Mentoring and Junior Faculty Productivity

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Abstract
Senior and junior mentor/mentee nursing school faculty were studied with respect to their research output, and compared to other senior and junior faculty not having a mentor relationship. Mentoring turns out to be multidimensional. Being a mentee's advocate, socializing her to the organization, and encouraging her dream have little effect on output. Working directly with the junior faculty member on projects significantly increases the research activity of both and separates them from faculty not in a mentor/mentee relationship.

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