Journal articles on the topic 'Mentor Support'
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Chambers, Anthony, Debra Smith, and Lisa Billingham. "Implementing a mentor support system for general practice nurse mentors." Primary Health Care 27, no. 2 (February 27, 2017): 21–25. http://dx.doi.org/10.7748/phc.2017.e1216.
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Holt, Laura J., and James E. Fifer. "Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention." Journal of College Student Retention: Research, Theory & Practice 20, no. 1 (May 22, 2016): 67–91. http://dx.doi.org/10.1177/1521025116650685.
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Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.
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Fritsch, Helmut, and Gerhard Strohlein. "Mentor support and academic achievement." Open Learning: The Journal of Open, Distance and e-Learning 3, no. 2 (June 1988): 27–32. http://dx.doi.org/10.1080/0268051880030206.
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Pietroń-Pyszczek, Agata, and Magdalena Borowska. "Generation Z Need for Mentor Support." Zarządzanie Zasobami Ludzkimi 149, no. 6 (December 31, 2022): 44–59. http://dx.doi.org/10.5604/01.3001.0016.2045.
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The article strives to determine whether Generation Z representatives exhibit a need for mentoring support. The theoretical part of the article discusses the benefits of mentoring as well as the characteristics of Generation Z. Based on an analysis of the literature on the subject, it was found that certain characteristics of this generation (including expectations of career, work content, working conditions, and gratification) indicate that its representatives could be interested in the support of a mentor. The empirical part presents the results of a survey conducted in 2019 among 345 people born between 1993 and 1998. These results were analyzed taking into account the sex of the respondents. The survey questionnaire defined a mentor as a senior and more experienced employee who, in a process of intensive interpersonal exchange, provides the mentee with support, direction, and feedback on professional and personal development plans. The conclusions of the study address two main research questions: 1) Do the representatives of Generation Z believe that pursuing their careers requires the support of a mentor? 2) Do they know who can help them achieve their career vision?
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Roegman, Rachel, Emilie Mitescu Reagan, A. Lin Goodwin, and Julia Yu. "Support and assist: approaches to mentoring in a yearlong teacher residency." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 37–53. http://dx.doi.org/10.1108/ijmce-09-2015-0026.
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Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.
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Deane, Kelsey L., Ashley A. Boat, Shelley A. Haddock, Kimberly L. Henry, Toni S. Zimmerman, and Lindsey M. Weiler. "The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth." Journal of Youth and Adolescence 51, no. 4 (February 22, 2022): 805–19. http://dx.doi.org/10.1007/s10964-022-01584-7.
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AbstractYouth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; $${\bar{x}}$$ x ¯ age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; $${\bar{x}}$$ x ¯ age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.
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Weiler, Lindsey M., Ashley A. Chesmore, Julia Pryce, Shelley A. Haddock, and Tara Rhodes. "Mentor Response to Youth Academic Support–Seeking Behavior." Youth & Society 51, no. 4 (March 26, 2017): 548–69. http://dx.doi.org/10.1177/0044118x17697235.
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Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor’s emphasis on academics is consistent with youth’s academic support–seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth ( N = 204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, overfocused mentors, and underfocused mentors. In general, youth with attuned mentors reported better postintervention scores as compared with youth with misattuned (i.e., overfocused or underfocused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.
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Conway, Colleen, and Al Holcomb. "Perceptions of Experienced Music Teachers Regarding Their Work as Music Mentors." Journal of Research in Music Education 56, no. 1 (April 2008): 55–67. http://dx.doi.org/10.1177/0022429408323073.
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The purpose of this study was to examine the perceptions of experienced music teachers regarding their preparation for and experience of mentoring in a 2-year mentor project focusing on the support of teachers in Title I schools in Orlando, Florida. Data included the following: initial expectations of mentoring from Year 1 (note cards), biggest challenges from Year 2 (note cards), mentor development session interactions from Years 1 and 2, interviews with mentors at the end of the study period, and research logs from the two researchers. Findings suggest that mentors need mentors; time management is a challenge for mentors; communication with the mentee is a challenge; observations of the mentees are necessary but difficult; technology can be a positive resource for mentor and mentee interaction; and mentors struggle to keep mentee interactions in the realm of support and not evaluation.
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Gail Lunsford, Laura. "Mentors, tormentors, and no mentors: mentoring scientists." International Journal of Mentoring and Coaching in Education 3, no. 1 (February 25, 2014): 4–17. http://dx.doi.org/10.1108/ijmce-02-2013-0007.
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Purpose – A psychosocial, developmental perspective was used to examine the mentoring experiences of scientists. Little is known about the timing of when mentors first appear, the quality of these relationships, the specific mentoring support behaviors, or how scientists typically learn to mentor. The paper aims to discuss the above issues. Design/methodology/approach – The author conducted 23, semi-structured interviews with Australian scientists. Questions focussed on mentor-like support scientists received and provided. Interviews were analyzed and themes were coded using Dedoose software. Findings – Scientists who had mentors as undergraduates were more likely to report long-lasting relationships with their mentors and more positive interactions with their protégés. Scientists reported the following career mentoring behaviors: modeling how to do science, sponsorship, collaboration, and practical supervision. Important psychosocial mentoring behaviors were being approachable, building confidence and providing encouragement. Almost half of the scientists never had a mentor. Most (n=14) scientists learned to mentor by emulating their mentors. Findings highlight the prevalence of dysfunctional behaviors, even in supportive relationships. Practical implications – The findings suggest that graduate program managers might consider investing resources to improve mentoring experiences of doctoral students as this is a critical period for their professional development. Further, activities involving collaboration deserve emphasis in mentoring relationships. Originality/value – The study identified a “window” when mentoring support is important for scientists; highlighted specific behaviors that support career development in science; and clarified how some scientists learn to mentor others. Results add to the literature on dysfunctional mentoring relationships.
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Holik, Ildikó, and István Dániel Sanda. "Character Strengths and Virtues of Mentor Teachers." International Journal of Engineering Pedagogy (iJEP) 10, no. 5 (October 15, 2020): 7. http://dx.doi.org/10.3991/ijep.v10i5.13709.
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Trainee and beginner teachers are introduced to the internal world of the school by mentor teachers, who also support their young colleagues during their process of socialisation as teachers. Mentor teachers provide beginners with advice and suggestions as well as professional and personal support and models. Mentors are faced with a variety of expectations. In our study, we used the Values-In-Action (VIA) questionnaire to find out what strengths and virtues mentor teachers have. It is important to make mentors aware of their own strengths for several reasons. If they can apply these in their teaching work, it can become a calling and they can be fulfilled by it as well as be protected against burnout.
