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Mossanen JC, Schmidt M, Brücken A, Thommes M, Marx G, Sopka S. Short-time mentoring - enhancing female medical students' intentions toward surgical careers. Med Educ Online 2024; 29:2347767. [PMID: 38696113 PMCID: PMC11067559 DOI: 10.1080/10872981.2024.2347767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2024] [Accepted: 04/22/2024] [Indexed: 05/05/2024]
Abstract
BACKGROUND Women pursuing a career in surgery or related disciplines are still in the minority, despite the fact that women compose at least half of the medical student population in most Western countries. Thus, recruiting and retaining female surgeons remains an important challenge to meet the need for surgeons and increase the quality of care. The participations were female medical students between their third and fifth academic year. In this study, we applied the well-established psychological theory of planned behavior (TPB) which suggests that the intention to perform a behavior (e.g. pursuing a career in surgery) is the most critical and immediate predictor of performing the behavior. We investigated whether a two-part short-mentoring seminar significantly increases students' intention to pursue a career in a surgical or related specialty after graduation. METHOD The mentoring and role-model seminar was conducted at 2 days for 90 minutes by six inspiring female role models with a remarkable career in surgical or related disciplines. Participants (N = 57) filled in an online survey before (T0) and after the seminar (T1). A pre-post comparison of central TPB concept attitude towards the behavior, 2) occupational self-efficacy and 3) social norm) was conducted using a paired sampled t-test. A follow-up survey was administered 12 months later (T2). RESULTS The mentoring seminar positively impacted female students' attitude towards a career in a surgical specialty. Female students reported a significantly increased positive attitude (p < .001) and significantly higher self-efficacy expectations (p < .001) towards a surgical career after participating in the mentoring seminar. Regarding their career intention after the seminar, female students declared a significantly higher intention to pursue a career in a surgical specialty after graduating (p < .001) and this effect seems to be sustainable after 1 year. CONCLUSION For the first time we could show that short-mentoring and demonstrating role models in a seminar surrounding has a significant impact on female medical student decision´s to pursue a career in a surgery speciality. This concept may be a practical and efficient concept to refine the gender disparity in surgery and related disciplines.
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Affiliation(s)
- J. C. Mossanen
- Department of Intensive and Intermediate Care, University Hospital RWTH Aachen, Aachen, Germany
| | - M. Schmidt
- Department of Anesthesiology, University Hospital RWTH Aachen, Aachen, Germany
- AIXTRA – Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - A. Brücken
- Department of Intensive and Intermediate Care, University Hospital RWTH Aachen, Aachen, Germany
| | - M. Thommes
- Department of Anesthesiology, University Hospital RWTH Aachen, Aachen, Germany
- AIXTRA – Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - G. Marx
- Department of Intensive and Intermediate Care, University Hospital RWTH Aachen, Aachen, Germany
| | - S. Sopka
- Department of Anesthesiology, University Hospital RWTH Aachen, Aachen, Germany
- AIXTRA – Competence Center for Training and Patient Safety, Medical Faculty, RWTH Aachen University, Aachen, Germany
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Li C, Veinot P, Mylopoulos M, Leung FH, Law M. The new mentee: Exploring Gen Z women medical students' mentorship needs and experiences. Clin Teach 2024; 21:e13697. [PMID: 38050710 DOI: 10.1111/tct.13697] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2022] [Accepted: 10/16/2023] [Indexed: 12/06/2023]
Abstract
PURPOSE The incoming Canadian cohort of medical students is comprised mainly of individuals from Generation Z (Gen Z; born between 1997 and 2012), with greater than 50% of applicants identifying as female. A gap remains in our understanding of Gen Z women learners in their challenges in navigating medical education, their expectations for their medical careers and the influences that have impacted their worldview. This study explored the needs, values, and experiences of Gen Z women medical students and the impact of these factors on mentorship expectations among this population that will soon be entering the workforce. METHODS Upon receiving ethics approval from the University of Toronto Research Ethics Board, semi-structured interviews were conducted (February-May 2021) with 15 Gen Z women students from 14 English-speaking Canadian medical schools who had given written consent to participate. An iterative constant comparative team approach was utilised in which the interview guide and sampling were adjusted as the data evolved. Transcripts were line by line coded into categories, then grouped into themes using descriptive analysis. RESULTS These socially aware learners described how society had afforded them greater opportunities for expression, which gave them a sense of feeling advantaged over older generations. However, participants paradoxically expressed feelings of powerlessness and commented on tensions they experienced when interacting with older generation physician mentors, especially during conversations on social justice issues. They also highlighted instances of biased mentorship specific to their gender. Participants emphasised a desire for inclusive mentorship that considered the mentee's identity and intersectionality. CONCLUSIONS The growing number of women learners in Canadian medical schools necessitates a re-evaluation of mentorship delivery. Mentors must adapt by integrating Gen Z ideals to overcome mentorship challenges.
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Affiliation(s)
- Calandra Li
- Postgraduate Medical Education, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | | | - Maria Mylopoulos
- MD Program, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- The Wilson Centre, University of Toronto, Toronto, Canada
| | - Fok-Han Leung
- MD Program, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
| | - Marcus Law
- MD Program, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
- Department of Family and Community Medicine, Temerty Faculty of Medicine, University of Toronto, Toronto, Canada
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Abstract
BACKGROUND Nurse educators are challenged to prepare an expanding number of diverse students with various sociocultural and generational differences. Whether diversity, sociocultural, and/or generational divides are contributory, a perennial decline exists of historically disenfranchised students finishing nursing programs. Reverse mentoring is an innovative adaption of traditional mentoring. Reverse mentoring is a practice that reverses traditional mentor and mentee roles, which may mitigate diverse and intergenerational misconceptions. PURPOSE To prepare a diverse nursing workforce, educators should integrate strategies to embrace differences, reduce biases, remove learning barriers, and value learning new teaching methods. METHODS A literature review revealed few articles on reverse mentoring in nursing education. RESULTS Reverse mentoring is a successful strategy in many Fortune 500 companies. Therefore, reverse mentoring may demonstrate promise in nursing education. CONCLUSION Exploring reverse mentoring in nursing education may reveal strategies to elucidate and mitigate biases and barriers in nursing education.
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Affiliation(s)
- Cheryl Williams
- Author Affiliation: Professor of Nursing, Graduate Nursing, Salem State University, Salem, Massachusetts
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Kizner K, Graebe J. Preceptor Development: Using the American Nurses Credentialing Center Outcome-Based Continuing Education Model ©. J Contin Educ Nurs 2024; 55:212-216. [PMID: 38687099 DOI: 10.3928/00220124-20240411-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/02/2024]
Abstract
Preceptors play a vital role in shaping the growth of every nurse. Effective preceptors lead to better patient outcomes as new nurses are better equipped to deliver high-quality care under the guidance of experienced mentors. Providing a supportive preceptor experience increases job satisfaction and retention rates among new and tenured nurses, ultimately benefiting health care organizations. When designing preceptor development programs, health care institutions should incorporate the Outcome-Based Continuing Education Model© (OB-CE Model©) from the American Nurses Credentialing Center. This column explores how to use the OB-CE Model© to enhance the competency and human skills of preceptors as learners, thereby fostering their development effectively. [J Contin Educ Nurs. 2024;55(5):212-216.].
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Johnson J, Bradley K, Bugos K, Hernandez G. Mentoring Models to Support Transition to Practice Programs: One Size Does Not Fit All. J Contin Educ Nurs 2024; 55:161-164. [PMID: 38551506 DOI: 10.3928/00220124-20240318-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/02/2024]
Abstract
One-on-one mentoring is not a fit for all transition to practice programs because of the need to recruit large numbers of mentors several times a year and the cost associated with supporting many mentor/mentee relationships. A group mentoring model is sustainable because it can foster a collaborative learning environment and emphasize knowledge sharing, skill acquisition, and emotional support within the group dynamic. Models can be replicated and applied in any setting. [J Contin Educ Nurs. 2024;55(4):161-164.].
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St. Pierre C, Mitchell J, Guan W, Sacheck JM. Promoting physical activity and youth development in schools: the case for near-peer coaches. Front Public Health 2024; 12:1345282. [PMID: 38525329 PMCID: PMC10957741 DOI: 10.3389/fpubh.2024.1345282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Accepted: 02/13/2024] [Indexed: 03/26/2024] Open
Abstract
Background Sports-based youth development (SBYD) programs provide an inclusive, supportive environment for promoting physical activity as well as nurturing the development of life skills which, in combination, promote physical, mental, and emotional health in youth. The Up2Us Sports SBYD program was implemented in six schools in New Orleans, Louisiana in 2020-2022, where near-peer coaches from the community were placed in schools and present throughout the school day. The intervention period straddled the COVID-19 pandemic as well as extreme weather events, modifying program delivery. Process/methods An exploratory case study was conducted to understand participant experience amid program disruptions and modifications, as well as their perceptions of program impact on physical activity and health. Interviews with coaches (n = 7), focus groups with youth (n = 14) and program observation data were triangulated to provide a description of the case. Results The major theme that emerged from the case study was the centrality of the near-peer mentorship relationships between coaches and youth. Participants believed near-peer relationships facilitated life skill development and increased opportunity for physical activity in schools, but pressures on coaches' time and external challenges in the community were limiting factors to the extent of program impact. Conclusion This community case study demonstrates the potential role for near-peer mentors in influencing the health and wellbeing of youth from under-resourced communities and highlights the opportunity for school-based SBYD programming to provide youth with a consistent source of both relational and physical activity support.
