Tatiana Penconek
Biographic Data
| ID | 9219251 |
|---|---|
| NAME | Tatiana Penconek |
| GIVEN NAMES | Tatiana |
| FAMILY NAME | Penconek |
| SIGNATURE | PENCONEK T |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0002-3208-913X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Examining Incivility, Stress, Well-Being, and Program Satisfaction of Undergraduate Nursing Students
BACKGROUND: Determining the extent of incivility in nursing education is critical for creating potential interventions. A survey to measure incivility, stress, well-being, and program satisfaction was developed by faculty in one Canadian nursing program. METHOD: A cross-sectional research design was used to pilot the survey. Descriptive statistics including correlations were used to analyze the data. RESULTS: Some of the participants reported obs…
Nurse Educators' Experiences With a Faculty Navigator Program
Background: There is a gap in studies examining formal mentorship programs designed for ongoing faculty support. Method: A mixed-methods explanatory research design was used to examine nurse educators' experiences of a navigation-based mentoring program in a baccalaureate nursing program in Western Canada. Descriptive statistics were used to examine the means of three subsets of the Capabilities of Nurse Educators (CONE) questionnaire. Interviews…
An Integrative Review of Mentoring Novice Faculty to Teach
Background: Novice nursing faculty require support and guidance as they transition from clinical practice to teaching in an academic faculty. Mentoring is an important part of faculty development during the transitional experience. Currently, the learning needs of novice nursing faculty and the effects of formal mentorship programs are not well understood. Method: An integrative literature review was conducted from five electronic databases. The …
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An Integrative Review of Mentoring Novice Faculty to Teach
Background: Novice nursing faculty require support and guidance as they transition from clinical practice to teaching in an academic faculty. Mentoring is an important part of faculty development during the transitional experience. Currently, the learning needs of novice nursing faculty and the effects of formal mentorship programs are not well understood. Method: An integrative literature review was conducted from five electronic databases. The …
Nurse Educators' Experiences With a Faculty Navigator Program
Background: There is a gap in studies examining formal mentorship programs designed for ongoing faculty support. Method: A mixed-methods explanatory research design was used to examine nurse educators' experiences of a navigation-based mentoring program in a baccalaureate nursing program in Western Canada. Descriptive statistics were used to examine the means of three subsets of the Capabilities of Nurse Educators (CONE) questionnaire. Interviews…
Examining Incivility, Stress, Well-Being, and Program Satisfaction of Undergraduate Nursing Students
BACKGROUND: Determining the extent of incivility in nursing education is critical for creating potential interventions. A survey to measure incivility, stress, well-being, and program satisfaction was developed by faculty in one Canadian nursing program. METHOD: A cross-sectional research design was used to pilot the survey. Descriptive statistics including correlations were used to analyze the data. RESULTS: Some of the participants reported obs…
Faculty Development (2 works) · Medical education (2 works) · Medicine (2 works) · Mentoring and Academic Development (2 works) · Mentorship (2 works) · Nurse education (2 works) · Nursing education and management (2 works) · Nursing Education, Practice, and Leadership (2 works) · Professional development (2 works) · Psychology (2 works)