrate what is known about the needs of novice nursing faculty as they transition into the faculty role. The worldwide nursing shortage is partly due to the lack of faculty, and one reason for that lack is the reported difficulty of transitioning into the faculty role.
Methods
An integrative review of the literature was conducted.
Results
Results demonstrated that new faculty are either intentionally supported in their new environment, with successful development of their skills and career, or they are unintentionally unsupported, which leaves them languishing and reduces intent to stay.
Conclusions
Despite gaps in the literature and a low level of strength of evidence, the review offers implications for managing and maintaining relationships with novice faculty to facilitate their ultimate success. Institutions should aim to have in place identified elements that ensure novice faculty are intentionally supported rather than unintentionally unsupported.
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Research funding: None declared.
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Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
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Competing interests: Authors state no conflict of interest.
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/ijnes-2021-0095).
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