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Affiliation(s)
- Christine St. Pierre
- Department of Exercise and Nutrition Sciences, The George Washington University Milken Institute School of Public Health, Washington, DC, United States
| | | | - Win Guan
- Up2Us Sports, New Orleans, LA, United States
- Social Insights Research, LLC, New Orleans, LA, United States
| | - Jennifer M. Sacheck
- Department of Exercise and Nutrition Sciences, The George Washington University Milken Institute School of Public Health, Washington, DC, United States
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Takenoshita S, Iwakura M, Nagasawa T, Nomura K. Scale Development for "Great Research Mentors" and Its Relationship to Mentees' Psychological Burnout in Young Physician Researchers. TOHOKU J EXP MED 2024; 262:51-62. [PMID: 38123302 DOI: 10.1620/tjem.2023.j102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2023]
Abstract
Fostering the research skills of young physician scientists is essential to increase the level of medical research in Japan. We aimed to clarify the mentor characteristics associated with a decreased risk of mentees' psychological burnout. A task team comprising medical doctors, researchers, nurses, and other healthcare professionals developed 35 items related to the characteristics of research mentors. In 2015, we recruited 258 physician researchers who were awarded a new Grant-in-Aid for Young Scientists between 2014-2015 and asked them to score 35 items on a five-point Likert scale. We developed a large research mentor scale using factor analysis and investigated which characteristics (i.e., domains) of the developed scale would be associated with a decreased level of psychological burnout measured by the Copenhagen Burnout Inventory. Maximum likelihood factor analysis with varimax rotation found three domains with 16 items. The three domains were labeled "Building a good trust relationship" (6 items, Cronbach's alpha = 0.889), "Mentorship in research" (6 items, alpha = 0.853), and "Established and authorized mentor" (3 items, alpha = 0.882). Multivariate linear regression models demonstrated that "Mentorship in research" was inversely associated with personal burnout (PBO) (beta = -6.25, p = 0.014) and work-related burnout (WBO) (beta = -4.76, p = 0.029); and "Building a good trust relationship" was inversely associated with client-related burnout (CBO) (beta = -4.91, p = 0.014). A great research mentor may be encouraged to have mentorship in research and a trusting relationship with mentees for mental health support.
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Affiliation(s)
| | - Masahiro Iwakura
- Department of Public Health, Akita University Graduate School of Medicine
| | | | - Kyoko Nomura
- Department of Public Health, Akita University Graduate School of Medicine
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Hagler MA, Jones KV, Anderson AJ, McQuillin SD, Weiler LM, Sánchez B. Striving for safety, impact, and equity: A critical consideration of AJCP publications on formal youth mentoring programs. Am J Community Psychol 2023; 72:258-270. [PMID: 37807945 DOI: 10.1002/ajcp.12702] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2023] [Revised: 05/30/2023] [Accepted: 08/01/2023] [Indexed: 10/10/2023]
Abstract
In this virtual special issue (VSI) we curate and reflect upon 22 articles on formal youth mentoring previously published in the American Journal of Community Psychology (AJCP). First, we provide historical context and highlight AJCP's 2002 special issue on mentoring, which played an important role in establishing youth mentoring as a vibrant area of research. Next, we review and discuss findings from subsequent AJCP studies in three interrelated lines of inquiry: (1) the importance of facilitating high-quality mentoring relationships; (2) associations among youth's presenting needs, relationship quality, and outcomes; and (3) program practices leading to stronger, more impactful relationships. Throughout, we highlight and expand upon critical commentary from AJCP contributors, calling on the field to move away from paternalistic models that overly localize risk with youth and families without interrogating structural oppression. Our recommendations include: (1) centering critical consciousness, racial equity, and social justice in program curricula and mentor trainings; (2) respectfully engaging grassroots programs developed for and by communities of color that are underrepresented in research; (3) making meaningful efforts to recruit mentors from marginalized communities and removing barriers to their participation; and (4) examining youth's racial, ethnic, and other areas of identity development processes during mentoring.
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Steber HS, Fishler KP, McBrien SB. Characterizing the research mentorship experience of genetic counseling students. J Genet Couns 2023; 32:1301-1313. [PMID: 37877331 DOI: 10.1002/jgc4.1811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2022] [Revised: 07/06/2023] [Accepted: 09/27/2023] [Indexed: 10/26/2023]
Abstract
The Accreditation Council for Genetic Counseling's Practice-Based Competencies include research-related skills, which are taught in master's level genetic counseling programs through didactic coursework and completion of mentored research experiences. It is known that research mentors can impact student work environments, create positive perceptions of the research process, and increase students' likelihood of future involvement in research. However, few studies have characterized the experiences of GC students in receiving research mentorship. It is crucial to understand these experiences from student perspectives to better inform stakeholders about factors that impact mentorship. Using a mixed-methods approach, this study explored GC students' experiences receiving research mentorship and their thoughts regarding the successful qualities of research mentors. GC students (N = 165) who graduated between 2019 and 2022 responded to an online survey measuring the mentorship relationship, defined by the Advisory Working Alliance Inventory (AWAI). On average, participants scored 3.96/5 on the AWAI, where higher scores indicate stronger working alliances. When asked to describe their overall research experience in three words, 75.7% of participants used at least one negatively connotated descriptor. Thematic analysis of semi-structured interviews obtained via purposive sampling of highest and lowest scoring participants on the AWAI (N = 14) revealed the following five themes related to successful qualities of a research mentor: (1) communication; (2) rapport building and relationship; (3) engagement and guidance; (4) expertise and connections; and (5) mentors with different roles. Of note, many of these qualities are foundational skills in genetic counseling. Thus, genetic counselors who may be strong in these areas who do not identify as "researchers" ought to consider becoming a research committee member. Additionally, education programs could consider implementing research committee member evaluations and/or student research self-efficacy surveys to evaluate how these relationships may be shaping research experiences for students within their program.
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Affiliation(s)
- Hannah S Steber
- Munroe-Meyer Institute for Genetics and Rehabilitation, University of Nebraska Medical Center, Omaha, Nebraska, USA
- College of Allied Health Professions, University of Nebraska Medical Center, Omaha, Nebraska, USA
| | - Kristen P Fishler
- Munroe-Meyer Institute for Genetics and Rehabilitation, University of Nebraska Medical Center, Omaha, Nebraska, USA
| | - Sarah B McBrien
- College of Allied Health Professions, University of Nebraska Medical Center, Omaha, Nebraska, USA
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Abstract
Being the least-represented ethnic/racial group in college settings, American Indian students may experience loneliness and self-doubt related to the challenges of adapting to an environment that embodies values, norms, and culture so different from those represented in their traditional culture. Ongoing health disparities and psychosocial inequities, and persisting impacts of historical colonization, have led to additional hardships for these students that further complicate their academic experiences. Fostering culturally safe learning environments where compassionate and caring faculty provide culturally aligned teaching is important in addressing these complex disparities. Derived from American Indian values and teachings, we present a culturally safe intergenerational mentoring approach that emphasizes the nursing mentors' responsibility to support the growth and success of American Indian nursing students. This approach, drawn from the wisdom of American Indian teachings, focuses on students' strengths and culturally based protective factors. Culturally informed faculty who are aware of the historical impacts of colonization and who have adequate mentoring capacity (time, interest, and commitment) contribute to safe and effective learning environments. Culturally safe mentoring is one approach to promoting American Indian students' potential for academic and professional success.
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Affiliation(s)
| | - Regina Eddie
- School of Nursing, Northern Arizona University, Flagstaff, AZ, USA
| | - Anna Slaven
- School of Nursing, Johns Hopkins University, Baltimore, MD, USA
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Baker Cervantes AS, Jiménez TR. Exploring how naturally occurring mentorships emerge within a Mexican cultural context. J Community Psychol 2023; 51:3385-3402. [PMID: 37009902 DOI: 10.1002/jcop.23040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 03/16/2023] [Accepted: 03/21/2023] [Indexed: 06/19/2023]
Abstract
Natural youth mentoring focuses on cross-age relationships that develop organically outside the construct of youth programs. In the United States, research has demonstrated the positive impact of these mentorships and scholars have applied natural concepts to formal mentoring schema. Little work has been done to examine how these relationships emerge and the factors that impact their development. This study, designed in partnership with a school in rural México, aimed to unpack these questions using grounded theory. Participants were students, alumni, and teachers. Data were collected through semistructured interviews. Findings indicate that despite adults' interest to create mentorships, adolescents and emerging adults will likely not be receptive until they are cognitively and emotionally ready. This study illuminated three factors of readiness-inhibitors, promoters, and activators-which contribute to this state of readiness at which point engagement with an adult seems to elevate from the typical bounds of youth-adult relationships to the natural mentorship level.
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Affiliation(s)
| | - Tiffeny R Jiménez
- College of Psychology and Behavioral Sciences, National Louis University, Chicago, Illinois, USA
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Garcia-Murillo Y, Sánchez B, Carter JS, McMahon SD, Schwartz SE. Natural mentoring among college students of color: Considerations for their ethnic-racial identity and psychological well-being. J Community Psychol 2023; 51:3348-3365. [PMID: 37196140 DOI: 10.1002/jcop.23064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Revised: 03/29/2023] [Accepted: 05/07/2023] [Indexed: 05/19/2023]
Abstract
This study examined: (a) the roles of ethnic-racial similarity between mentors and mentees and mentors' support for ethnic-racial identity (ERI) in mentees' ERI private regard, (b) the roles of ethnic-racial similarity and ERI support in mentees' psychological well-being, and (c) the indirect effects of ethnic-racial similarity and ERI support on psychological well-being via private regard. Participants were 231 college students of color who completed a survey and reported having a natural mentor. Path analyses were conducted to test the hypothesized model. More support for ERI was significantly associated with higher private regard and higher self-esteem. Higher ethnic-racial similarity was significantly related to higher psychological distress and higher self-esteem. An indirect effect was found between ERI support and ethnic-racial similarity and psychological well-being via private regard. The findings fill a gap in the literature on ethnic-racial processes in mentoring critical to the development of college students of color.
