The nature and effect of mentoring on career satisfaction and future mentoring activities of adjunct faculty in collegiate schools of nursing

The purpose of this study is to determine the present state of adjunct faculty/mentor relationships in Associate degree and Bachelor of Science degree nursing programs in Connecticut and their impact on career satisfaction and future mentoring activities. The conceptual framework is derived from the theory of adult development and role socialization. A convenience sample population (N = 15) returned a questionnaire containing demographic information and the Kentucky Mentoring Survey by Fagan and Walter (1982). Only frequencies and percentages are utilized for data analysis. Results of the study indicate a majority (53%) of the sample are being mentored, with more ADN adjuncts (100%) having a mentor than BSN adjuncts (46%). Mentored adjuncts experience a higher level of job satisfaction (63%) than non-mentored adjuncts (14%). Becoming a mentor to others is reported by mentored (88%) and non-mentored (71%) adjuncts indicating active mentoring is taking place in nursing education.