Content area
Background:
There is a critical shortage of doctoral-degree nursing faculty, especially in family nursing, that necessitates innovative approaches to mentorship. Virtual mentoring offers a potential solution to bridge geographical barriers and develop the next generation of nurses.
Method:
This qualitative case study, adhering to Standards for Reporting Qualitative Research, analyzed a cross-national virtual mentoring relationship between a United States-based faculty member and a Spanish doctoral student. Data sources included videoconference transcripts and reflective reports.
Results:
Thematic analysis revealed four key themes characterizing the virtual mentoring relationship: (1) effective communication and collaboration; (2) constructive feedback and problem solving; (3) emotional support and professional development; and (4) creating a safe and reflective learning environment.
Conclusion:
Virtual mentoring is a versatile and effective strategy to build capacity for family nursing education and research, and to address critical faculty shortages. Quality mentorship is crucial for advancing family nursing scholarship.
A global shortage of doctoral-prepared nursing faculty presents a critical challenge to educating the next generation of Doctor of Philosophy nurse educators. This issue is projected to worsen due to demographic and societal trends (American Association of Colleges of Nursing, n.d.; International Council of Nurses, 2021b). The domino effects of this shortage constrain the number of nurse scientists necessary to create evidence needed to guide the discipline and inform practice within the broader health care system (McSweeney et al., 2020). This reality has prompted major organizations to demand immediate action (International Council of Nurses, 2021a; National Academies of Sciences, Engineering, & Medicine, 2021; World Health Organization, 2021) and has led to the creation of task forces such as The International Network for Doctoral Education in Nursing.
Despite existing strategies to address faculty shortages (American Association of Colleges of Nursing, 2024), the literature consistently underscores the crucial role of effective mentoring in doctoral education. Innovative mentoring approaches are recognized as vital to tackle this global issue (Anderson et al., 2019; Byrne & Keefe, 2002; McSweeney et al., 2020; Rosenzweig et al., 2019; Roy & Linendoll, 2006).
Mijares et al. (2013) define mentoring as “an interpersonal process involving a trained, seasoned mentor and a novice protégé. It encompasses providing emotional support, sharing knowledge and experience, role-modeling, and guidance, considering cultural differences” (p. 27). Research-focused doctoral mentoring differs significantly from mentoring in nursing practice, requiring unique skills, knowledge, and approaches (Im et al., 2023). Such mentoring is pivotal for preparing doctoral students to lead the discipline, advance nursing science, maintain professional integrity, and educate future nurses (American Association of Colleges of Nursing, n.d.; National League for Nursing, 2013).
Many nurses pursuing their Doctor of Philosophy (PhD) with a focus in family nursing often find themselves without a mentor (Denham et al., 2015; International Family Nursing Association, 2018; Robinson et al., 2022; Shajan & Snell, 2019). This study defines family nursing as care focused on the family as the unit, emphasizing member interconnectedness and reciprocal health influences within the family system (Robinson et al., 2022). Key principles include a strengths-based approach, cultural sensitivity, and collaborative nurse-family partnerships (Shajan & Snell, 2019). The scarcity of doctoral family nursing faculty restricts educational innovation and threatens health care quality, highlighting an urgent need for interventions to recruit and retain educators to sustain the field.
In response to this need and the call for innovation, virtual mentoring in nursing education—“a computer-mediated relationship between a mentor and a protégé that offers learning, advising, encouragement, promotion, and modeling, transcending traditional boundaries and providing a more egalitarian experience” (Clement, 2018, p. 115)—emerges as a promising strategy. Facilitated by globalization and technology (Byrne & Keefe, 2002) and accelerated by the coronavirus disease 2019 (COVID-19) pandemic (Chicca & Shellenbarger, 2021; Junn et al., 2023; Shermont et al., 2022; Termini et al., 2021), virtual nursing research mentoring offers numerous advantages. It removes geographical barriers, promoting equitable access to mentors (Clement, 2014) while also enhancing cultural understanding and research validity (Byrne & Keefe, 2002). Proven effective for the broader research community (Clement & Welch, 2021; Xu et al., 2017), it yields high participant satisfaction and scholarly productivity (Bruce et al., 2008; Clement, 2014; Junn et al., 2023; Lach et al., 2013; Termini et al., 2021; Vulpe et al., 2020) and could significantly mitigate faculty shortages by expanding the mentor pool, including in family nursing (Clement, 2014, 2018; Clement & Welch, 2021; Giordano et al., 2021; Lach et al., 2013).