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Affiliation(s)
| | - Bernadette Sánchez
- Department of Educational Psychology, University of Illinois Chicago, Chicago, USA
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Varga SM, Yu MVB, Johnson HE, Futch Ehrlich V, Deutsch NL. "It's going to help me in life": Forms, sources, and functions of social support for youth in natural mentoring relationships. J Community Psychol 2023; 51:3289-3308. [PMID: 36971182 DOI: 10.1002/jcop.23045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Revised: 03/13/2023] [Accepted: 03/20/2023] [Indexed: 06/18/2023]
Abstract
Social support is associated with positive physical and psychological health outcomes for youth. We took a qualitative approach to examine the sources, forms, and functions of social support youth receive from natural mentoring relationships in their lives. Based on in-depth interviews with 40 adolescents participating in a study of youth-adult relationships and natural mentoring processes, we found that (1) different types of adults had the capacity to provide different types of support and were likely to provide overlapping supports; (2) emotional, informational, and instrumental support qualitatively differed depending on the adult's role (e.g., teacher), while companionship and validation were consistent across adults; and (3) youth were able to identify benefits attached to the social support received from adults. Our findings contribute to a more nuanced understanding of aspects and characteristics of effective youth-adult mentoring processes and call for fuller assessments of social support in youths' lives so we may better meet their developmental needs.
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Affiliation(s)
- Shannon M Varga
- Jacksonville Public Education Fund, Jacksonville, Florida, USA
| | | | | | | | - Nancy L Deutsch
- School of Education and Human Development, University of Virginia, Virginia, Charlottesville, USA
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Wong LP, Tan SL, Alias H, Sia TE, Saw A. Longitudinal Follow-Up of Death Anxiety and Psychophysical-Symptom Experience of Participants in the Silent Mentor Program. Omega (Westport) 2023; 88:157-170. [PMID: 34490819 DOI: 10.1177/00302228211043613] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study assessed death anxiety (Death Anxiety Questionnaire, DAQ) and psychophysical- (psychological and physical) symptom experience following cadaveric dissection among the Silent Mentor Program (SMP) participants before thawing (T1), after the suturing, dressing and coffining session (T2), and one month post-program (T3). There was a significant decline in the total DAQ score comparing T1 and T2 (t = 7.69, p < 0.001) and T2 and T3 (t = 5.00, p < 0.001) and T1 and T3 (t = 10.80, p < 0.001). There was a significant reduction in total psychological-symptom score comparing T1 and T2 (t = 4.92, p < 0.001) and between T1 and T3 (t = 4.85, p < 0.001). However, for the physical-symptom experience, a significant increase in the physical-symptom score between T1 and T2 (t = -3.25, p = 0.001) was reported but the scores reduced significantly one month after the program (T2-T3; t = 4.12, p < 0.001). The mentoring concept of the SMP program has beneficial effects on improving attitude towards death and psychophysical-symptom experience associated with cadaver dissection.
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Affiliation(s)
- Li Ping Wong
- Centre for Epidemiology and Evidence-Based Practice, Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
- Unit of Silent Mentor Program, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Sik Loo Tan
- Unit of Silent Mentor Program, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
- Department of Orthopedic Surgery, National Orthopaedic Centre of Excellence for Research & Learning (NOCERAL), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Haridah Alias
- Centre for Epidemiology and Evidence-Based Practice, Department of Social and Preventive Medicine, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
- Unit of Silent Mentor Program, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Thiam Eng Sia
- Unit of Silent Mentor Program, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
| | - Aik Saw
- Unit of Silent Mentor Program, Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
- Department of Orthopedic Surgery, National Orthopaedic Centre of Excellence for Research & Learning (NOCERAL), Faculty of Medicine, University of Malaya, Kuala Lumpur, Malaysia
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Merrill KG, Frimpong C, Burke VM, Abrams EA, Miti S, Mwansa JK, Denison JA. "Project YES! has given me a task to reach undetectable": Qualitative findings from a peer mentoring program for youth living with HIV in Zambia. PLoS One 2023; 18:e0292719. [PMID: 37831675 PMCID: PMC10575487 DOI: 10.1371/journal.pone.0292719] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Accepted: 09/27/2023] [Indexed: 10/15/2023] Open
Abstract
The Project YES! clinic-based peer mentoring program was a randomized controlled trial (RCT) conducted among 276 youth from four HIV clinics to test the impact of the program on promoting HIV self-management and reducing internalized stigma among youth living with HIV (ages 15-24 years) in Ndola, Zambia. We conducted a qualitative sub-study involving in-depth interviews with 40 intervention youth participants (21 female, 19 male) to explore their experiences with Project YES! which included: an orientation meeting led by a healthcare provider, monthly individual and group counseling sessions over six months, and three optional caregiver group sessions. Using baseline RCT data, we used maximum variation sampling to purposively select youth by sex, age, change in virologic results between baseline and midline, and study clinic. A four-person team conducted thematic coding. Youth described their increased motivation to take their HIV care seriously due to Project YES!, citing examples of improvements in ART adherence and for some, virologic results. Many cited changes in behavior in the context of greater feelings of self-worth and acceptance of their HIV status, resulting in less shame and fear associated with living with HIV. Youth also attributed Project YES! with reducing their sense of isolation and described Project YES! youth peer mentors and peers as their community and "family." Findings highlight that self-worth and personal connections play a critical role in improving youths' HIV outcomes. Peer-led programs can help foster these gains through a combination of individual and group counseling sessions. Greater attention to the context in which youth manage their HIV, beyond medication intake, is needed to reach global HIV targets.
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Affiliation(s)
- Katherine G. Merrill
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, United States of America
| | | | - Virginia M. Burke
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, United States of America
| | - Elizabeth A. Abrams
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, United States of America
| | - Sam Miti
- Arthur Davison Children’s Hospital, Ndola, Zambia
| | | | - Julie A. Denison
- Department of International Health, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, United States of America
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Anderson AJ, Jones KV, Melton TN, Keller TE, DuBois DL. Identifying predictors of psychological well-being among volunteer mentors in Big Brothers Big Sisters. J Community Psychol 2023; 51:2802-2827. [PMID: 37459294 DOI: 10.1002/jcop.23073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Revised: 06/20/2023] [Accepted: 06/21/2023] [Indexed: 08/10/2023]
Abstract
Big Brothers Big Sisters (BBBS) facilitates mentoring relationships between youth and volunteer mentors. Although research has examined outcomes for youth in BBBS, relatively less investigation has been undertaken for volunteer outcomes. This study explored factors associated with changes in psychological well-being among BBBS volunteer mentors. Participants included 593 mentors (Mage = 31) surveyed at study baseline and 15-month follow-up. A classification and regression decision tree approach was used to predict residualized change in psychological well-being from study baseline with match length included as the first split variable, and demographic, individual, and relationship variables included as candidate predictors. Analyses indicated that mentors with longer relationships (>4.5 months) reported more positive change in psychological well-being compared with mentors with shorter relationships. Perceived quality of program supervision was a further predictor within both groups of volunteers. Findings suggest that longer relationships and greater program support may contribute to mentor well-being.
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Affiliation(s)
- Amy J Anderson
- Department of Educational Psychology, University of North Texas, Denton, Texas, USA
| | - Kristian V Jones
- School of Social Work, University of Washington, Seattle, Washington, USA
| | - Theresa N Melton
- College of Behavioral, Social, and Health Sciences, Clemson University, Clemson, South Carolina, USA
| | - Thomas E Keller
- School of Social Work, Portland State University, Portland, Oregon, USA
| | - David L DuBois
- Division of Community Health Sciences, School of Public Health, Institute for Health Research and Policy, University of Illinois Chicago, Chicago, Illinois, USA
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17
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Loeper T, Schwartz AE. 'Being a part of something': Experiences and perceived benefits of young adult peer mentors with intellectual/developmental disabilities and co-occurring mental health conditions. J Appl Res Intellect Disabil 2023; 36:1067-1075. [PMID: 37194908 DOI: 10.1111/jar.13117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2022] [Revised: 04/15/2023] [Accepted: 05/03/2023] [Indexed: 05/18/2023]
Abstract
BACKGROUND Peer-provided services are a common model for addressing mental health concerns. Peer providers report a range of benefits and challenges associated with their role. However, there is little information about the experiences of peer providers with intellectual/developmental disabilities. AIM To explore the experiences of young adult peer-providers with intellectual/developmental disabilities in the context of a mental health intervention. METHODS We conducted interviews with four young adults with intellectual/developmental disabilities and their parents and teachers to understand their experiences providing a peer mentoring mental health intervention. RESULTS Young adult peer mentors perceived themselves as responsible for maintaining the mentoring relationship, delivering the intervention and acting as helpers and independent professionals. The experiences of young adult peer mentors were driven by the temporal, institutional and social contexts of their work. Peer mentoring was an enjoyable, social activity. Mentors, parents and teachers emphasised how taking on the peer mentoring role during the transition to adulthood and within the capital-rich university context led to a sense of pride and professional development. Further, these contexts may have led mentors to emphasise their intervention-delivery, helper and professional roles over relationship maintenance. DISCUSSION & CONCLUSION Context may shape the perceived roles and benefits for young adult peer mentors with intellectual/developmental disabilities.
