My goal as a teenager was to have a career where I could help people. Being a registered nurse (RN) would be fulfilling. As a young college student in 1976, my resources were limited, and I faced many personal barriers, but I stayed focused on my career goal. I was accepted into a practical nursing (PN) program that enabled me to enter the nursing profession in 1 year and have an income. I received a grant to attend school and purchased a bike as my source of transportation. The 6-mile ride from home to the college campus was long with books in tow. I still hear the wheels spinning on that bike as I rolled down the highway onto the college campus. After several months, I bought a used car for $200. I secured the muffler with a clothes hanger, and the passenger seat, second gear, and front bumper were missing. I had to excuse myself from class every 2 hours and start the car to keep the battery charged. I drove my car to PN graduation in 1977. On the way home, the engine began smoking and then quit. I pushed the car the remaining mile to my apartment in my white uniform.

I continued my education in an associate degree nursing (ADN) program and became an RN in medical-surgical and mental health nursing. I was inspired by many faculty members who taught me because they engaged with students, promoted critical thinking, made learning fun, and had a professional persona. They were role models for the nursing profession. I enjoyed having students with me on the unit because I had a talent for helping them learn. I set my sight on becoming a nurse educator. In the next 14 years, I was in full-time hospital practice while earning bachelor's and master's degrees in nursing.

I leaped from hospital nursing to being a faculty member in the community college in 1993 and soon earned a doctorate in higher educational leadership. I quickly realized academia was different than the hospital. I was scared to death! I was so stressed one day I had the urge to resign and return to the hospital where I was comfortable. I'm glad I gave myself time. Things got better. Strong mentorship from nursing and non-nursing faculty and an incremental orientation program over 1 year were keys to surviving and eventually thriving as a faculty member, professor, ADN program director, and dean of nursing. I learned so much about curriculum, teaching, testing, accreditation requirements, service, leadership, and management in 23 wonderful years at the college.1,2 The learning curve continues. I embarked in another role in 2016 as a professor and RN to BSN Program Director in a university setting. I am grateful.

Novice nursing faculty are anxious because of the unknown. This is normal. It is daunting if you have not taught before; prepared a syllabus, test blueprint, or test question using Bloom's Taxonomy; and do not understand the structure of the school of nursing and college, and rules and regulations by the board of nursing and accrediting bodies related to the teaching and supervision of students. Novice nursing faculty need to give themselves time to learn about the intricate details of faculty roles.

Some success strategies for novice nursing faculty are as follows:

1. Effective mentorship. Mentors teach, are nurturing, are fully present, listen attentively, encourage, offer constructive criticism, and regularly communicate with their novice nursing faculty mentees. The relationship mentors and mentees share can identify the mentee's strengths and gaps in knowledge about faculty roles and promote personal and professional growth between them.1 Mentorship is also essential at various junctures in a faculty member's career. For example, mentors guide faculty members to (1) assemble a portfolio for promotion, (2) write a grant, and (3) prepare a manuscript for first-time authors. Mentorship promotes faculty satisfaction and retention.

2. Professional development. Mentors and their mentees should develop goals early in their relationship and a plan for professional development and advancement. Mentees select a tenure or nontenured track within a specialization focus such as teaching, research, or clinical practice. Mentors should apprise mentees about promotion criteria and a plan to be involved in activities in the school of nursing, college, or university, professional organizations, and community, which support the various types of scholarship. Certification is a mark of distinction in a specialty area. For example, novice nursing faculty may seek certification as a novice academic nurse educator through the National League for Nursing.3

3. Professionalism. Mentors should teach mentees to have high standards in their teaching and learning practices and positively influence others through their professional dress, countenance, demeanor, and behaviors.

4. Teaching. Mentors should guide mentees to use a variety of learning experiences addressing diverse learning styles. Learning should be active and engaging. Prompt feedback to students about their performance is essential.

5. Self-care. Mentors should teach mentees to engage in self-compassion through mindfulness activities. Mindfulness is an intentional process where people meditate about their thoughts, feelings, and environment. They are fully present "in the moment" to promote health. Deep breathing exercises and meditation are examples of mindfulness activities. Having a hobby is another way to engage in self-care.4

I achieved my career goals. You will too. Enjoy the journey!

References