Despite these benefits, the potential of virtual mentoring to support doctoral nursing students whose research focuses on family nursing remains unexplored. To our knowledge, no study has specifically examined a virtual mentoring relationship within doctoral nursing education tailored to support family nursing research. This study addresses a knowledge gap regarding virtual mentoring within family nursing research doctoral programs. Using a qualitative educational case report approach, this study explores an international virtual mentoring experience via a central question: “What are the essential components and characteristics of a successful international virtual mentoring relationship between doctoral nursing students and their mentor, specifically within the context of family nursing?” The primary aim is to identify and describe these to inform the development of effective international virtual mentoring programs in family nursing doctoral education.
Method
This study adhered to the Standards for Reporting Qualitative Research (SRQR) (O Brien et al., 2014) and Louie et al.'s (2022) guidelines for educational case reports. The SQUIRE-EDU extension of the Standards for Quality Improvement Reporting Excellence in Education (Ogrinc et al., 2019) also was followed to ensure consistent reporting of the educational intervention.
Context
This study was conducted during a doctoral project at a northern Spanish university. Needing expert guidance in family nursing education curriculum design, the student, an International Family Nursing Association member, connected via the Association with the Glen Taylor Nursing Institute for Family and Society at Minnesota State University (Mankato, Minnesota). Part of the School of Nursing in the College of Allied Health and Nursing, the Institute is renowned for family nursing education, with faculty experienced in family health research and developing family nursing teaching strategies. The student contacted the faculty, identifying an expert who agreed to a four-month international doctoral mentorship.
However, the COVID-19 pandemic and mobility restrictions necessitated adapting the planned face-to-face mentorship to a virtual format. The objectives remained unchanged; a new activity plan and methodology were designed following institutional approval. The virtual program commenced in February 2021, technologically connecting the U.S.-based mentor and Spanish-based mentee. Weekly Zoom meetings and emails guided the mentee in designing an evidence-based program grounded in family nursing principles and sound pedagogy. Interactions included discussing core concepts, reviewing literature, providing feedback on family-centeredness, sharing case studies, encouraging culturally relevant reflection, and guiding resource exploration. Pedagogical aspects (learning objectives, teaching strategies, evaluation methods, and evidence integration) received significant attention. Throughout, the mentor emphasized applying evidence-based practice principles, ensuring the final program was family focused, pedagogically sound, research-grounded, and relevant to Spain.
Units of Study and Sampling Strategy
As traditional sampling was inapplicable to this unique dyad, the research employed in-depth exploration focused on the essential components and characteristics of an international virtual mentoring relationship that facilitated the educational process. The mentor, a U.S.-based nursing professor at Minnesota State University with nearly three decades of experience, holds a baccalaureate nursing (BSN), Master of Nursing, Master of Education, and Doctor of Education degrees. The mentee, from Spain, holds a BSN (2016) and Master (Advanced Practice and Nursing Management, 2017) degrees and completed her PhD in 2022 following the mentorship.
Data Collection Method
Data were collected using document analysis (Bowen, 2009). The primary source included transcripts of all mentor-mentee videoconferences (February to May 2021), offering a comprehensive interaction record. All communication and transcriptions were in English (mentor native, mentee proficient). The mentee's final reflective report (July 2021), assessing program activities, learning, and goal attainment, was analyzed to enhance validity.
