Promoting Faculty Competence, Satisfaction and Retention: Faculty Stories Supporting the Crucial Need for Mentoring When Evaluating Nursing Students

Although mentoring has been touted as an effective strategy to retain nursing faculty, there is a paucity of literature regarding the need for mentoring when conducting evaluation. This manuscript presents a Heideggerian hermeneutical phenomenological study that sought to reveal the experiences of nursing faculty when evaluating prelicensure students. While several themes emerged, this article will address the theme of mentoring. Implications for nursing faculty and administrators will be discussed.