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DRUZHININA, Anastasia Aleksandrovna. "MENTORING TECHNOLOGY IN SOCIAL SPHERE SPECIALISTS’ TRAINING." Tambov University Review. Series: Humanities, no. 174 (2018): 15–21. http://dx.doi.org/10.20310/1810-0201-2018-23-174-15-21.
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We consider the mentoring technology, basic models of mentoring and mentor’s roles. The relevance of implementing this technology into social sphere specialists’ training is substantiated. We present the project “Mentoring for Students, Future Bachelors of Social Work”, which is aimed to develop professional competencies of students on training direction 39.03.02 Social Work, we also suggest this project to realization. During realization of the project students will get the support of a senior student, an alumnus, a lecturer, a head of social organization. The main goal of the project is to provide individual support for the professional development of stu-dents in the field of Social Work with the resources of mentoring. The main activities of the pro-ject (meeting with mentors (head-mentor, senior student – mentor, graduate-mentor), entrance survey (with mentors and mentees (protege)), information conversations with the mentor-head of the social organization of the Tambov Region (supervisor-mentor), training from a senior course student-mentor (winner of the contest “Active generation”) and graduate (winner of the competition of research), business game “Activities of Social Sphere Specialist” (graduates-mentors), participation in the Olympics, conference on the results of participation in the project, protection of joint with mentors of social projects, publication of recommendations). The models of mentoring, which can be used in the implementation of the project: the model “buddying”, mentoring on the principle of “equal – equal”, shadowing, mentor-navigator. The benefits received by both the mentee and the mentor are summarized. We present the results of a survey conducted with students of the direction 39.03.02 Social Work aimed at determining the relationship to the technology of mentoring.
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Keller, Thomas E., Alison L. Drew, Hyuny Clark-Shim, Renée Spencer, and Carla Herrera. "It’s About Time: Staff Support Contacts and Mentor Volunteer Experiences." Journal of Youth Development 15, no. 4 (July 15, 2020): 145–61. http://dx.doi.org/10.5195/jyd.2020.879.
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Formal youth mentoring programs typically rely on volunteers to serve as mentors to young people, with training and guidance from agency staff. A fundamental program practice is to provide ongoing support and supervision to volunteer mentors by engaging in regular contact to monitor the progress of the mentoring relationship and offer guidance and encouragement. Using data from mentors (n = 504) in multiple mentoring programs (n = 55), the current study investigated how the amount of time devoted to these match support contacts was associated with mentor perceptions regarding the nature of their volunteer experience, specifically: the quality of supervision received, the mentoring agency’s organizational culture with respect to engaging volunteers, and satisfaction with their volunteer service experience. Mentors who had no staff support contacts gave the lowest ratings for quality of supervision, organizational culture, and service experience. Further, mentors who typically had the shortest support contacts (1 to 5 minutes) reported lower quality supervision, organizational culture, and service experience compared to mentors with longer support contacts. In most cases, the associations between staff support contact length and mentor-reported outcomes remained significant after controlling for the helpfulness of the support contacts and the frequency of using advice suggested during the contacts. These findings provide evidence that match support contacts are an important practice for youth mentoring programs and suggest that programs should encourage staff to spend time engaging in meaningful conversations beyond quick check-ins. Future research should examine how the content of support contacts influences volunteer mentoring experiences.
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Lejonberg, Eli, Eyvind Elstad, Lise Vikan Sandvik, Trond Solhaug, and Knut-Andreas Christophersen. "Mentors of preservice teachers." International Journal of Mentoring and Coaching in Education 7, no. 3 (September 3, 2018): 261–79. http://dx.doi.org/10.1108/ijmce-12-2017-0076.
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Purpose The purpose of this paper is to discuss how different styles of mentoring in teacher education relate to mentor characteristics. Pre-service teachers often want practical advice. However, in Norway, school mentors have traditionally been encouraged to promote reflection rather than offering advice. This study seeks to explore the relationship between mentors’ support for reflection based and clear mentoring (a relatively direct approach to mentoring) and mentors’ self-efficacy and effort. Design/methodology/approach Using structural equation modelling of cross-sectional survey data (from 272 school mentors), the researchers in this study tested empirical interrelations between reflection-based mentoring, clear mentoring, mentor efficacy and effort. Clear mentoring was a reasonably consistent construct, while refection-based mentoring was a more elusive concept. Findings Effort was associated with support for reflection, while self-efficacy was moderately related to clear mentoring and reflection-based mentoring. The results illustrate that reflection-based methods are demanding for mentors. If direct approaches are more effective, additional evidence would be required to support mentor training that heavily emphasises reflection. Research limitations/implications Longitudinal and quasi-experimental studies are needed to support inferences about causality. Variable omission may have influenced the models. More research is needed to better understand the concept of reflection-based mentoring. Originality/value This paper contributes to the mentoring field by examining mentors’ preference for reflection based and clear mentoring and how such preferences are related to self-efficacy and effort. It also contributes to general and theoretical discussions about the relationships between beliefs about mentoring and mentor characteristics.
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Zainol, Jamaluddin, and Abdus Salam. "An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors." Bangladesh Journal of Medical Science 20, no. 4 (June 18, 2021): 840–47. http://dx.doi.org/10.3329/bjms.v20i4.54143.
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Introduction: Mentor-mentee program is essential for mentees’ development. The objective of this paper was to investigate mentees’ perceptions on their mentors.
Methods: A questionnairesurvey among all-50 clinical-medical students who mentored by 16 faculty members at Widad University College(WUC)Malaysia, was conducted in 2019.A standardized-questionnaire that examined the mentorship-roles, communication-frequencies, mentor-mentee-relationships and mentoring-effectiveness was used. Relationship was measured by a 4-point scale against each of satisfaction, importance, support, and impact while effectiveness was measured using 0-5 scale on 11-behavioral-skills.
Results: Response rate was 92%; only 17% mentees perceived, their mentors played all five mentorship-roles while 30% played only one role. Though 41% mentees had ≥6 communications per-semester with mentors, one year-5 mentee had no-communication at all. Over 16 mentor-mentee relationship and 55 mentoring-effectiveness scores, the mean relationship and effectiveness score was 12.03(75%) and 37.45(72%) respectively. Mentees expected more communication-sessions and their contributions to be acknowledged.