Data Collection Instruments and Technologies
Zoom videoconferences, featuring voice, video, and screen-sharing, were recorded and transcribed. Document development (transcriptions and final report) used Google™ Docs within Google Drive for real-time mentor-mentee collaboration and file sharing.
Data Processing
The mentee transcribed videoconference recordings within 3 days. Transcripts were verified against recordings for accuracy and organized by topic (content unaltered). The mentor subsequently validated these transcripts. The mentee's postprogram final report was reviewed and approved by the mentor and academic commission, ensuring validity. All sensitive transcript and report data were anonymized before MAXQDA software for thematic analysis.
Data Analysis
Thematic analysis, as outlined by Braun and Clarke (2006), guided the qualitative data analysis. This systematic, six-phase process facilitated the identification, analysis, and reporting of patterns (themes) within the data; details of each phase are presented in Table 1.
| Phase | Phase Name | Description of Activities |
|---|---|---|
| 1 | Familiarization | Researchers re-read all transcripts multiple times, leveraging existing familiarity from transcription and validation, and noting initial ideas and potential codes using MAXQDA software |
| 2 | Generating initial codes | Employed a theory-driven coding strategy guided by the research question to systematically extract relevant initial codes from the data |
| 3 | Searching for themes | Collated initial codes into potential themes; began interpretative analysis; refined codes into themes and subthemes or discarded; grouped data extracts |
| 4 | Reviewing themes | Reviewed data extracts for each potential theme to ensure coherence; identified and coded additional relevant data iteratively until theme refinement |
| 5 | Defining and naming themes | Conducted ongoing analysis to refine the specifics of each theme, developing clear definitions and names, and ensuring each captured a unique aspect of the data set |
| 6 | Producing the report | Selected vivid, compelling data extracts as evidence; constructed the final analytical narrative addressing the research question, moving beyond description |
Rigor of the Study
Study trustworthiness was established following Lincoln and Guba's (1985) criteria (credibility, transferability, dependability, and confirmability); specific rigor strategies are detailed in Table 2.
| Criterion | Strategies Implemented |
|---|---|
| Credibility | Used systematic data collection (videoconference transcripts, mentee's reflective report) and rigorous thematic analysis for authentic and accurate data interpretation |
| Transferability | Provided detailed descriptions of the virtual mentoring context and participants to allow readers to assess the potential applicability to other settings |
| Dependability | Maintained a comprehensive audit trail documenting all research stages (data collection, transcription, and thematic analysis) to facilitate replication and support evaluation |
| Confirmability | Employed MAXQDA software for systematic and transparent thematic analysis; practiced researcher reflexivity throughout the study to address potential biases |
Results
Analysis revealed four inter-related themes characterizing this international virtual mentoring relationship's essential components: (1) communication and collaboration; (2) constructive feedback and problem solving; (3) emotional support and professional development; and (4) creating a safe and reflective learning environment. Ten subthemes further defined these (Table 3). Representative extracts from the transcripts [T] and the final report [FR] illustrate the themes and subthemes below (Braun & Clarke, 2006), cited by source (T#-Page#; FR-Page#).
| Themes | Subthemes |
|---|---|
| Communication and collaboration | Effective and open communication |
| Joint exploration and collaboration on ideas | |
| Collaboration and mutual respect | |
| Constructive feedback and problem-solving | Beneficial critiques and resolution strategies |
| Support in decision making and guidance | |
| Emotional support and professional development | Emotional support and validation |
| Recognition of effort and dedication | |
| Building confidence and professional identity | |
| Creating a safe and reflective learning environment | Safe space for thinking and reflecting |
| Fostering self-reflection and self-regulation |
Theme 1: Communication and Collaboration
This theme underscored the vital role of open, honest communication, and active collaboration in fostering a supportive and respectful virtual mentoring environment. This theme encompassed three inter-related subthemes: (1) effective and open communication; (2) joint exploration and collaboration on ideas; and (3) collaboration and mutual respect
Effective and open communication. The mentor and mentee consistently engaged in a fruitful exchange of ideas and perspectives throughout their interactions. A common practice involved the mentee preparing presentations summarizing her work, followed by requests for feedback. For example, after one presentation, the mentee sought feedback:
Thank you for your attention during my presentation. I would appreciate your expert feedback on the content presented. Additionally, I am interested to know whether you believe the representation I have created encompasses all the topics we have discussed since this virtual mentoring stay began. (T. 9, p. 8)
This demonstrates a proactive approach to seeking and incorporating feedback, a hallmark of effective communication.