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Affiliation(s)
- Tara Loeper
- Department of Occupational Therapy, Boston University, Boston, Massachusetts, USA
| | - Ariel E Schwartz
- Department of Occupational Therapy, MGH Institute of Health Professions, Charlestown, Massachusetts, USA
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18
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Heidt A. Say what? The principal investigators who pass down wisdom through humour. Nature 2023; 616:849-850. [PMID: 37095244 DOI: 10.1038/d41586-023-01373-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/26/2023]
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Alwani NA, Lyons MD, Edwards KD. Examining heterogeneity in mentoring: Associations between mentoring discussion topics and youth outcomes. J Community Psychol 2023; 51:1233-1254. [PMID: 36170145 DOI: 10.1002/jcop.22938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Revised: 08/28/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
The current study aims to apply a staged approach to document heterogeneity in discussions in mentoring relationships, chiefly, discussion topics from weekly mentoring sessions with undergraduate women mentors (n = 40), then link each of the eight topics (relationships with friends, family, teachers, and romantic relationships, as well as goals, academic skills, academic problems, and hopes for the future) to developmental outcomes for middle school girls (n = 41) who participated in a school-based mentoring program. In doing so, the authors hope to better understand the mechanisms that influence variability in mentoring treatment effects. Mentoring dyads engaged in unstructured one-on-one sessions and structured group meetings across the 2018-2019 academic year. The primary predictors for this study are weekly mentor-reported discussion topics and activities addressed during unstructured one-on-one mentoring sessions, with 11 social-emotional, academic, and behavioral outcomes measured via pre- and postsurveys administered by research assistants to mentees during the fall and spring. A series of 11 path analyses indicate small to moderate associations, both beneficial and negative, between key discussion topics, such as hopes for the future, family relationships, and goals, and several mentee-reported outcomes of interest at the end of the intervention, including extrinsic motivation, life satisfaction, and self-esteem. Study findings provide information about heterogeneity in mentoring practices to inform how various mechanisms of mentoring (e.g., discussions focused on relationships, goals and skills, and strengths) influence developmentally-relevant effects for youth.
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Affiliation(s)
- Noor A Alwani
- School of Education & Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Michael D Lyons
- School of Education & Human Development, University of Virginia, Charlottesville, Virginia, USA
| | - Kelly D Edwards
- School of Education & Human Development, University of Virginia, Charlottesville, Virginia, USA
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20
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Kishore A, DiGiovanni M, Sun KL, Kolevzon A, Benoit L, Martin A. Enhancing Child and Adolescent Psychiatry Recruitment Through a Medical Student Mentorship Network: A Qualitative Study. Acad Psychiatry 2023; 47:124-133. [PMID: 36123518 PMCID: PMC9484713 DOI: 10.1007/s40596-022-01700-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 08/15/2022] [Indexed: 05/25/2023]
Abstract
OBJECTIVE There is a shortage of psychiatrists necessary to meet the clinical needs of children and adolescents. Efforts over the past decade to enhance the workforce have had a limited impact. This study sought to identify the critical components of a medical student mentorship network designed to increase recruitment into the subspecialty. METHODS The authors conducted interviews via synchronized videoconferencing of network site leaders and medical students at 14 schools throughout the USA. In addition, they analyzed verbatim transcripts using a thematic-phenomenological qualitative approach. RESULTS The authors interviewed thirty-eight program participants during seven focus group sessions: nine program directors and 29 medical students or graduates, a median of five participants per session. They constructed a framework consisting of two overarching domains, comprised of three themes each: (1) life cycle of a subspecialty mentorship network (Origins, Initiation, and Continuity); and (2) next steps to improve the program (Refining goals, Increasing accessibility, and Defining a path forward). CONCLUSION Preliminary data have already documented the positive impact of participation in this mentorship program on medical student match rates into psychiatry. The qualitative model of this study provides a blueprint to develop, maintain, and optimize this and similar efforts aimed at increasing the child and adolescent psychiatry workforce.
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Affiliation(s)
| | | | | | | | - Laelia Benoit
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
| | - Andrés Martin
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
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21
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McKimmy C, Levy J, Collado A, Pinela K, Dimidjian S. The Role of Latina Peer Mentors in the Implementation of the Alma Program for Women With Perinatal Depression. Qual Health Res 2023; 33:359-370. [PMID: 36794992 DOI: 10.1177/10497323231154369] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
This study examines the role that compañeras (peer mentors) play in the implementation of a program, Alma, which was designed to support Latina mothers who are experiencing depression during pregnancy or early parenting and implemented in the rural mountain West of the United States. Drawing from the fields of dissemination and implementation and Latina mujerista (feminist) scholarship, this ethnographic analysis demonstrates how the Alma compañeras facilitate the delivery of Alma by creating and inhabiting intimate mujerista spaces with other mothers and create relationships of mutual and collective healing in the context of relationships de confianza (of trust and confidence). We argue that these Latina women, in their capacity as compañeras, draw upon their cultural funds of knowledge to bring Alma to life in ways that prioritizes flexibility and responsiveness to the community. Shedding light on contextualized processes by which Latina women facilitate the implementation of Alma illustrates how the task-sharing model is well suited to the delivery of mental health services for Latina immigrant mothers and how lay mental health providers can be agents of healing.
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Affiliation(s)
- Caitlin McKimmy
- Renée Crown Wellness Institute, University of Colorado Boulder, Boulder, CO, USA
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Joseph Levy
- Renée Crown Wellness Institute, University of Colorado Boulder, Boulder, CO, USA
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
| | - Anahi Collado
- Cofrin Logan Center for Addiction Research and Treatment, University of Kansas, Lawrence, KS, USA
| | | | - Sona Dimidjian
- Renée Crown Wellness Institute, University of Colorado Boulder, Boulder, CO, USA
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, USA
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22
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Sherman J, Kalvas LB, Schlegel EC. Navigating the turbulent seas: Experiences of peer mentorship on the journey to becoming a nurse scholar. Nurse Educ Today 2023; 121:105694. [PMID: 36535122 PMCID: PMC9916728 DOI: 10.1016/j.nedt.2022.105694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 11/16/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Peer mentorship is a vital component of doctoral education; however, few studies describe peer mentorship in Doctor of Philosophy in Nursing (PhDN) programs. OBJECTIVES Explore characteristics, benefits, and challenges of peer mentorship experienced by PhD-N students. DESIGN An electronic survey was sent to PhD-N program administrators at member institutions of the American Association of Colleges of Nursing in the United States. Contacts were asked to distribute the survey to current and recently graduated PhD-N students. Descriptive statistics were used to analyze participant demographics. Thematic analysis was used to analyze survey responses. RESULTS Respondents (n = 213) provided perspectives from every PhD-N program phase, with 43.3 % (n = 91) pre-candidacy, 41.0 % (n = 86) candidacy, and 15.7 % (n = 33) recently graduated students. A total of 55.2 % (n = 117) received some form of peer mentorship. Thematic analysis revealed three peer mentorship levels (map, compass, first mate) representing varying degrees of emotional investment. Peer mentorship benefits included feeling connected to peers and the institution, strengthening research skills, and feeling supported. Barriers to peer mentorship include lack of time and institutional support, fear of burdening others, and poorly matched mentors. CONCLUSION Given that peer mentorship recipients reported feeling supported and less isolated, academic institutions should build a culture that promotes and supports peer mentorship. Future research should examine peer mentorship effects on PhD-N students' mental health, academic success, and faculty transition.
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Affiliation(s)
- Jessica Sherman
- Martha S. Pitzer Center for Women, Children, and Youth, College of Nursing, The Ohio State University, 1577 Neil Avenue, Columbus, OH 43210, USA
| | - Laura Beth Kalvas
- Office of Research Administration, College of Medicine, The Ohio State University, 395 West 12th Ave, Columbus, OH 43210, USA
| | - Emma C Schlegel
- Center for Nursing Research, Scholarship and Innovation, College of Nursing, Michigan State University, 1355 Bogue Street, East Lansing, MI 48823, USA.
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23
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Huehn SL, Kuehn M, Ortiz JA, Al-Helal RT. Implementation of a Student Success Seminar and its Correlation with Resilience in Nursing Students: A Mixed-Methods Study. Creat Nurs 2023; 29:125-140. [PMID: 37551001 DOI: 10.1177/107845352202900106] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/09/2023]
Abstract
AIM To identify sustainable curricular practices that promote student resilience. METHOD Sophomore students in a four-year baccalaureate nursing program attended a positive psychology seminar and a formal mentoring program led by senior- and junior-level nursing students. Sophomore students 'resilience was measured pre- and post-intervention using the Predictive 6-Factor Resilience Scale (PR6). Additional rich descriptions from the experience of the mentoring program were obtained in surveys from the study participants and mentors at the completion of the program. FINDINGS Quantitative and qualitative results supported a strong increase in resilience. CONCLUSION AND IMPLICATIONS FOR PRACTICE Nursing schools can provide students with sustainable support that promotes resilience.
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Affiliation(s)
- Susan L Huehn
- Department at St. Olaf College in Northfield, Minnesota, USA
| | | | - Jenny A Ortiz
- Student Life Division, at St. Olaf College in Northfield, MN, USA
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24
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Roubinov DS, Accurso EC, Folk JB, Haack LM. Peer Mentorship: An Underrecognized Tool to Faculty Success. Acad Psychiatry 2023; 47:109-110. [PMID: 35729485 PMCID: PMC9870048 DOI: 10.1007/s40596-022-01676-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 06/14/2022] [Indexed: 06/15/2023]
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25
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Fox I, Champion JD. A qualitative thematic analysis of mentorship for new psychiatric-mental health nurse practitioners. J Am Assoc Nurse Pract 2022; 34:1289-1299. [PMID: 36469910 DOI: 10.1097/jxx.0000000000000794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2022] [Accepted: 09/26/2022] [Indexed: 12/12/2022]
Abstract
BACKGROUND A volume of literature reflects that mentorship is key in producing quality nurse practitioners. Mentoring leads to increased confidence, role clarity, and other benefits improving practice. However, there is little to no research focusing specifically on the impact of mentoring in psychiatric nurse mental health nurse practitioners (PMHNPs). PURPOSE To explore process of acquiring mentorship and mentoring experiences of newly graduated PMHNPs, all of whom obtained their respective degrees partially or completely online. The study also seeks to describe perceptions of mentoring in PMHNP leaders. METHODS Nine new graduate PMHNPs and 10 PMHNP leaders were recruited from membership rosters of professional organizations in the Southwestern United States. Informants participated in semi-structured interviews with questions sourced from an interview guide. Interviews were conducted via videoconference or telephone from informants' homes. Data were coded via an in vivo approach and analyzed by thematic methods. RESULTS New graduates reported that mentoring was dependent on four themes: connectivity, educational stewardship, practice confidence, and luck. Mentor access via work, institutions, or schools was inconsistent. Leaders were concerned about limited educational and professional investment in mentorship because this process is an important component of professional development. CONCLUSION Mentorship for new graduates is based on a variety of factors, some of which are out of their control. Lack of mentoring may affect practice, which affects patient care. Dialogue between educators, professionals, and organizations may improve mentoring stewardship. IMPLICATIONS Enhanced communication between educational institutions and professional organizations to create a more fluid process from graduate to mentorship is needed.