Conclusion: Mentor-mentee program at WUC revealed 75% and 72% respectively in mentormentee- relationship and mentoring-effectiveness, which is good. However, faculty needs to play more mentorship-roles and acknowledged mentees’ contributions. Addition of portfolio and reflective-writing in the curriculum will benefits in monitoring mentees’ development. Educational managers should pay attention to this and adequate training of mentors to fulfil the mentees’ needs.
Bangladesh Journal of Medical Science Vol.20(4) 2021 p.840-847
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Geesa, Rachel Louise, Kat R. McConnell, Nicholas Patrick Elam, and Ellie Clark. "Mentor support systems in a doctoral mentoring program." Studies in Graduate and Postdoctoral Education 11, no. 3 (November 19, 2020): 311–27. http://dx.doi.org/10.1108/sgpe-10-2019-0081.
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Purpose Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less. Design/methodology/approach Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting. Findings Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format. Research limitations/implications The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree. Originality/value Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.
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Weinberg, Frankie J., and Melenie J. Lankau. "Formal Mentoring Programs: A Mentor-Centric and Longitudinal Analysis." Journal of Management 37, no. 6 (January 28, 2010): 1527–57. http://dx.doi.org/10.1177/0149206309349310.
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Formal mentoring programs are becoming more popular as organizations attempt to reap the benefits that have long been associated with informal mentoring. The present study adds to the small number of mentor-centric studies and offers a unique longitudinal examination of formal mentoring programs. Findings suggest that as formal mentoring relationships develop over time, mentors begin to use their time more efficiently and the negative effects of cross-gender differences dissipate. Furthermore, whereas mentor reports of psychosocial support and role modeling appear to relate to mentor program satisfaction and protégé reports of mentor effectiveness, reports of vocational support appear to have no impact on these variables. Study limitations are discussed, and implications for future research and for practice are suggested.
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Roberts, Laura, and Susan C Ferro-Almeida. "Is Trustworthiness Important in a Doctoral Mentor? Toward a Theory of Tough Love Mentoring." International Journal of Doctoral Studies 14 (2019): 613–35. http://dx.doi.org/10.28945/4419.
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Aim/Purpose: Doctoral education faces a serious problem: many students across the country begin the degree, but never graduate. However, effective mentoring can help students attain graduation, signaling their successful transformation to scholar. We believe the power of the mentor to bring about the transformation from student to scholar has to do with the quality of the relationship between mentor and protégé. In particular, we believe this relationship is most effective if it is characterized by the mentor’s tough love. Our purpose in this study was to interview mentors who are considered effective, to learn their thoughts on the importance of trust relationships, and to learn their ways in nurturing these relationships. Background: A mentor is a senior, more experienced person who guides a junior, less experienced person (in this context, a doctoral student). The role of the mentor is to provide guidance, modeling, technical support, personal support, and psychosocial support. In this paper, we sought to put forth a theory to explain the kinds of behaviors and attitudes that would characterize an effective mentor. The theory, called tough love theory, is a merger between parenting theory and trust theory. According to tough love theory, mentors who are benevolent, competent, honest, reliable, and demanding will bring about optimal growth of students. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing seven universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This study contributes new insights to guide a doctoral mentor on ways to develop a relationship with a protégé that will provide a catalyst for growth. Findings: The findings were consistent with tough love theory. Moreover, an emergent theme of the research was the dynamic nature of the mentor–protégé relationship, whereby the dependent student transforms into an autonomous, independent scholar. Recommendations for Practitioners: We recommend that doctoral mentors become tough love mentors, i.e., mentors who are trustworthy and who possess high standards. Recommendation for Researchers: These findings have implications for the development of mentor relations theory. Specifically, we identified the following characteristics that effective mentors believed to be necessary for protégé success: trustworthiness and high standards. Impact on Society: We believe the characteristics of effective mentors may generalize to doctoral study in other disciplines, such as the sciences and the arts. We also believe the characteristics of effective mentors may generalize to other contexts, such as business. Future Research: We encourage future researchers to test the tough love mentoring theory with quantitative data.
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M. Lyons, Laci, and Pamela L. Perrewé. "Examination of the interpersonal predictors of mentoring relational quality." Career Development International 19, no. 4 (August 5, 2014): 381–403. http://dx.doi.org/10.1108/cdi-10-2013-0129.
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Purpose – A continued focus in organizational research has been on career development, and mentoring has been identified as a key determinant of career success. The purpose of this paper is to focus on the interpersonal dynamics which contribute to variations in the effectiveness of mentoring support behaviors. Specifically, the effects of mentoring relational quality (MRQ) (i.e. affective perceptions held by mentors and protégés) on mentoring behaviors (i.e. vocational and psychosocial) as well as professional identification are considered. Interpersonal skills (e.g. behavioral integrity and political skill) of mentors and protégés are examined for their impact on MRQ. Design/methodology/approach – Utilizing matched dyadic survey data from 100 mentor-protégé pairs in academe (i.e. dissertation chairs and doctoral candidates or recent doctoral alumni), partial least squares was used to test the research model. Findings – Results support MRQ as an integral component in mentoring dynamics. MRQ for mentors and protégés was significantly linked with mentor support behaviors provided and received, respectively. Mentors’ perceptions of MRQ were predicted by protégés’ behavioral integrity and mentors’ political skill. Similarly, protégés’ political skill and mentors’ behavioral integrity significantly predicted protégés’ perceptions of MRQ. Further, mentors and protégés reported higher levels of professional identification when MRQ was high. Originality/value – This study links affective and behavioral perspectives of mentoring, revealing the importance of interpersonal skill in career development. The interpersonal dynamics characteristic of mentor-protégé interactions determine the extent to which mentoring support behaviors may actually be provided by mentors and received by protégés.
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Fallatah, Hind I., Yoon Soo Park, Jamila Farsi, and Ara Tekian. "Mentoring Clinical-Year Medical Students: Factors Contributing to Effective Mentoring." Journal of Medical Education and Curricular Development 5 (January 1, 2018): 238212051875771. http://dx.doi.org/10.1177/2382120518757717.
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Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority ( P = .024) and motivation ( P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful mentoring program.
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Klaw, Elena L., and Jean E. Rhodes. "Mentor Relationships And The Career Development Of Pregnant And Parenting African-American Teenagers." Psychology of Women Quarterly 19, no. 4 (December 1995): 551–62. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00092.x.