Joint exploration and collaboration on ideas. The mentor and mentee actively collaborated in developing ideas and concepts, demonstrating a willingness to explore diverse perspectives and challenge each other's thinking. This was evident in the following exchanges:
Mentor: “Thinking like a nurse, have you read that work by Tanner?”
Mentee: “Yes, I have, but it was in the past and related to a different issue, not for this particular project. In fact, I have the book nearby, and it's already marked up from when I read it previously. I'll be sure to review it before our next meeting.” (T. 10, p. 13)
Furthermore, the mentor's openness to new learning was exemplified by another exchange:
Mentor: “I love having my thinking challenged like this, as it teaches me new things, such as this whole European document. I can't wait to get my hands on that and take a look. You've mentioned a few readings in there that I haven't done, so I'll be sure to check those out as well.”
Mentee: “I will send you the European document. This is exactly what I think you envisioned the other day. I believe this is the product of what you were talking about.” (T. 9, p. 16)
Collaboration and mutual respect. The foundation of the mentoring relationship was a shared commitment to the project's success and a deep respect for each other's contributions and opinions. This mutual respect was evident in exchanges such as the following discussion about a presentation by the mentee:
Mentor: “There's so much in these representations; they're very, very powerful. I don't think you appreciate the level of work that you're producing.”
Mentee: “I'm honored that you find it valuable. This means everything to me, so thank you very much.” (T. 12, p. 22)
Theme 2: Constructive Feedback and Problem Solving
This theme emphasized the significance of constructive feedback and collaborative problem solving within the mentoring process. The mentor and mentee cooperatively addressed challenges and refined ideas, leveraging their collective expertise and knowledge to enhance the quality of the mentee's work. This theme comprised two inter-related subthemes: (1) beneficial critiques and resolution strategies; and (2) support in decision making and guidance.
Beneficial critiques and resolution strategies. The mentor provided useful and specific feedback, enabling the mentee to refine her ideas and address challenges, as illustrated in this exchange:
Mentor: “I'm just trying to ensure that knowledge, skills, and abilities are all adequately defined in your framework here. What I'm thinking about is making sure that you're clear on the differences and similarities between skills and abilities.”
Mentee: “Yes, additional clarification on that might be advisable, particularly since we're operating within a highly theoretical framework. We can't presume that everyone will understand it the same way. So, we need to clarify.” (T. 10, p. 11)
Support in decision making and guidance. The mentor assisted the mentee in decision-making processes by discussing and evaluating various methodologies and concepts, sharing her experience and knowledge to facilitate the mentee's progress, as shown in the following discussion:
Mentee: “I encountered difficulties in designing an evaluation for the learning outcomes as they were originally stated. This led me to turn to evidence, where I discovered the concept of alignment between the parts–that is, congruence among intended learning, instructional activities, and assessment methods. After an analytical process, I concluded that Bloom's revised taxonomy could be a tool to facilitate the achievement of such congruence.”
Mentor: “I want to positively highlight the work you've done. Most educators do not make this analytical effort or invest the time and attention needed to achieve this congruence. Although it's undoubtedly been a challenging process, it has been beneficial for the program. I recognize the potential of using a taxonomy of learning, as this would allow progress toward a common language in family nursing education, which also increases the legitimacy of family nursing.” (T. 3, p. 4)
Theme 3: Emotional Support and Professional Development
This theme focused on the emotional and developmental aspects of the mentoring relationship, highlighting the mentor's role in providing encouragement, support, and validation, and their joint contribution to fostering professional growth. This theme encompassed three inter-related subthemes: (1) emotional support and validation; (2) recognition of effort and dedication; and (3) building confidence and professional identity.