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Affiliation(s)
- Isadora Fox
- School of Nursing, The University of Texas at Austin, Austin, Texas
| | - Jane D Champion
- Doctor of Nursing Practice Program, School of Nursing, The University of Texas at Austin, Austin, Texas
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26
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Yarbrough A, Phillips LK. Peer mentoring in nursing education: A concept analysis. Nurs Forum 2022; 57:1545-1550. [PMID: 36352524 DOI: 10.1111/nuf.12832] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 10/27/2022] [Accepted: 10/28/2022] [Indexed: 06/16/2023]
Abstract
AIM This peer-mentoring concept analysis aimed to explore and define the concept of peer mentoring in nursing education and the impact it may have on nursing education. BACKGROUND A lack of literature exists explicitly defining peer mentoring in nursing education. The interchangeable use of processes, terms, and applications may contribute to the lack of consistency and obscurity of nursing education scholarship on peer mentoring. Since peer mentoring can be used to enhance student success, there is a need to clarify the concept of peer mentoring in nursing education for accuracy in future nursing education research. DESIGN/REVIEW METHOD Using Walker and Avant's framework, the authors identified defining attributes, antecedents, and consequences of peer mentoring. DATA SOURCE The literature search involved a combination of terms in the MEDLINE with Full Text, Academic Search Complete, Humanities International, ERIC, CINAHL, Health Source: Nursing/Academic Edition, and Consumer Health Complete-EBSCOhost databases. RESULTS This concept analysis revealed a consistent definition of peer mentoring for use in nursing education. The definition of peer mentoring in nursing education is a formal learning partnership between two individuals (mentor and mentee) with differing levels of nursing school experience. The peer mentor promotes a positive academic and emotionally supportive environment, decreasing stress and increasing the mentee's confidence and competency. CONCLUSION A shared definition and understanding of peer mentoring within nursing education can contribute to the consistent use of the concept in research and advance the scholarship of nursing education.
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Affiliation(s)
- Amy Yarbrough
- Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia, USA
| | - Laura K Phillips
- Tanner Health System School of Nursing, University of West Georgia, Carrollton, Georgia, USA
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Napierkowski D, Migliore DA. Paid Mentors Develop Leadership Skills and Promote Socialization Into Nursing. Nurs Educ Perspect 2022; 43:E56-E58. [PMID: 35499949 DOI: 10.1097/01.nep.0000000000000975] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Peer mentoring encourages relationships among novice and senior nursing students, provides emotional support, and develops leadership skills. The research design was a pretest/posttest, interventional study to evaluate a supervised peer-mentoring program among nursing students to determine socialization of mentees into the nursing discipline. The second purpose was to evaluate if financial reimbursement was an incentive for participation by mentors. The pretest mean was significantly lower than the posttest mean; the difference was statistically significant. Success was achieved for both mentors and mentees. A paid peer-mentoring program allows students to relinquish time that would otherwise be spent in outside employment.
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Affiliation(s)
- Daria Napierkowski
- About the Authors Daria Napierkowski, DNP, RN, APN, CNE, is an associate professor, William Paterson University of Nursing, Wayne, New Jersey. Debra A. Migliore, PhD, RN, is an associate professor and director of undergraduate programs, Harriet Rothkopf Heilbrunn School of Nursing, Long Island University, Brooklyn, New York. For more information, contact Dr. Napierkowski at /
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Henderson M, Hughes M, Hurley J, Smith G. Voluntary male mentors' lived experience of social engagement with men in their community. Health Soc Care Community 2022; 30:e6286-e6293. [PMID: 36264134 PMCID: PMC10092316 DOI: 10.1111/hsc.14067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 08/15/2022] [Accepted: 10/01/2022] [Indexed: 06/16/2023]
Abstract
Men volunteering to mentor other men is a growing form of social engagement in Australia. Masculine norms associated with not disclosing emotional distress or discussing loneliness are often set aside by participating in these one-to-one relationships. Mentors have reported improvement in their well-being and a desire to contribute more. In this phenomenological study, which draws on hermeneutic methodology, 12 men who voluntarily met and mentored another adult man for a minimum of 6 months participated in a semi-structured interview. Findings showed non-judgement and deep listening facilitated a rewarding and personally developmental relationship. Most voluntary mentors experienced substantial changes in their masculine views, particularly with the regard to trust and openness with others. This experience has implications for men realising their ability to engage others and for community well-being.
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Affiliation(s)
- Mark Henderson
- Faculty of HealthSouthern Cross UniversityCoffs HarbourAustralia
| | - Mark Hughes
- Faculty of HealthSouthern Cross UniversityCoffs HarbourAustralia
| | - John Hurley
- Faculty of HealthSouthern Cross UniversityCoffs HarbourAustralia
| | - Gregory Smith
- Faculty of BusinessLaw and Arts, Southern Cross UniversityCoffs HarbourAustralia
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Loosveld LM, Driessen EW, Vanassche E, Artino AR, Van Gerven PWM. Mentoring is in the 'I' of the beholder: supporting mentors in reflecting on their actual and preferred way of mentoring. BMC Med Educ 2022; 22:638. [PMID: 35999559 PMCID: PMC9396759 DOI: 10.1186/s12909-022-03690-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 08/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND An important strategy to support the professional development of mentors in health professions education is to encourage critical reflection on what they do, why they do it, and how they do it. Not only the 'how' of mentoring should be covered, but also the implicit knowledge and beliefs fundamental to the mentoring practice (a mentor's personal interpretative framework). This study analyzed the extent to which mentors perceive a difference between how they actually mentor and how they prefer to mentor. METHODS The MERIT (MEntor Reflection InstrumenT) survey (distributed in 2020, N = 228), was used to ask mentors about the how, what, and why of their mentoring in two response modes: (1) regarding their actual mentoring practice and (2) regarding their preferred mentoring practice. With an analysis of covariance, it was explored whether potential discrepancies between these responses were influenced by experience, profession of the mentor, and curriculum-bound assessment requirements. RESULTS The averaged total MERIT score and averaged scores for the subscales 'Supporting Personal Development' and 'Monitoring Performance' were significantly higher for preferred than for actual mentoring. In addition, mentors' experience interacted significantly with these scores, such that the difference between actual and preferred scores became smaller with more years of experience. CONCLUSIONS Mentors can reflect on their actual and preferred approach to mentoring. This analysis and the potential discrepancy between actual and preferred mentoring can serve as input for individual professional development trajectories.
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Affiliation(s)
- Lianne M Loosveld
- School of Health Professions Education, Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands.
| | - Erik W Driessen
- School of Health Professions Education, Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands
| | - Eline Vanassche
- Faculty of Psychology and Educational Sciences, University of Leuven, Campus Kulak, Etienne Sabbelaan 51, P.O. Box 7654, 8500, Kortrijk, Belgium
| | - Anthony R Artino
- Department of Health, Human Function, and Rehabilitation Sciences, School of Medicine and Health Sciences, The George Washington University, 2600 Virginia Avenue NW, Suite 104, Washington, DC, USA
| | - Pascal W M Van Gerven
- School of Health Professions Education, Department of Educational Development & Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER, Maastricht, The Netherlands
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Alonso NA, Porter CM, Graves K, Gordon M. How nurse preceptors provide help to new nurses influences perceived relationship quality. Nurse Educ Today 2022; 115:105420. [PMID: 35660166 DOI: 10.1016/j.nedt.2022.105420] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2021] [Revised: 05/05/2022] [Accepted: 05/23/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND In many hospitals, newly-hired registered nurses (RNs) enter into preceptorships, where they are paired with more experienced nurse preceptors who are responsible for ensuring effective transition to practice. Although high-quality relationships between preceptors and newly-hired nurses facilitate nurses' learning and integration into their medical institutions, preceptors have little guidance for what tactics develop such relationships. OBJECTIVES To investigate whether the type of help provided by preceptors (i.e., autonomous or dependent help) influences preceptees' evaluations of relationship quality and psychological safety with their preceptor. Furthermore, we investigate the role of instrumental support and emotional support as explanatory mechanisms. DESIGN/SETTINGS/PARTICIPANTS/METHODS Convenience sampling was used to collect data via a cross-sectional survey of 217 in-patient RNs hired between June 2016 and May 2018 to a magnet hospital within the Southwestern United States. Recently hired nurses evaluated their preceptor's help-giving tendencies, and reported on their perceived support, relationship quality and feelings of psychological safety with their preceptor. RESULTS Dependent help was positively related to instrumental support. Conversely, autonomous help was positively related to both relationship quality and psychological safety, and these relationships were partially mediated by perceived instrumental support and emotional support. CONCLUSION Findings illustrate the multiple benefits of autonomous help for encouraging high-quality relationships between preceptors and preceptees. This study identifies autonomous help-giving as a useful tactic for nurse preceptors (or other organizational insiders, such as mentors or supervisors) to establish high-quality relationships with recently hired nurses.
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Affiliation(s)
- Nicole A Alonso
- Psychology Department, University of Houston, 4800 Calhoun Rd, Houston, TX 77004, United States of America.
| | - Caitlin M Porter
- Management Department, University of Memphis, United States of America.
| | | | - Mary Gordon
- Texas Children's Hospital, United States of America.