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The influence of natural mentor relationships on the career outlook of African-American pregnant and parenting teenagers was examined. More than half of the participants nominated adults they considered to be mentors. A path model indicated that mentor support was associated with increased life optimism, beyond its indirect effects on career activities and beliefs about the opportunity structure. These findings suggest that natural mentors are an important resource in the career development of pregnant and parenting African-American adolescents.
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Lott, Briana D., Tanisha N. Dicks, Shimrit Keddem, Valerie S. Ganetsky, Judy A. Shea, and Judith A. Long. "Insights Into Veterans’ Perspectives on a Peer Support Program for Glycemic Management." Diabetes Educator 45, no. 6 (October 9, 2019): 607–15. http://dx.doi.org/10.1177/0145721719879417.
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Purpose The purpose of this study was to explore the mentor-mentee relationship in veterans with type 2 diabetes and gain insight into successful pairings. Methods Qualitative semistructured interviews were conducted as part of a peer mentoring randomized controlled trial to understand participants’ experiences, their relationship with their partner, and how the intervention affected self-care behaviors. Purposive sampling was done to ensure adequate representation of mentees who made large strides in reaching their glycemic targets, those who made marginal improvements toward their glycemic goals, and those who got worse. All interviews were audio-recorded, transcribed, and analyzed for salient themes. Results The intervention was well received, with most participants describing it as valuable. Participants perceived the intervention to have a number of benefits, including accessible support, enhanced self-confidence, increased accountability, better self-efficacy, improved glycemic management, and a fulfilled sense of altruism. Participants did encounter barriers, including logistical, interpersonal, and individual obstacles. The more successful mentees tended to be more effusive in their description of their mentors, endorsed a stronger sense of connection to their mentor, described a more structured interaction with their mentor, and tended to be more complimentary of the intervention. Conclusions Large peer support programs are appealing and well received. These programs can be optimized by selecting naturally inclined mentors, providing additional training to introduce more structure into mentorship interactions, and targeting mentees who are not struggling with overwhelming comorbidities.
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Lopez-Humphreys, Mayra, and Barbra Teater. "Transformations of the Self: Learning From the Experiences of Returned Citizens Participating in Peer Mentor Support Training." Urban Social Work 3, no. 2 (October 1, 2019): 136–55. http://dx.doi.org/10.1891/2474-8684.3.2.136.
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The integration of peer mentors with a history of incarceration is a strengths-based intervention, primarily emerging within large urban U.S. cities. The Credible Messenger Institute is an innovative training program that aims to prepare adults who were formerly incarcerated to mentor justice-involved youth. Through two focus groups, this study explored the change experiences of 11 peer mentors who participated in the 6-week training. Data analysis revealed five themes and one subtheme that identified the change outcomes and the conditions and relationships that supported internal change. Findings suggest that relationships and specific conditions were critical factors in supporting the peer mentor's identity change process. Implications and recommendations for practice and future research on peer mentor interventions with justice-involved populations are provided.
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Marsh, Josephine Peyton, and Maria Hernandez Goff. "One English Language Arts Teacher’s Journey as a Secondary Teacher-Mentor: Life in the Hyphen." Literacy Research: Theory, Method, and Practice 67, no. 1 (July 5, 2018): 244–60. http://dx.doi.org/10.1177/2381336918786894.
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This article shares the results of a case study that explored Annie’s socially situated identity as a secondary English Language Arts teacher-mentor over 5 years at an urban school. Annie’s identities as a teacher-mentor occupied the space of the hyphen—sometimes a teacher, sometimes a mentor, sometimes both. Using discourse analysis, we describe how Annie positioned herself and was positioned as a mentor and a teacher. We explore Annie’s transformations informed by figured worlds associated with the Discourses of Mentor and Teacher at College Prep. Annie’s teacher-mentor identity shifted, evolved, and overlapped in this space as she interacted at College Prep and was influenced by institutional and societal Discourses, including students’ home Discourses. The study points to the need for more and perhaps different kinds of support for mentor-teacher/teacher-mentors who work in urban school environments to prepare them to negotiate potential conflicts in their identities.
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Gillett-Swan, Jenna, and Deanna Grant-Smith. "Addressing mentor wellbeing in practicum placement mentoring relationships in initial teacher education." International Journal of Mentoring and Coaching in Education 9, no. 4 (July 30, 2020): 393–409. http://dx.doi.org/10.1108/ijmce-02-2020-0007.
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PurposeUniversity-affiliated mentors serve as liaisons between schools and pre-service teachers during practicum placements, offering academic, administrative and relational support. In the context of academic workload intensification, increasing student numbers and the need to respond to issues as they occur in time-pressured environments, the wellbeing of mentors can become compromised. Mentor wellbeing is explored, highlighting corollary impacts of threats to pre-service teacher wellbeing on those who support them.Design/methodology/approachA descriptive single case-study explored mentor lived experiences of wellbeing during the pre-service teacher practicum placement and mentoring process. Semi-structured interviews were conducted with mentors supervising pre-service teacher professional experience placements. Adopting a shadowed data approach, mentors shared their own experiences and reflected on the experiences of others. Data was analysed using thematic content analysis.FindingsMentor and pre-service teacher wellbeing experiences exhibited similar wellbeing indicators, including personal and professional stress, workload strains and ethical dilemmas. Many mentors felt invisible in terms of supports for their own self-care as the focus was on meeting practicum stakeholder and student support needs rather than their own wellbeing.Originality/valueChanges to professional experience practices must consider potential impacts on pre-service teachers, in-school supervisors and the university-affiliated mentors as the wellbeing of each is potentially impacted the wellbeing of others in this professional experience triad. Increasing emphasis on work-integrated learning experiences across multiple disciplines invites future comparison and contrast of wellbeing experiences.
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Daly, Caroline, and Emmajane Milton. "External mentoring for new teachers: mentor learning for a change agenda." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 178–95. http://dx.doi.org/10.1108/ijmce-03-2017-0021.
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Purpose The purpose of this paper is to report on a qualitative study of the learning and development of 70 external mentors during the first year of their deployment to support early career teachers’ professional learning as part of a national initiative aimed at school improvement in Wales. Design/methodology/approach The study adopted a narrative methodology that elicited accounts of external mentors’ learning experiences that were captured as textual data and analysed using an inductive approach to identify: first, the manifest themes that appeared at declarative level, and second, the latent (sub-textual) themes of external mentor learning and development. Findings Four key themes emerged that indicate the complexity of transition to the role of external mentor in high-stakes contexts. From these, eight theoretically-informed principles were derived which support mentors to embrace uncertainty as essential to their learning and development, and to harness the potential they bring as boundary-crossers to support the development of new teachers. Research limitations/implications The study investigated the first year of a three-year programme and worked with one form of qualitative data collection. The research results may lack generalisability and a longitudinal study is necessary to further explore the validity of the findings. Practical implications The eight principles provide a foundation for mentor development programmes that can support ambitious goals for mentoring early career teachers. Originality/value The study addresses the under-researched area of the learning and development of external mentors at a national scale.