Emotional support and validation. The mentor provided emotional support to the mentee, validating her research efforts, and the mentee expressed gratitude for the mentor's guidance. This is illustrated in the following exchange:
Mentor: “Your logical approach in this process is very strong throughout these statements. I really like this type of work, and as you were reading the different statements to me, I actually got goose bumps. It's because you're really putting things together so effectively, with sound logic.”
Mentee: “Thanks for guiding me through all these complex concepts and enabling me to research them. It has truly enhanced my understanding of the depth of these ideas, their effect on effectiveness, and especially their alignment with family nursing education.” (T. 8, p. 5)
Recognition of effort and dedication. From the outset, and then increasingly as the virtual mentoring program progressed, both mentor and mentee acknowledged and commended each other's effort and dedication. For example:
Mentor: “I have to say, this process is very new to me. I've never done a long-distance mentorship before, and I'm just amazed at how well it's working out between countries and nations so far apart.I want to commend you. I'm just so proud of you and what you've been able to put together.”
Mentee: “Thank you so much. This is truly the most rewarding thing for me. I have immense respect for you, and the value I find in this mentorship comes from your feedback and dedication. So, thank you very much.” (T. 10, p. 10)
The mentee also stated in her final report:
I am grateful for the dedication of [Dr. Krumwiede] during this international stay, and how this has been translated into a learning that transcends the objectives of this stay and that represents an important learning for my future research and teaching performance in this field. (F. R., p. 5)
Building confidence and professional identity. A recurring theme was the mentor's encouragement of the mentee to build confidence and embrace her role as a nursing educator, contributing to her professional identity growth. The mentor noted:
It's all coming together like a nice little bowl. Awesome, just awesome! You're finding your voice and your confidence, and it's really starting to show. You can think of yourself as a nurse educator scholar now, instead of just trying to be a student. You're truly starting to incorporate that identity into yourself, and it's just lovely to see! (T. 9, p. 10)
Theme 4: Creating a Safe and Reflective Learning Environment
This theme underlined the importance of providing a supportive, safe space for the mentee to ponder, reflect, and examine diverse perspectives, stimulating intellectual growth and fostering self-reflection and self-regulation. This theme comprised two inter-related subthemes: (1) safe space for thinking and reflecting; and (2) fostering self-reflection and self-regulation.
Safe space for thinking and reflecting. Throughout the process, the mentor encouraged the mentee to take time to think deeply about her research and explore different perspectives and approaches, providing a secure environment for intellectual exploration. This is shown in the following exchange:
Mentee: “Thanks for sharing so many examples to help me understand the significant reasoning you've made. As a novice in family nursing education compared to experienced teachers like you, I'm not sure if I'll be able to incorporate all these concepts and design activities that meet the standards you have set. Nevertheless, I'll exert all my abilities and effort to accomplish that.”