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31
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Pedersen RM, Ferguson CF, Estrada M, Schultz PW, Woodcock A, Hernandez PR. Similarity and Contact Frequency Promote Mentorship Quality among Hispanic Undergraduates in STEM. CBE Life Sci Educ 2022; 21:ar27. [PMID: 35452264 PMCID: PMC9508928 DOI: 10.1187/cbe.21-10-0305] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Revised: 02/14/2022] [Accepted: 03/10/2022] [Indexed: 06/14/2023]
Abstract
Mentoring relationships can be important for promoting the success and persistence of undergraduates, particularly for students from historically underrepresented groups in science, technology, engineering, and mathematics (STEM) disciplines. While mentoring is often cited as important for attracting and retaining students from underrepresented groups in STEM, little is known about the differential mentoring processes that can result from similar and dissimilar mentor-protégé pairs. The present study tests the process-oriented mentorship model (POMM) regarding how mentor-protégé similarities and the moderating role of contact frequency influence mentorship quality and STEM research career persistence intentions among faculty-mentored Hispanic STEM majors in their senior year of college. The results indicate that mentor-protégé similarity matters. Specifically, higher levels of mentor-protégé psychological similarity were related to higher levels of psychosocial support and relationship satisfaction. Hispanic students with a Hispanic faculty mentor reported engaging in more coauthoring opportunities than peers with non-Hispanic mentors. Among those with higher contact frequency, students with same-gender mentors had higher levels of relationship satisfaction than peers with different-gender mentors; however, there were no differences among those with low contact frequency. Additionally, protégés who reported coauthoring support were more likely to also report commitment to pursuing a STEM research career.
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Affiliation(s)
- Rachelle M. Pedersen
- Department of Teaching, Learning, & Culture, Texas A&M University, College Station, TX 77840
| | - Carinna F. Ferguson
- Department of Counseling and Learning Sciences, West Virginia University, Morgantown, WV 26506
| | - Mica Estrada
- Department of Social and Behavioral Sciences, Institute for Health and Aging, University of California, San Francisco, San Francisco, CA 94143
| | - P. Wesley Schultz
- Department of Psychology, California State University, San Marcos, CA 92096
| | - Anna Woodcock
- Department of Psychology, California State University, San Marcos, CA 92096
| | - Paul R. Hernandez
- Department of Teaching, Learning, & Culture, Texas A&M University, College Station, TX 77840
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O'Donnell AJ, Sánchez B, Grant KE. Latinx adolescents' trust in adults: A precursor to psychological well-being via mentoring relational quality and self-esteem. J Community Psychol 2022; 50:1681-1699. [PMID: 34797918 DOI: 10.1002/jcop.22748] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Revised: 10/26/2021] [Accepted: 10/28/2021] [Indexed: 06/13/2023]
Abstract
This study aimed to test a longitudinal model of trust in adults and psychological well-being among Latinx adolescents, a population that has received little attention in the trust literature. The participants were urban, low-income Latinx (N = 294) students at two urban, Midwestern high schools who indicated they had at least one natural mentor in 9th grade. Participants completed surveys at two-time points, in 9th and 10th grade, and responded to measures of their feelings toward adults, quality of their natural mentoring relationships, self-esteem, intrinsic academic motivation, and coping self-efficacy. More trust in adults was indirectly, but not directly, associated with higher coping self-efficacy via higher mentoring relational quality and self-esteem. Positive expectations of adults may open Latinx youth to closeness in natural mentoring relationships and positive self-perceptions, which may, in turn, bolster coping ability.
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Affiliation(s)
| | - Bernadette Sánchez
- Department of Educational Psychology, College of Education, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Kathryn E Grant
- Department of Psychology, DePaul University, Chicago, Illinois, USA
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Abstract
Mentor training on cultural humility is an area of needed support in formal youth mentoring relationships. This pilot study used an experimental design to examine the role of a social justice and race equity training on volunteer mentors' cognitive and affective outcomes related to cultural humility in mentoring. The sample included 99 volunteer mentors paired with adolescent mentees in an established formal mentoring program. Mentors predominantly identified as White (89%), and the majority (72%) were paired with youth of color. Participants were randomly assigned to either the training or control condition. Findings from intention-to-treat analyses indicated that training group participants (n = 49) exhibited greater increases in self-efficacy to provide racial/ethnic support over time than participants in the control group (n = 50). As-treated analyses indicated that training attendees (n = 23) exhibited greater increases in self-efficacy to provide racial/ethnic support over time than participants who did not attend the training (n = 76). Results indicated no significant changes over time in participants' training content knowledge, awareness of racial privilege, ethnocultural empathy, or social justice interest and behavioral intentions. Analyses also indicated an attendance bias within the training condition, such that mentors who attended the training reported significantly more awareness of racial privilege, social justice interest, and social justice behavioral intentions compared to training condition mentors who were invited but did not attend the training. Implications for training volunteer mentors within formal mentoring programs are discussed.
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Affiliation(s)
- Amy J Anderson
- Division of Community Health Sciences, School of Public Health, University of Illinois at Chicago, Chicago, IL, USA
| | - Bernadette Sánchez
- Department of Educational Psychology, University of Illinois at Chicago, Chicago, IL, USA
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Harrison HF, Kinsella EA, DeLuca S, Loftus S. "We know what they're struggling with": student peer mentors' embodied perceptions of teaching in a health professional education mentorship program. Adv Health Sci Educ Theory Pract 2022; 27:63-86. [PMID: 34674088 PMCID: PMC8529573 DOI: 10.1007/s10459-021-10072-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 09/11/2021] [Indexed: 06/13/2023]
Abstract
This paper reports on a study of student peer mentorship in the context of nursing education in a higher education program in Canada. The study used an embodied hermeneutic phenomenological methodology to investigate student peer mentors' perceptions of teaching during peer mentorship. The data were collected over one calendar year (2019) and involved analysis of 10 participants' interview data and their 'body maps,' produced in response to guided questions. Through the data analysis a core theme of 'commitment to mentee growth' was identified, along with seven interrelated themes: sharing responsibility for learning, moderating stress, mediating power relations, navigating unknown processes, valuing creative approaches, offering generous acceptance, and facilitating confidence. Student peer mentorship has the potential to contribute to health professions education in a number of unique ways including through embodied attunement, trusting intersubjective relations, and dialogic education. This study is innovative in its purposeful design and aim to investigate both cognitive and embodied perceptions of student peer mentors. The findings point to the promise of student peer mentorship for advancing health sciences education. Implications for peer mentorship program development in health professions education are discussed.
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Affiliation(s)
- Helen F. Harrison
- Faculty of Health Sciences, Health Professional Education Field, Health and Rehabilitation Sciences Graduate Program, Western University, Elborn College, 1201 Western Rd, London, ON N6G 1H1 Canada
- School of Nursing, Fanshawe College, 1001 Fanshawe College Blvd, London, ON N5Y 5R6 Canada
| | - Elizabeth Anne Kinsella
- Faculty of Health Sciences, Health Professional Education Field, Health and Rehabilitation Sciences Graduate Program, Western University, Elborn College, 1201 Western Rd, London, ON N6G 1H1 Canada
- Institute of Health Sciences Education, Faculty of Health Sciences Education, McGill University, 1110 Pine Avenue West, Montreal, QC H3A 1A3 Canada
- School of Physical & Occupational Therapy, Faculty of Health Sciences Education, McGill University, 1110 Pine Avenue West, Montreal, QC H3A 1A3 Canada
| | - Sandra DeLuca
- School of Nursing, Fanshawe College, 1001 Fanshawe College Blvd, London, ON N5Y 5R6 Canada
- Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, ON N6A 5C1 Canada
- Arthur Labatt Family School of Nursing, Graduate Studies, Faculties of Health Sciences & Education, Western University, London, ON Canada
| | - Stephen Loftus
- Foundational Medical Studies, Oakland University William Beaumont School of Medicine, 410 O’Dowd Hall, 586 Pioneer Drive, Rochester, MI 48309-4401 USA
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Liang J, Kempenaar A, Sequeira N, Becker L. Development of a Formalized, Multifaceted Mentorship Program in Physical Medicine and Rehabilitation Residency Education. Am J Phys Med Rehabil 2022; 101:e22-e24. [PMID: 34446646 DOI: 10.1097/phm.0000000000001868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT Mentorship in medicine has long been a vital component to the training, development, and career advancement of physicians. Although optimal strategies for facilitating mentorship relationships are unknown, it is recognized that establishing a formalized mentorship program within residency training may augment mentor-mentee pairing, improve overall trainee experience, and enhance resident perception of strong mentoring relationships. A formalized mentorship program was successfully developed in a Canadian physical medicine and rehabilitation residency program, including innovations such as near-peer self-matching, a needs assessment survey, a speed dating event, formation of "link groups," and "fireside chats" with faculty members. This approach may serve as a guide for other medical education and residency programs seeking to implement a similar concept.
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Affiliation(s)
- Jason Liang
- From the Division of Physical Medicine and Rehabilitation, Department of Medicine, University of Toronto, Toronto, Ontario, Canada (JL, AK, NS, LB); and Toronto Rehabilitation Institute, University Health Network, Toronto, Ontario, Canada (LB)
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Moghe S, Baumgart K, Shaffer JJ, Carlson KA. Female mentors positively contribute to undergraduate STEM research experiences. PLoS One 2021; 16:e0260646. [PMID: 34855824 PMCID: PMC8638905 DOI: 10.1371/journal.pone.0260646] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 11/14/2021] [Indexed: 11/18/2022] Open
Abstract
The positive influence of undergraduate research and mentoring on student success in STEM fields has been well-established. However, the role that the gender of a research mentor may play in the undergraduate research experience warrants further investigation. This is an especially critical issue to address, since the lack of female role models in STEM fields is acknowledged as an impediment to the success and progress of women pursuing STEM-careers. To evaluate how the gender of undergraduate research mentors influences the research experience of students, we collected and analyzed surveys from undergraduates and alumni who had completed undergraduate research at the University of Nebraska at Kearney. We found that even though students did not select mentors based on gender, there were differences in how students perceived their mentors, depending on the gender of their mentors. Interestingly, students with female mentors were more likely than students with male mentors to report that their research experience had prepared them for a career in science. Further, our gender-pairing analyses revealed that students who expressed that the gender of their mentor had contributed to their relationship with their mentor were more likely to have a female mentor. Our data indicate that female mentors favorably influence the undergraduate research experience of both male and female students. Finally, our study reinforces the conclusions of previous studies demonstrating that undergraduate research and mentoring are beneficial for students. Overall, our findings support that, for students to fully benefit from their undergraduate research experience, undergraduate research opportunities for students should include an equitable representation of female mentors.