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Itzhaki, Yael. "The Different Role of Mentor Support Along the High-School Dropout Process." Youth & Society 51, no. 7 (September 26, 2018): 981–1008. http://dx.doi.org/10.1177/0044118x18803260.
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This study examined the contribution of mentor support to the following aspects of high-school dropouts’ lives: the personal (self-esteem, and the process of becoming less religious [BLR]), social (societal conditional positive and negative regard) and psychological (well-being and loneliness). The study, conducted among Ultraorthodox Jewish males, included 261 participants, aged 14 years to 21 years ( M = 17, SD = 1.17), who were at different stages in the dropout process. Findings indicated a significant difference in the contribution of mentor support. Among youths still in their yeshiva high schools, mentor support made only a minor contribution to the process of BLR; for youths in a program for dropouts, mentor support made a positive contribution to most aspects of their lives. However, among dropouts, mentor support contributed negatively to all aspects that were examined in the current study. Findings highlight the importance of further illuminating the role of mentor support and adapting it to youths’ needs.
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Fuentes, Shane, Rachel M. E. Salas, Olivia Brumfield, and Robert Thompson Stone. "Curriculum Innovations: Creation of a Longitudinal, Neurology-Centered Pipeline Program to Motivate and Support Students From Racial/Ethnically Marginalized Groups." Neurology: Education 1, no. 1 (September 2022): e200007. http://dx.doi.org/10.1212/ne9.0000000000200007.
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IntroductionPremedical students who identify from historically marginalized racial and ethnic backgrounds are more likely to lose interest in medicine than their White counterparts. Loss of interest has been attributed to a lack of exposure to the field and little mentorship.ObjectivesThe PreDoc Program was designed as a longitudinal experience to promote exposure to and interest in academic medicine, particularly through the lens of neurology for premedical students who identify from historically marginalized racial and ethnic backgrounds.Methods and CurriculumThe program included the following core components: (1) senior (faculty) mentor to facilitate direct contact with a physician, networking, and professional development coaching; (2) junior (medical student) mentor to provide near peer support and increased knowledge of the medical school application process; (3) large group meetings aimed at teaching professional development and working through clinical problem-based learning; (4) shadowing experiences aimed at increasing knowledge of patient care delivery and other academic roles; and (5) a clinically oriented project. After initial grant support to create the program, it has been maintained successfully with minimal funding through the Department of Neurology.Results and AssessmentThe program recruited 29 student participants who completed at least 1 year of the program, 18 senior mentors, and 23 junior mentors over 4 academic years. The overall quality of the program was rated at 4.7 of 5 (median 5, range 2), with an upward trend seen over time. Over its first 2 years, the program facilitated the following estimated activities: 45 in-person senior mentor meetings, 27 in-person junior mentor meetings, 42 shadowing experiences, 60 large group meetings, and 360 email communications. Student-reported strengths included ease of shadowing, usefulness of problem-based learning cases, mentor relationships, and encouragement received. Areas for improvement included increasing the strength of junior mentor relationships and increased opportunities for socialization outside of the formal meetings.Discussion and Lessons LearnedIt is feasible to create a successful, longitudinal, clinically focused undergraduate pipeline program for students who identify with historically minoritized racial and ethnic backgrounds with minimal funding centered in a Department of Neurology to help promote diversity within the field.
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Ayoobzadeh, Mostafa, and Kathleen Boies. "From mentors to leaders: leader development outcomes for mentors." Journal of Managerial Psychology 35, no. 6 (July 15, 2020): 497–511. http://dx.doi.org/10.1108/jmp-10-2019-0591.
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PurposeThe present study examines leader development as one of the potential outcomes for mentors and investigates whether the provision of mentoring contributes to developing mentors' leader identity and leader self-efficacy.Design/methodology/approachRelying on a quasi-experimental design, data were collected at four points in time over eight months from a mentor (n = 46) and an equivalent nonmentor group (n = 25). Participants in the mentor group were volunteer mentors from a doctoral mentoring program that was implemented at a large Canadian university.FindingsParticipants in the mentor group experienced a more positive change in leader identity and leader self-efficacy, compared to the participants in the nonmentor group. Further analysis of the participants in the mentor group suggests that the extent to which mentors provide career and psychosocial support explains the growth rate in the development outcomes.Practical implicationsBy documenting benefits of mentoring for mentors, program administrators may be able to recruit mentors who are more engaged in the process. In addition, they can encourage their members to volunteer as mentors to gain leader development outcomes.Originality/valueThis longitudinal study connects the areas of mentoring and leadership development. While the majority of mentoring studies focus exclusively on mentoring outcomes for protégés, the present study shows that mentoring can benefit mentors as well.
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McVeigh, Helen, Karen Ford, Alison O’Donnell, Clive Rushby, and Jenny Squance. "A framework for mentor support in community-based placements." Nursing Standard 23, no. 45 (July 15, 2009): 35–40. http://dx.doi.org/10.7748/ns2009.07.23.45.35.c7113.
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McVeigh, Helen, and Karen Ford. "A framework for mentor support in community-based placements." Nursing Standard 23, no. 45 (July 15, 2009): 35–41. http://dx.doi.org/10.7748/ns.23.45.35.s49.
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Lee, Anne. "Special Section: How Can a Mentor Support Experiential Learning?" Clinical Child Psychology and Psychiatry 12, no. 3 (July 2007): 333–40. http://dx.doi.org/10.1177/1359104507078455.
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Brodeur, Pascale, Simon Larose, George M. Tarabulsy, and Bei Feng. "Mentors’ behavioral profiles and college adjustment in young adults participating in an academic mentoring program." International Journal of Mentoring and Coaching in Education 6, no. 1 (March 6, 2017): 2–18. http://dx.doi.org/10.1108/ijmce-03-2016-0027.
