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

BACKGROUND: 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. PROBLEM: Without a systematic diagnosis of root causes, efforts to improve mentoring risk addressing symptoms rather than underlying structural and communication deficits. APPROACH: 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. OUTCOMES: 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. CONCLUSIONS: The D2A2 process offers a replicable model for doctoral nursing programs seeking to strengthen mentoring quality.