Mentor: “Thank you for the question. Just trust the process. Now it's time for you to have some ‘think time.’ Don't worry, I'll be here to accompany you throughout the process.” (T. 5, p. 4)
Fostering self-reflection and self-regulation. Throughout the mentoring relationship, both the mentor and mentee practiced self-reflection and self-regulation, enabling them to learn from their experiences and adjust their approaches as necessary, as demonstrated in the following discussion:
Mentee: “Thank you for your feedback and reflections. Through this conversation, I've realized that the design I proposed for Competency 1 needs to be rethought from the perspective of an oncology unit practicing nurse. I should also reconsider my academic approach and make an effort to translate that knowledge into practical applications so that nurses find it meaningful and relevant to their daily clinical practice.” (T. 6, p. 3)
The mentee also reflected on this in her final report:
Dr. Krumwiede never directly offered her expert opinion, but rather, throughout these months, she has been guiding me through and motivating a reflective process within me. She has introduced me to different concepts, providing me with references, reinforcing my discoveries, and validating my thought process. This practice of studying the various contents and concepts learned during this stay, as well as the opportunity to engage in extended meetings and academic discussions with this professor, has not only expanded my knowledge but also enhanced my ability to objectively and informatively evaluate the design work I conducted in the months leading up to this virtual mentoring stay. Thanks to this, I have been able to identify aspects that could be improved to align them with scientific evidence. (F.R., p. 3)
In summary, this thematic analysis identified four core themes: (1) communication and collaboration; (2) constructive feedback and problem solving; (3) emotional support and professional development; and (4) creating a safe and reflective learning environment, as well as 10 associated subthemes, that comprehensively characterized the essential components of this successful international virtual mentoring relationship.
Discussion
This study sheds light on the knowledge gap regarding virtual mentoring in family nursing research doctoral programs by identifying key components and characteristics of the first documented international virtual mentoring relationship. The findings are discussed below.
Adaptation to the Virtual Format
The COVID-19 pandemic necessitated shifting in-person international mentoring to virtual, reflecting broader trends (Chicca & Shellenbarger, 2021; Junn et al., 2023; Shermont et al., 2022; Termini et al., 2021). Although the literature reported adaptive strategies, the lack of precedents for virtual mentoring in family nursing doctoral education makes this study a foundational reference. This research confirms Junn et al.'s (2023) essential characteristics for effective virtual mentoring (e.g., asynchronous/synchronous communication and information repository). The successful adaptation described in this article highlights the effectiveness of technology in facilitating international virtual mentorships.
Focus on Virtual Mentoring Relationship
Literature (Byrne & Keefe, 2002; Clement & Welch, 2021; Giordano et al., 2021; Im et al., 2023; Lach et al., 2013; Roy & Linendoll, 2006; Xu et al., 2017) supports focusing on the virtual mentoring relationship, highlighting its critical link to doctoral mentoring success, especially in nursing (Clement & Welch, 2021; Welch, 2017). This study uniquely used document analysis (i.e., transcripts and report) capturing the entire journey from both perspectives, unlike much research relying on postprogram surveys and interviews (Clement & Welch, 2021; Xu et al., 2017), potentially missing relationship genesis and evolution. Authors' participant experience adds depth and authenticity.
Thematic Analysis: A Suitable Method
Thematic analysis (Braun & Clarke, 2006), suitable for intricate context-specific qualitative data, identified essential relationship components, aligning with research endorsing this rigorous method. Crucially, researcher involvement and reflective dialogue revealed themes' essence, acknowledging their active role in theme development (rather than passive “emergence”) (Braun & Clarke, 2006).
The Virtual Mentoring Relationship: Essential Components
Thematic analysis identified four themes defining this international virtual mentoring relationship. The literature review confirmed these themes and subthemes align with positive virtual and traditional mentoring components, especially in doctoral nursing research.
The first theme, communication and collaboration, encompassed three subthemes: effective and open communication (Eller et al., 2014; Im et al., 2023; van Dongen et al., 2023; Welch, 2017; Xu et al., 2017), joint exploration and collaboration on ideas (Cole et al., 2016; Eller et al., 2014; Welch, 2017; Xu et al., 2017), and collaboration and mutual respect (Clement & Welch, 2021; Eller et al., 2014; Im et al., 2023; Welch, 2017; Xu et al., 2017).
The second theme, constructive feedback and problem solving, included beneficial critiques and resolution strategies (Chrastek et al., 2021; Eller et al., 2014; van Dongen et al., 2023) and support in decision making and guidance (Chrastek et al., 2021; van Dongen et al., 2023).