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Purpose The purpose of this paper is to explore associations between different mentor behavioral profiles and mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. Design/methodology/approach The study used a quasi-experimental design and involved the participation of 253 student mentees and 246 students from a control group. Cluster analysis on the responses of mentees on the mentor behavior scale was used to identify behavioral profiles of academic mentors. Findings Four distinct behavioral profiles were identified: optimal (high scores on mentor structure, involvement, autonomy support, and competence support); sufficient (moderate on all scales); controlling (low on autonomy support but high on other scales); and inadequate (low on all scales). Compared to mentees exposed to sufficient and inadequate profiles, mentees exposed to the optimal profile perceived the mentoring relationship and its usefulness as more positive. Furthermore, they reported better social adjustment in college compared to a control group, whereas mentees exposed to the inadequate profile reported poorer adjustment. Interestingly, mentees exposed to the controlling profile found the mentoring relationship useful. Research limitations/implications This study provides new empirical bases for the behavioral profiles of mentors that best meet mentees’ academic adjustment challenges. Limitations of the study include the absence of the mentors’ perceptions in the creation of behavioral profiles and the fact that the profiles were analyzed based on a single program. Originality/value Behavioral profiles of academic mentors were examined through the lens of a strong theoretical model that emphasizes the important role of structure, involvement, autonomy support, and competence support in the academic adjustment of mentees.
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Kimble, Carlotta, and Gregory Turner. "University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists." Perspectives on Administration and Supervision 22, no. 1 (March 2012): 12–27. http://dx.doi.org/10.1044/aas22.1.12.
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This phenomenological study explored the nature of clinical peer mentoring experiences from the perspectives of first-time undergraduate student clinicians, graduate student peer mentors, and their clinical instructor at one Midwestern university. Participants included five mentor–first time (FT) clinician pairs and one clinical instructor. In-depth, semi-structured, face-to-face interviews were analyzed using Moustakas’ (1994) modified van Kaam method of analysis of phenomenological data. The findings revealed personal and reciprocal peer mentor–FT clinician relationships that impacted clinical instructor supervision. The results suggested a dichotomy between acceptance of peer mentor guidance and support and FT clinician self-confidence in clinical skills. The findings demonstrated the potential impact of relationship dynamics between peer mentor and clinical instructor on the overall clinical experience of FT clinicians. The results yielded implications for peer mentor model development.
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Buddery, Paul. "Help volunteers support families." Children and Young People Now 2019, no. 2 (February 2, 2019): 44. http://dx.doi.org/10.12968/cypn.2019.2.44.
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R Booth, Sarah, Margaret K Merga, and Saiyidi Mat Roni. "Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography." International Journal of Doctoral Studies 11 (2016): 383–402. http://dx.doi.org/10.28945/3603.
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Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates’ knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors’ research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peer-mentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits in-volved finding that peer- mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.
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Fullerton, Josie, Conceicao Bettencourt, Michael Daniels, Fiona Mclean, Susan Simpson, Adam Smith, Nathan Woodling, and Fiona Kerr. "Creating connections: developing an online space for cross-regional mentorship and network building in the dementia research field." AMRC Open Research 4 (September 27, 2022): 22. http://dx.doi.org/10.12688/amrcopenres.13091.1.
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Background Effective development and retention of talented early-career researchers (ECRs) is essential to the continued success of biomedical science research fields. To this end, formal mentorship programmes (where researchers are paired with one or more mentors beyond their direct manager) have proven to be successful in providing support and expanding career development opportunities. However, many programmes are limited to pools of mentors and mentees within one institute or geographical area, highlighting that cross-regional connections may be a missed opportunity in many mentorship schemes. Methods Here, we aimed to address this limitation through our pilot cross-regional mentorship scheme, creating reciprocal mentor-mentee pairings between two pre-established networks of Alzheimer’s Research UK (ARUK) Network-associated researchers. We carefully created 21 mentor-mentee pairings between the Scotland and University College London (UCL) networks in 2021, with surveys conducted to assess mentor/mentee satisfaction with the programme. Results Participants reported very high satisfaction with the nature of the pairings and the mentors’ contribution to the career development of mentees; a majority also reported that the mentorship scheme increased their connections outside of their home network. Our assessment of this pilot programme is that it supports the utility of cross-regional mentorship schemes for ECR development. At the same time, we highlight the limitations of our programme and recommend areas for improvement in future programmes, including greater consideration of support for minoritized groups and the need for additional training for mentors. Conclusions In conclusion, our pilot scheme generated successful and novel mentor-mentee pairings across pre-existing networks; both of which reported high satisfaction with pairings, ECR career and personal development, and the formation of new cross-network connections. This pilot may serve as a model for other networks of biomedical researchers, where existing networks within medical research charities can act as a scaffold to build new cross-regional career development opportunities for researchers.
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Maynard-Patrick, Stephanie, and S. Gayle Baugh. "The role of felt obligation to mentor in mentor performance." Career Development International 24, no. 7 (November 11, 2019): 619–35. http://dx.doi.org/10.1108/cdi-11-2018-0286.
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Purpose The authors introduce a new measure of felt obligation to mentor in order to explore generalized reciprocity in mentoring. The purpose of this paper is to explore whether felt obligation to mentor adds prediction to mentor job performance in combination with mentoring functions provided and mentor-assessed benefits and costs of mentoring. Design/methodology/approach Hypotheses were tested in a sample of firefighters in the Southwestern USA using moderated regression analysis. Findings Protégé reported mentoring functions provided predicted mentor performance, but neither mentoring benefits nor costs predicted mentor performance. Felt obligation to mentor interacted with mentoring functions reported such that mentor performance was highest when both mentoring functions provided and felt obligation to mentor were high. Research limitations/implications The results indicate that the new measure may prove to be of value for exploring generalized reciprocity in mentoring. Further, more research using mentoring benefits and costs is merited. Findings are limited by use of a new measure of felt obligation to mentor as well as the fact that the research was conducted in a setting in which employees were expected to serve as mentors. Practical implications Organizations may leverage felt obligation to mentor in order to support effective informal or formal mentoring relationships, whereas focusing on the benefits of mentoring may be a less valuable strategy. Originality/value The research offers a new measure to help to understand generalized reciprocity as a motivation to mentor as well as suggesting that more empirical attention should be given to the perceived benefits and costs of mentoring.
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Hartzler, Andrea L., Megan N. Taylor, Albert Park, Troy Griffiths, Uba Backonja, David W. McDonald, Sam Wahbeh, Cory Brown, and Wanda Pratt. "Leveraging cues from person-generated health data for peer matching in online communities." Journal of the American Medical Informatics Association 23, no. 3 (February 5, 2016): 496–507. http://dx.doi.org/10.1093/jamia/ocv175.