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Affiliation(s)
- Saili Moghe
- Department of Biology, University of Nebraska at Kearney, Kearney, Nebraska, United States of America
- * E-mail:
| | - Katelyn Baumgart
- Department of Biology, University of Nebraska at Kearney, Kearney, Nebraska, United States of America
| | - Julie J. Shaffer
- Department of Biology, University of Nebraska at Kearney, Kearney, Nebraska, United States of America
| | - Kimberly A. Carlson
- Department of Biology, University of Nebraska at Kearney, Kearney, Nebraska, United States of America
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Jacobson D. Medical School Inaugural Class Faces Additional Challenges Due to COVID-19 Distancing Restrictions. Acad Med 2021; 96:e23. [PMID: 33769336 PMCID: PMC8378421 DOI: 10.1097/acm.0000000000004080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- David Jacobson
- First-year medical student, inaugural class, University of Houston College of Medicine, Houston, Texas;
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Naji L, Kay J, Johansson I, Rodrigues M, Hu ZJ, Akula KK, Thabane L, Ioannidis JPA. Pearls on science, collaboration, and mentorship in health research: A masterclass conversation with Dr. John Ioannidis. J Clin Epidemiol 2021; 139:235-239. [PMID: 34400256 DOI: 10.1016/j.jclinepi.2021.08.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Revised: 07/08/2021] [Accepted: 08/10/2021] [Indexed: 11/19/2022]
Abstract
Effective collaboration and mentorship are essential to success in a career of health research. We summarize our conversation with Dr. John Ioannidis, professor at Stanford University, author of the most accessed manuscript in the history of the Public Library of Science, and one of the most cited scientists in history. Dr. Ioannidis was invited for a question and answer session as part of a graduate-level course on biostatistical collaboration hosted at McMaster University in December 2020. This text provides insight into the experiences and pearls he shared, that we hope will inspire and guide other researchers early or junior in their careers. He emphasized the importance of passion, enthusiasm and a sincere pursuit for high quality research as being the cornerstones to success and continued productivity in this field.
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Affiliation(s)
- Leen Naji
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada; Department of Family Medicine, McMaster University, Hamilton, ON, Canada
| | - Jeffrey Kay
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada; Department of Orthopedic Surgery, McMaster University, Hamilton, ON, Canada
| | - Isabelle Johansson
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada; Population Health Research Institute, McMaster University, Hamilton, ON, Canada
| | - Myanca Rodrigues
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
| | - Zheng Jing Hu
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
| | - Kishore K Akula
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada
| | - Lehana Thabane
- Department of Health Research Methods, Evidence and Impact, McMaster University, Hamilton, ON, Canada; Biostatistics Unit, Research Institute at St. Joseph's Healthcare, Hamilton, Ontario, Canada.
| | - John P A Ioannidis
- Department of Medicine, Stanford University, Stanford, CA; Department of Epidemiology and Population Health, Stanford University, Stanford, CA
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Abstract
The effect on students from the COVID-19 pandemic, violence related to racism, and loss of customary school routines may cause loss of both school connection and a sense of belonging. School nurses can positively influence student belonging and school connection as they encounter students throughout in-person school and virtual school environments. School nurses build connections with students whom they know and outreach to students whom they identify as vulnerable in the areas of belonging and school connectedness. With a mind-set of the Framework for 21st Century School Nursing Practice and in collaboration with a school team implementing a multitiered system of support, school nurses intentionally outreach and cultural sensitivity to grow positive school climate that benefits students.
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Gettel CJ, Venkatesh AK. Career Development Considerations for Academic Physician Mentees and Mentors in the Time of COVID-19: Jump in or Just Dip a Toe? Acad Med 2021; 96:974-978. [PMID: 33769338 PMCID: PMC8243790 DOI: 10.1097/acm.0000000000004076] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic has disrupted medical research, pushing mentors and mentees to decide if COVID-19 research would be germane to the early career investigator's developing research portfolio. With COVID-19 halting hundreds of federal trials involving non-COVID-19 research, mentors and mentees must also consider the broader moral calling of contributing to COVID-19 research. At the time of writing, the National Institutes of Health had responded to the pandemic with significant funding for COVID-19 research. However, because this pandemic is a new phenomenon, few mentors have expertise in the disease and relevant established resources. As a result, many mentors are unable to provide insight on COVID-19 research to early career investigators considering a pivot toward research related to this disease. The authors suggest 4 ways for mentees and mentors to respond to the changes the pandemic has brought to research funding and opportunities: (1) include COVID-19 research in existing portfolios to diversify intellectual opportunities and reduce funding risks; (2) negotiate the mentor-mentee relationship and roles and expectations early in project discussions-considering, as relevant, the disproportionate burden of home responsibilities often borne by early career faculty members who are women and/or from a minority group; (3) address any mentor limitations in content expertise; and (4) if the decision is to pivot to COVID-19 research, select projects with implications generalizable beyond this pandemic to other infectious outbreaks or to the redesign of health care delivery. Mentors and mentees must weigh the relevance of COVID-19 research projects to the postpandemic world and the amount of available funding against the developing interests of early career investigators. Academic medical centers nationwide must enable seasoned and early career researchers to contribute meaningfully to COVID-19 and non-COVID-19 research.
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Affiliation(s)
- Cameron J Gettel
- C.J. Gettel is a postdoctoral fellow, National Clinician Scholars Program, and instructor, Department of Emergency Medicine, Yale School of Medicine, New Haven, Connecticut; ORCID: http://orcid.org/0000-0002-6249-1023
| | - Arjun K Venkatesh
- A.K. Venkatesh is associate professor, Department of Emergency Medicine, and scientist, Center for Outcomes Research and Evaluation, Yale School of Medicine, New Haven, Connecticut
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Abstract
Practices to increase diversity in nursing have had little effect at the executive leadership level. Lack of diversity in leadership threatens efforts to improve patient care and reduce disparities. This article advocates for formal mentorship as an evidence-based pathway to expand diversity in nurse executive leadership.
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Affiliation(s)
- Trarina Jerome Harris
- Author Affiliation: Clinical Services Manager, Neurological Institute, Children's Hospital Los Angeles (CHLA), Los Angeles, California
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VetGDP 2: building new vet confidence. Vet Rec 2021; 188:338-40. [PMID: 33960493 DOI: 10.1002/vetr.475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
In this article, the second in our series from the RCVS, Linda Prescott-Clements explains how the Veterinary Graduate Development Programme (VetGDP) will offer new vets the support of VetGDP advisers. Also, on page 340, established new graduate mentor Charlotte Moody gives her perspective on the importance of the adviser's role.
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Jaqua EE, Nguyen V, Park S, Hanna M. Coping With Impostor Syndrome. Fam Pract Manag 2021; 28:40. [PMID: 33973753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
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Raj M, Platt JE, Anthony DL, Fitzgerald JT, Lee SYD. Exploring How Personal, Social, and Institutional Characteristics Contribute to Geriatric Medicine Subspecialty Decisions: A Qualitative Study of Trainees' Perceptions. Acad Med 2021; 96:425-432. [PMID: 33031118 DOI: 10.1097/acm.0000000000003784] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE To explore internal medicine residents' and geriatrics fellows' perceptions of how personal, social, and institutional characteristics contribute to their professional identity and subspecialty decisions related to geriatric medicine. METHOD The authors conducted 23 in-depth, semistructured interviews with internal medicine residents, with and without an interest in geriatrics, and geriatrics fellows across 3 academic medical centers in the United States from October 2018 through June 2019. They then used a qualitative narrative approach to analyze the interview data. RESULTS Trainees related personal experiences, such as exposure to physicians and experiences with grandparents, to their interest in medicine. Trainees with an interest in geriatrics at 2 institutions did not feel supported, or understood, by peers and mentors in their respective institutions but maintained their interest in the field. The following variations between institutions that are supportive and those that are not were noted: the number of geriatricians, the proximity of the institution to geriatrics clinics, and the ways in which institutional leaders portrayed the prestige of geriatric medicine. Institutional characteristics influenced trainees' understanding of what it meant to be a doctor, what meaning they garnered from work as a physician, and their comfort with different types of complexity, such as those presented when providing care to older adults. CONCLUSIONS Institutional characteristics may be particularly important in shaping trainee interest in geriatric medicine. Institutions should encourage leadership training and opportunities for geriatricians so they can serve as role models and as hands-on mentors for trainees beginning in medical school. Increasing the number of geriatricians requires institutions to increase the value they place on geriatrics to generate a positive interest in this field among trainees. Institutions facilitating formation of professional identity and sense of purpose in work may consider engaging geriatricians in leadership and mentoring roles as well as curriculum development.
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Affiliation(s)
- Minakshi Raj
- M. Raj is assistant professor, Department of Kinesiology and Community Health, University of Illinois at Urbana Champaign, Champaign, Illinois; ORCID: http://orcid.org/0000-0002-1457-7850
| | - Jodyn E Platt
- J.E. Platt is assistant professor, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan
| | - Denise L Anthony
- D.L. Anthony is professor, Department of Health Management and Policy, University of Michigan School of Public Health, Ann Arbor, Michigan
| | - James T Fitzgerald
- J.T. Fitzgerald is professor, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan
| | - Shoou-Yih Daniel Lee
- S.-Y.D. Lee is professor, Department of Health Administration, Virginia Commonwealth University, Richmond, Virginia
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Varpio L. Reflections on the loss of mentors. Adv Health Sci Educ Theory Pract 2021; 26:329-333. [PMID: 31768785 DOI: 10.1007/s10459-019-09943-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Accepted: 11/05/2019] [Indexed: 06/10/2023]
Abstract
There is a special category of mentor: the person who supports you as much as they support your career. They offer a unique relationship that is rich and powerful. Researchers have tried to better understand this relationship and the other varieties of mentoring relationships. But there is a significant gap in that research: we don't talk about the experience of the sudden loss of a mentor. Sometimes mentoring relationships end-especially if the mentoring was in support of specific goals, learning objectives, or when the relationship simply no longer fits the needs of the mentor or the mentee. But sometimes disease, tragic accidents, or other powers beyond our control intervene; suddenly, relationships with important mentors are simply gone. How do we navigate these losses? In this piece, I reflect on the most powerful mentorship relationships, on the loss thereof, and on the challenges of mourning lost mentors. It celebrates mentors who invest in others, who put we ahead of me. This elegy is for Dr. Joanna Bates and Dr. Meridith Marks-two women who embodied the highest qualities of mentorship.
