How to develop and sustain a peer-mentored research work group

Health Research Collaborations by Academic Entities: A Systematic Review

PURPOSE

To review the literature on health research collaborations by academic entities and to identify the main phases, components, and concepts of these research collaborations.

METHOD

The authors conducted a systematic review of the literature, searching 4 databases in March 2022 for studies on health research collaboration between an academic entity (individual, group, or institution) and any other entity included. They excluded non-health-related studies and studies in which collaboration was not for the purpose of research. From included studies, reviewers abstracted data about the 4 main phases of research collaborations (initiation, conduct, monitoring, and evaluation) and synthesized their corresponding components and concepts using thematic analysis method.

RESULTS

A total of 59 studies met inclusion criteria. These studies described building research collaborations between an academic entity and other academic entities (n = 29; 49%), communities (n = 28; 47%), industry (n = 7; 12%), and/or governmental entities (n = 4; 7%). Of the 59 studies, 22 addressed 2 phases of collaboration, 20 addressed 3 phases, and 17 addressed all 4 phases. All included studies described at least 1 of the components relevant to the initiation phase and at least 1 relevant to the conduct phase. Team structure was the most common component discussed in relation to the initiation phase (n = 48; 81%), and team dynamics was the most common component discussed in relation to the conduct phase (n = 55; 93%). At least 1 of the components relevant to the monitoring phase was reported in 36 studies, and at least 1 component relevant to the evaluation phase was reported in 28 studies.

CONCLUSIONS

This review provides important information for groups aiming to engage in collaborative research. The synthesized list of collaboration phases and their components can serve as a road map for collaborators at different steps of their research.

Development and implementation of a peer mentoring program for early career gerontological faculty

PURPOSE

The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation.

DESIGN

The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts.

FINDINGS

An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program.

CONCLUSIONS

Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce.

CLINICAL RELEVANCE

Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.

Evaluation of a research mentorship program in community care

This article describes the results of a qualitative case study evaluating a research mentorship program in community care settings in Ontario, Canada. The purpose of the program was to build evaluation and research capacity among staff of community care agencies through a mentorship program. Data were collected through in-depth, semi-structured interviews, focus group interviews, and written evaluations. Three themes were identified: taking hold, fostering hold, and holding on. Mentees took hold of new evaluation and research skills. Factors fostering hold included positive mentoring relationships and participation in relevant research projects. Mentees struggled to hold on to, and apply their skills within a community care context of challenges such as constrained resources and a mandate to provide client-centered care. The lessons learned include having trainees participate in relevant, time-limited evaluation and research projects, and early implementation of mechanisms to sustain integration of trainees' knowledge and skills within community care agencies.

Peer mentoring for tenure-track faculty

Four tenure-track nursing faculty members at a large, research-intensive university came together to help each other learn the role of faculty scholar and to provide discipline, critique, and collegiality for each other with the goal of building research careers. Peer mentoring is usually construed more as senior faculty mentoring newer faculty. In this model, new faculty members mentor each other based on the knowledge gained in their doctoral programs and through sharing experiences with their own mentors. The value of this strategy includes building relationships among diverse faculty members, creating opportunities for collaboration on research projects, and developing camaraderie among members that might not otherwise develop. One year after implementing this innovative strategy for faculty peer mentoring, group members report success in individual and collective scholarship productivity, more research collaboration, improved mutual expertise, and stronger relationships with each other.

An external mentor program: stimulus for faculty research development

This article describes a faculty development model to stimulate rapid growth in research and scholarship in a school of nursing during an institution-wide initiative to strengthen the research stature of the university. The program was designed to establish targeted mentoring relationships with productive researchers from institutions outside the home institution to assist faculty with research program development. The external mentor program is described along with the methods of implementation and outcomes after 2.5 years. The success of this program has led to adoption of the model by other schools in the university.