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Objective Online health communities offer a diverse peer support base, yet users can struggle to identify suitable peer mentors as these communities grow. To facilitate mentoring connections, we designed a peer-matching system that automatically profiles and recommends peer mentors to mentees based on person-generated health data (PGHD). This study examined the profile characteristics that mentees value when choosing a peer mentor. Materials and Methods Through a mixed-methods user study, in which cancer patients and caregivers evaluated peer mentor recommendations, we examined the relative importance of four possible profile elements: health interests, language style, demographics, and sample posts. Playing the role of mentees, the study participants ranked mentors, then rated both the likelihood that they would hypothetically contact each mentor and the helpfulness of each profile element in helping the make that decision. We analyzed the participants’ ratings with linear regression and qualitatively analyzed participants’ feedback for emerging themes about choosing mentors and improving profile design. Results Of the four profile elements, only sample posts were a significant predictor for the likelihood of a mentee contacting a mentor. Communication cues embedded in posts were critical for helping the participants choose a compatible mentor. Qualitative themes offer insight into the interpersonal characteristics that mentees sought in peer mentors, including being knowledgeable, sociable, and articulate. Additionally, the participants emphasized the need for streamlined profiles that minimize the time required to choose a mentor. Conclusion Peer-matching systems in online health communities offer a promising approach for leveraging PGHD to connect patients. Our findings point to interpersonal communication cues embedded in PGHD that could prove critical for building mentoring relationships among the growing membership of online health communities.
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Savin, E. Y. "The Role of Mentor-Student Relationship in Formation of Professional Competence in Pedagogy Students." Psychological-Educational Studies 7, no. 1 (2015): 165–77. http://dx.doi.org/10.17759/psyedu.2015070116.
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Using the rating scale of perceived frequency of action, students (N = 87) completed the practice teaching, evaluated the perceived attitude of the teacher-mentor and university methodologist in four categories: emotional support, cognitive support, stimulation of initiatives, monitoring and evaluation. Also, students completed the questionnaire "Self-evaluation of pedagogical thinking", allowing to estimate the characteristics of their pedagogical thinking on two parameters: inclination to improvisation and self-esteem experience. We revealed a difference in the assessment of the perceived attitude of teacher-mentor and university supervisor: the latter is seen as less influential figure in all categories of evaluation (p<0.01). However, there was only one significant relationship between perceived attitude of mentor and features of pedagogical thinking: emotional support of the supervisor is positively correlated with self-esteem proficiency (p = 0,007). Thus, there is a discrepancy between the subjective evaluation of the degree of influence of mentors and indirect estimation of the contribution of interaction with them in the development of competence of the student.
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Peterson, Alexandra, and Hannah Monaghan. "Near-peer mentorship: a pilot programme to improve support for new doctors." BMJ Leader 3, no. 1 (February 16, 2019): 11–14. http://dx.doi.org/10.1136/leader-2018-000122.
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IntroductionTransition from medical student to Foundation Year 1 (FY1) doctor is often challenging. New doctors commonly report feeling stressed and unsupported.1–4 In order to improve support for FY1s, we piloted a peer mentorship scheme. We evaluated the impact of having a near-peer mentor in Foundation Year 2 (FY2) in addition to the traditional Educational Supervisor on FY1s’ experience of their first year of practice.Methods190 Foundation Year doctors (FYs) volunteered (95 FY1s, 95 FY2s). FY1-FY2 dyads were assigned according to similar rotation assignments in the FY1 year. Dyads were encouraged to communicate informally as well as meet face-to-face three times over the one-year mentorship period. Feedback was sought regularly via online survey.ResultsResponse to a one-year evaluation survey was 32/95 FY1s, 65/95 FY2s. 94% of respondents reported having both mentor and Educational Supervisor was beneficial. 84.4% of FY1s reported ‘having a peer mentor helped [them] feel supported in the transition from medical student to FY1.' 99% of respondents recommended the programme should continue.The programme is currently running for a second year. 61% of 2017/2018 FY1 participants (58/95) have volunteered as FY2-mentors in 2018/2019.ConclusionsNear-peer mentorship enhances support for FY1 doctors. This intervention was widely accepted and received positive evaluations from participants. We provide a simple, low-cost model that could be replicated and adapted to improve support for doctors in training.
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Lee, Nita Karnik, Diane Anderson, and Fay J. Hlubocky. "Pathway to support and growth: Feasibility of formalized peer mentoring in gynecologic cancer survivorship." Journal of Clinical Oncology 36, no. 7_suppl (March 1, 2018): 164. http://dx.doi.org/10.1200/jco.2018.36.7_suppl.164.
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164 Background: Peer support among cancer patients is understudied. Formal peer mentoring programs matching patients with survivor peers provides emotional and social support. Gynecological cancer patients are: underserved in the survivorship community, stigmatized due to disease, suffer elevated distress. Little is known on how to design and implement a formal peer support program for gynecologic cancer. Methods: To study the effect of peer support, a novel outpatient pilot peer support program for gynecologic cancer patients was implemented. Peer mentors had prior gynecologic cancers, completed treatment 1 year prior, and had formal 6 hour training. Newly diagnosed patients were matched with a peer at: 1) initial diagnosis 2) post-surgery 3) chemotherapy/radiation initiation 4) post treatment. Patients and Peers were matched based upon demographics. Qualitative individual and group interviews were used for program evaluation. Results: To date, 38 participants are enrolled: 17 peer mentors underwent training and 21 new patients were matched with mentors. Mentor demographics include: Mean age 61.8 (range 48-80), median 62. Ethnicity 65% CA, 30% AA, 5% Latina. Diagnoses were 47% endometrial, 12% cervical and 41% ovarian cancers. 65% of mentors have been matched with patients. Majority of pairs communicated via phone followed by face-to-face encounters. Qualitative program evaluation by mentors revealed barriers including: new patient resistance, readiness, distress. Matched mentors reported themes associated with advocacy, positive patient interactions, personal growth and satisfaction, greater sense of purpose due to their mentor role. Mentors expressed desire for future programs in inpatient/ infusion settings and group education. Programmatic challenges identified included inconsistent provider referrals, matching to disease site/stage, patient readiness to participate as mentees, and management of disease recurrence in mentors. Conclusions: Formalized peer mentoring program is feasible, offers a novel approach to providing psychosocial support for newly diagnosed patients and provides mentors a pathway for positive growth as survivors.