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Affiliation(s)
- Lara Varpio
- Department of Medicine, Graduate Programs in Health Professions Education, Uniformed Services University of the Health Sciences, 4301 Jones Bridge Road, Bldg 53 Suite123, Bethesda, MD, 20814, USA.
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Riggs B. Training matters! Narrative from a Black scientist. Mol Biol Cell 2021; 32:223-225. [PMID: 33507107 PMCID: PMC8098826 DOI: 10.1091/mbc.e20-07-0443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 11/09/2020] [Accepted: 12/03/2020] [Indexed: 11/11/2022] Open
Abstract
As STEM (Science, Technology, Engineering, and Math) professionals, we are tasked with increasing our understanding of the universe and generating discoveries that advance our society. An essential aspect is the training of the next generation of scientists, including concerted efforts to increase diversity within the scientific field. Despite these efforts, there remains disproportional underrepresentation of Black scientists in STEM. Further, efforts to recruit and hire Black faculty and researchers have been largely unsuccessful, in part due to a lack of minority candidates. Several factors contribute to this including access to opportunities, negative training experiences, lack of effective mentoring, and other more lucrative career options. This is a narrative of a Black male scientist to illustrate some of the issues in retaining Black students in STEM and to highlight the impact of toxic training environments that exists at many institutions. To increase Black participation in STEM careers, we must first acknowledge, then address, the problems that exist within our STEM training environments in hopes to inspire and retain Black students at every level of training.
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Affiliation(s)
- Blake Riggs
- Biology Department, San Francisco State University, San Francisco, CA 94132
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47
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Ferguson LJ, Girolami T, Thorstad R, Rodgers CD, Humbert ML. "That's What the Program Is All about… Building Relationships": Exploring Experiences in an Urban Offering of the Indigenous Youth Mentorship Program in Canada. Int J Environ Res Public Health 2021; 18:ijerph18020733. [PMID: 33467020 PMCID: PMC7830795 DOI: 10.3390/ijerph18020733] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 01/11/2021] [Accepted: 01/13/2021] [Indexed: 11/16/2022]
Abstract
Peer mentorship is an effective approach for delivering health promotion programs that may be particularly useful among underrepresented populations. Advancing the peer-led approach, the Indigenous Youth Mentorship Program (IYMP) is a communal-led program rooted in Indigenous values aimed at the promotion of healthy lifestyles in children and youth. The program includes layers of multi-age mentoring (i.e., elementary students, high school student mentors, and young adult health leaders [YAHLs]) and incorporates three core components: physical activity, healthy eating, and cultural teachings. The purpose of this study was to qualitatively explore elementary student, mentor, and YAHL experiences in an urban IYMP offering. Eleven sharing circles were conducted; six with elementary students (n = 23; grade 4 and 5 students), two with mentors (n = 3; students enrolled in a grade 10 wellness girls class), and three with YAHLs (n = 6; undergraduate university students). Focus groups were also held with respective school teachers and principals. An inductive content analysis generated three themes that represent the perceived impacts of this urban IYMP offering: (1) Fostering Wellness, (2) Strengthening Meaningful Connections, and (3) Exploring Leadership. Findings are positioned within a communal mentorship framework that is circular and multi-directional. By bringing together Indigenous and non-Indigenous peoples, this program offering supports Indigenous cultural relevance in an urban-based wellness program.
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Affiliation(s)
- Leah J. Ferguson
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (R.T.); (M.L.H.)
- Correspondence:
| | | | - Reed Thorstad
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (R.T.); (M.L.H.)
| | - Carol D. Rodgers
- Faculty of Health Sciences, Ontario Tech University, Oshawa, ON L1G 0C5, Canada;
| | - M. Louise Humbert
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 5B2, Canada; (R.T.); (M.L.H.)
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Affiliation(s)
- Abimbola O Faloye
- Assistant professor, Department of Anesthesiology, Emory University School of Medicine, Atlanta, Georgia;
| | - Allison J Bechtel
- Assistant professor, Department of Anesthesiology, Emory University School of Medicine, Atlanta, Georgia;
| | - Emily Methangkool
- Assistant professor, Department of Anesthesiology, Emory University School of Medicine, Atlanta, Georgia;
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Ng CWQ, Syn NL, Hussein RBM, Ng M, Kow AWC. Factors Attracting or Deterring Female Medical Students in Asia From Pursuing a Surgical Career, and the Impact of Surgical Clerkship, Mentorship, and Role Models: A Multicultural Asian Perspective From a National Prospective Cohort Study. J Surg Res 2020; 260:200-209. [PMID: 33360303 DOI: 10.1016/j.jss.2020.11.053] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 10/08/2020] [Accepted: 11/06/2020] [Indexed: 11/18/2022]
Abstract
BACKGROUND Female surgeons are highly underrepresented in Asian countries, where prescriptive gender norms are widespread and more deeply embedded in societies. MATERIALS AND METHODS A nationwide structured questionnaire was completed by 1741 Singaporean third- and fifth-year medical students after the completion of an 8-week general surgery rotation, during 2015-2017. Results were analyzed using mixed-effects hierarchical models which took into account clustering of survey responses under the teaching hospitals which students were posted to and medical students' year of study. RESULTS Female medical students had a poorer perception of general surgery than male students (3.22 ± 0.91 versus 3.41 ± 0.89; P < 0.0001) before the clerkship. However, the clerkship improved female students' opinion to a greater extent than male students (+0.84 ± 1.06 versus +0.59 ± 1.03; P < 0.0001), resulting in female and male students having comparable attitudes toward surgery after the clerkship (4.06 ± 0.79 versus 4.00 ± 0.87; P = 0.2435). A total of 40.4% of female students responded that they were inspired to pursue a surgical career after the clerkship, and we identified 13 pedagogical traits of faculty and resident mentors which were associated with female students' career aspirations. Female students were more likely to consider intellectual challenges arising from cases (ratio: 1.045 [95% confidence interval 1.004-1.088, P = 0.0292]) and the presence of role models (ratio: 1.068 [95% confidence interval: 1.020-1.118, P = 0.0048]) as "pull" factors compared with their male contemporaries, but were deterred from a surgical career to a greater extent by eight "push" factors. CONCLUSIONS A surgical clerkship itself could be regarded as an effective intervention for improving female medical students' enthusiasm for surgery, which may help to address the "pipeline problem" of few female students applying for surgical training after medical school. A greater emphasis on "pull factors" and pedagogical qualities of mentors could be used to improve the clerkship experience, to attract more female students to surgery.
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Affiliation(s)
- Celene Wei Qi Ng
- Department of Surgery, University Surgical Cluster, National University Hospital, Singapore; Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Nicholas L Syn
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | | | - Maggie Ng
- Department of Surgery, University Surgical Cluster, National University Hospital, Singapore
| | - Alfred Wei Chieh Kow
- Department of Surgery, University Surgical Cluster, National University Hospital, Singapore; Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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50
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Dahn HM, Best L, Bowes D. Attitudes Towards Research During Residency Training: a Survey of Canadian Radiation Oncology Residents and Program Directors. J Cancer Educ 2020; 35:1111-1118. [PMID: 31240616 DOI: 10.1007/s13187-019-01565-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Radiation oncologists require clinical appraisal and research methodology skills, yet it is unclear how to develop these competencies during residency. We sought to attain a deeper understanding of the barriers that limit, as well as the factors that promote, engaging in research/scholarly activity during radiation oncology residency training in Canada. Following ethics approval, online surveys were circulated to all Canadian Radiation Oncology program directors and residents. Unidentifiable demographics, prior research experience, and descriptions of current research environment and barriers to engaging in research and scholarly activities were collected. Thirty-three percent (35/105) of residents and 71% (10/14) of program directors responded. Ninety-seven percent of residents, and 90% of program directors, agreed or strongly agreed that research/scholarly activity was an important part of residency training. While 66% of residents felt that there was a lack of protected time for research/scholarly activity, only 20% of program directors agreed this was a barrier (p = 0.011). While 94% of residents thought mentorship was important to completing high-quality research/scholarly activity, only 48% of respondents had a mentor. The highest barriers to completing research/scholarly activity projects were lack of protected time (for both residents and faculty), high resident clinical workload, and lack of experience in research skills. Canadian Radiation Oncology residents expressed strong enthusiasm to participate in research/scholarly activity, yet lack of protected time and competing demands were identified as major barriers. We suggest programs offer more protected time for research/scholarly activity, provide optional research methodology training, and support meaningful mentorship relationships.
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Affiliation(s)
- Hannah M Dahn
- Department of Radiation Oncology, Dalhousie University, Rm 2200, Main Floor, NSCC, 5820 University Avenue, Halifax, B3H 1V7, Canada.
| | - Lara Best
- Department of Radiation Oncology, Dalhousie University, Rm 2200, Main Floor, NSCC, 5820 University Avenue, Halifax, B3H 1V7, Canada
| | - David Bowes
- Department of Radiation Oncology, Dalhousie University, Rm 2200, Main Floor, NSCC, 5820 University Avenue, Halifax, B3H 1V7, Canada
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