The third theme, emotional support and professional development, integrated emotional support and validation (Chrastek et al., 2021; Clement & Welch, 2021; Eller et al., 2014; Welch, 2017; Xu et al., 2017), recognition of effort and dedication (Xu et al., 2017), and building confidence and professional identity (Clement & Welch, 2021; Cole et al., 2016; Eller et al., 2014; Lach et al., 2013; van Dongen et al., 2023; Welch, 2017).
Lastly, the fourth theme, creating a safe and reflective learning environment, included safe space for thinking and reflecting (Cole et al., 2016; Eller et al., 2014) and fostering self-reflection and self-regulation (Eller et al., 2014).
These findings validate the study, confirming positive virtual mentoring components in doctoral-level family nursing resemble other nursing domains. The themes strongly resonate with Freire's (2000) critical pedagogy tenets (critical consciousness, dialogue, problem-posing, humanization, and liberation)—elements that Iheduru-Anderson and Waite (2024) linked to de-colonizing nursing education. This relationship exhibited consistent components (active listening, culturally adapted concept exploration, valuing local knowledge, power awareness, reflection, and co-construction), suggesting such virtual mentoring contributes to globally informed, equitable nursing scholarship.
The Potential of Virtual Mentoring for Family Nursing
Virtual mentoring effectively developed the mentee's research and teaching competencies, advancing her family nursing expertise and therefore addressing faculty shortages in this field (Duhamel, 2017; Shajan & Snell, 2019). The mentee's successful PhD completion and resulting evidence-based educational program highlight the potential of virtual mentoring to increase qualified family nursing faculty. These outcomes align with calls for focused doctoral mentorship on instructional design and evidence-based practices within family nursing (Gutiérrez-Alemán et al., 2021).
Limitations
Limitations include the single-case (Spanish/U.S.) design, which limits generalizability despite in-depth understanding. Dual roles (participants/authors) risked subjective bias, mitigated by rigorous thematic analysis (Braun & Clarke, 2006) and reflexivity, although inherent subjectivity persists. Data sources (e.g., document analysis and reflective report), while rich, might miss nuances. Future studies could add observations or interviews.
Implications for Education and Research
The findings affect doctoral family nursing education and research, providing a framework (communication and collaboration, constructive feedback and problem solving, emotional support and professional development, and creating a safe and reflective learning environment) for effective virtual mentoring dynamics. These insights can inform virtual program development amid increasing globalization and digitalization. The shift to virtual mentoring necessitates ongoing best practice evaluation. Future research should explore long-term career effects and effectiveness across diverse cultural contexts and program structures. Institutions and associations should strategically use virtual mentoring to address faculty shortages, enhance doctoral education quality and accessibility, and advance global family nursing.
Conclusion
This research confirms international virtual mentoring as an effective strategy for developing future nursing educators and researchers. Identifying key characteristics and components of success—including communication and collaboration, constructive feedback and problem solving, emotional support and professional development, and creating a safe and reflective learning environment—provides practical guidance for doctoral programs seeking to enhance student support, particularly where specialized faculty are scarce. Virtual mentoring crucially bridges geographical gaps, connecting doctoral candidates globally with experienced mentors to directly address the shortage of doctoral-degree nursing faculty. Therefore, doctoral programs should actively explore and implement virtual mentoring, ensuring adequate education and support are provided to cultivate these essential relationship components. Further research is warranted on long-term effects, effectiveness across diverse contexts, and application within various program structures. Ultimately, embracing virtual mentoring enables institutions and associations to build vital capacity for high-quality nursing education and research, improving patient and family care worldwide.
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The authors thank the International Family Nursing Association (IFNA) and the Glen Taylor Nursing Institute for Family and Society at Minnesota State University, Mankato.
From University College Alberta Giménez-Comillas Pontifical University (CESAG-UP Comillas), School of Nursing, Palma de Mallorca, Balearic Islands, Spain (TG-A); Minnesota State University, Mankato, Allied Health and Nursing, School of Nursing (NKK), and Glen Taylor Nursing Institute for Family and Society, Mankato, Minnesota (NKK).
Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.
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