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Kubberød, Elin, Siw M. Fosstenløkken, and Per Olav Erstad. "Peer mentoring in entrepreneurship education: towards a role typology." Education + Training 60, no. 9 (October 8, 2018): 1026–40. http://dx.doi.org/10.1108/et-08-2017-0109.
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PurposeThe purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.Design/methodology/approachThis paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.FindingsThe peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.Research limitations/implicationsThis study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.Practical implicationsThe case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.Originality/valueThe researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.
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Marzano, Gilberto, and Simone Zorzi. "COMMUNICATION SKILLS FOR MENTORS IN SOCIAL BUSINESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 213. http://dx.doi.org/10.17770/sie2020vol5.4868.
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The word mentor comes from “Mentor”, the old man to whom Odysseus entrusted his house and son Telemachus. Accordingly, mentoring can be assumed as the guidance whereby one person shares their experience and expertise to support other people to progress in their own lives and careers.Mentoring encompasses supportive relationships finalized to job performance, leadership practices, a career as well as teaching learning-processes. This paper analyzes the function of mentors in social business and the communication skills they need in using digital media. This paper aims to give an overview of the various aspects and issues related to social mentoring, focusing on the use of digital communication technologies to assist mentors in providing guidance, knowledge, and support. It reports and discusses the preliminary results of the desk research carried out by the authors within the EU project DICCMEM.
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Hamburg, Ileana. "Interdisciplinarity, E-Mentoring and Support of Entrepreneurial Research Skills." Advances in Social Sciences Research Journal 7, no. 4 (April 30, 2020): 298–309. http://dx.doi.org/10.14738/assrj.74.8137.
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Innovation requires the development of entrepreneurial skills in order to provide a new approach to the work and solutions to a challenge in the corresponding enterprise. Research skills can help entrepreneurs throughout your career i.e. to develop an innovative project, to find an answer to a question. to find data and information about a topic, analyze and interpret this information to find a solution.
Mentoring is understood mostly as a supportive relationship to guide the successful integration of new members/entrepreneurs into an organization or to help entrepreneurs to be innovative and add value to the organization. E-mentoring helps a mentee to obtain knowledge with the support of a mentor who is physically not present but using digital technologies.
One important conceptual change regarding mentoring in both business and education is the emphasis on the need for more than a single mentor i.e. networks of mentors who may provide both technical careers advancing advice and psychosocial support. Interdisciplinary mentorship is a tool of scientists and entrepreneurs to help produce synergy in groups, and to generate multifocal ideas and complex solutions to complex challenges.
This paper examines entrepreneurial learning, mentoring and entrepreneurial research skills as main factors for development of innovation in companies. An example of a project in the context of achieving workplace-oriented research skills of entrepreneurs is given. A part of the project runs within the Coronavirus crisis, so entrepreneurs learn and interact mainly by using a digital platforms and E-mentors.
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Sullivan-Bolyai, Susan, Carol Bova, and Kimberly Johnson. "Development and Psychometric Testing of the Peer-Mentor Support Scale for Parents of Children With Type 1 Diabetes and for Youths With Type 1 Diabetes." Diabetes Educator 46, no. 2 (March 5, 2020): 191–96. http://dx.doi.org/10.1177/0145721720907055.
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Purpose The purpose of this study was to develop and evaluate the psychometric properties of the Peer-Mentor Support Scale (PMSS), a measure of peer-mentor support provided to parents of children with type 1 diabetes (T1D) and to youths with T1D. Methods A multistage process was undertaken to include the following: item construction based on qualitive data from those who have experienced peer-mentor support, cognitive interviewing with parents and youths, content validity assessment, pilot testing of the scale, and psychometric evaluation of the PMSS with 165 participants. Results The final version of the PMSS included 17 items, scored on a 4-point Likert scale, with higher scores corresponding with greater peer-mentor support. The Cronbach’s alpha was .85 (n = 165), and the intraclass correlation coefficient was .78 (n = 38). No significant relationship was found between the PMSS score and general social support, suggesting that peer-mentor support is distinct from general social support. Principal components factor analysis with varimax rotation was performed, indicating that the scale was unidimensional and explained 59.3% of the variance in peer-mentor support. Conclusion The PMSS is a reliable and valid 17-item instrument that can be used to measure the unique contributions of peer mentorship for parents of children with T1DM and for youths with T1DM.
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Young, Angela M., and Pamela L. Perrewé. "What Did You Expect? An Examination of Career-Related Support and Social Support Among Mentors and Protégés." Journal of Management 26, no. 4 (August 2000): 611–32. http://dx.doi.org/10.1177/014920630002600402.
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Perceptions of mentors and protégés were examined to understand how the mentoring exchange is perceived and how perceptions of the exchange influence feelings about the relationship. In particular, we suggest that there are specific behaviors related to career and social support exhibited throughout the mentoring process. It was hypothesized that when relevant career and social support behaviors are exhibited sufficiently to meet the expectations of a partner, higher levels of relationship effectiveness, and trust for a partner are realized. Findings indicate that when protégés are open to advisement and coaching, and put forth effort in accomplishing required work or projects, a mentor’s perceptions of relationship effectiveness and trust felt for the protégé are positively influenced. When mentors engage in sufficient levels of social support behaviors to meet a protégé’s expectations, a protégé will form higher perceptions of relationship effectiveness and trust for the mentor. The findings of this study, implications for managers, and suggestions for future research are discussed in detail.
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Sprinks, Jennifer. "RCN will offer mentor support to nurses facing misconduct charges." Nursing Standard 27, no. 5 (October 3, 2012): 5. http://dx.doi.org/10.7748/ns.27.5.5.s2.
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Sprinks, Jennifer. "RCN will offer mentor support to nurses facing misconduct charges." Nursing Standard 27, no. 5 (October 3, 2012): 5. http://dx.doi.org/10.7748/ns2012.10.27.5.5.p9528.
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Dubb, Mahesh. "“Make sure you have the support of a good mentor”." Dental Nursing 18, no. 10 (October 2, 2022): 482. http://dx.doi.org/10.12968/denn.2022.18.10.482.
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Sullivan-Bolyai, Susan, and Mary M. Lee. "Parent Mentor Perspectives on Providing Social Support to Empower Parents." Diabetes Educator 37, no. 1 (January 2011): 35–43. http://dx.doi.org/10.1177/0145721710392248.
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