Caring as a theoretical perspective for a nursing faculty mentoring program

Abstract This article describes a mentoring program developed for new nursing faculty. It was based on a caring theoretical perspective, promoting a caring environment where novice faculty can acquire the tools necessary to function as productive faculty. The program connected experienced faculty with new or less experienced teachers, providing assistance adapting to the role of educator and promoting socialization to the university environment. Benefits included: (a) adjustment to the new educational setting, (b) role-modeling by mentors having similar clinical interests, (c) availability of mentors as resource persons, (d) providing emotional support and feedback, (e) dialogue on student-related problems, (f) assistance with the reappointment process, and (g) interaction with other faculty.