Using Problem Solving and Reframing to Strengthen PhD Mentoring: A Structured Faculty-Led Approach.

Authors

Carmen Alvarez, Se Hee Min, Seul Ki Choi, Jackelyn Boyden, Edward Barrows, Alison M Buttenheim

Published in

Nurse educator. Jul 27, 2026. Epub Jul 27, 2026.

Abstract

Mentoring is among the strongest predictors of doctoral student success, yet nursing programs continue to grapple with inconsistent practices and insufficient preparation for the faculty mentoring role.
Without a systematic diagnosis of root causes, efforts to improve mentoring risk addressing symptoms rather than underlying structural and communication deficits.
A faculty task force applied the Define-Decompose-Analyze-Act (D2A2) framework over 6 months. The process included a facilitated reframing session with 51 faculty, systematic deconstruction of contributing factors from both faculty and student perspectives, stakeholder consultations, and a targeted literature review.
The problem shifted from "low student satisfaction with advising" to "misaligned expectations and insufficient communication regarding mentoring roles." Three recommendations emerged: (1) develop a shared definition of PhD mentoring, (2) establish guidelines differentiating primary and secondary mentor roles, and (3) implement annual faculty mentorship training.
The D2A2 process offers a replicable model for doctoral nursing programs seeking to strengthen mentoring quality.

PMID:
42507623
Bibliographic data and abstract were imported from PubMed on 28 Jul 2026.

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