Best Practices for Mentoring in Online Programs

The COVID-19 pandemic brought an exponential increase in predominately and fully online degree programs at institutions across the country. While peer mentoring has been present in higher education for some time now, as online programs have steadily increased in past decades, institutions should explore more ways to engage and connect their online student population to success through peer mentoring. [...]the book discusses career-oriented mentoring of students by non-faculty and faculty mentors.

Design Mentorship: Determinants of Career Development and Psychosocial Supports

When entry-level designers transition into the workplace, new responsibilities and adjustments to organizational procedures may cause uncertainty, even prior to COVID-19. Studies have shown that positive mentorship relationships can help newer protégés advance in their professional and individual career goals. This study employed a mixed-methods survey to understand the mentorship opportunities available to emerging designers and the impact of remote work on these dynamics. Quantitative and qualitative data were analyzed from eighty-five respondents using Ragins and McFarlin's RMMRI instrument. Participants reported an average of 1.84 formal mentors and 4.01 informal mentors, which were significantly positively associated with overall average mentor role scores. Participants indicated that they were most likely to receive individual categories of "acceptor” and "friend.” Yet, contextual factors (i.e., firm size and market sector) did not significantly influence mentor roles. Further, those from underrepresented groups scored "acceptor” significantly worse than their counterparts, yet they did not score mentor quality significantly differently. Qualitative insights indicated "coaching,” "acceptance,” and "counselor” were the primary mentor roles received by the participants. Other quantitative findings revealed that remote work had little impact on mentorship perceptions during COVID-19. Together, these findings help build understanding surrounding mentorship in design praxis.

Transitioning to Independent Nursing Practice during COVID-19: A Mixed Methods Study.

The COVID-19 pandemic presented challenges to onboard and support new graduate nurses (NGNs). This study sought to explore the perceptions of nurses entering clinical practice during the COVID-19 pandemic. Using mixed methods, we investigated the experiences of NGNs entering the field during the pandemic and how a nurse residency program (NRP) adapted to meet their needs. Newly graduated nurses entering practice in November 2019 described their transition through nurse experience surveys and focus group discussions. Results from the quantitative data reported on compassion satisfaction, burnout, and exposure to secondary traumatic stress. The qualitative data mirrored these findings with the discovery of the following five themes: transitioning through an NRP, impact to nursing care, value of coworkers, coping, and professional growth. These findings illustrate the need to better support future practice transitions in times of disruption and change.

NURSE CREATED LEADERSHIP MENTOR PROGRAM LEADS TO INCREASED CONFIDENCE LEVELS AND RETENTION

Mentorship programs have been shown to greatly increase retention. This is especially important with the significant increase in nursing turnover related to the COVID-19 pandemic. The purpose of this project was to determine the effects of a nurse-initiated leadership mentor program on the organization's leadership competencies. A nurse created and led leadership mentorship program for nurses was initiated in order to improve confidence and increase retention. The program will included: 11 mentors including the CNO, assistant CNO, directors of nursing, and senior-level nursing managers. There were 22 mentees in the first cohort consisting of new managers and assistant nurse managers. Each participant if given a 65-page program book. The structured mentorship program lasted 6 months and required at least 8 meetings. The meetings will consisted of the organization's leadership competencies, a self-reflection activity, 3 open-ended question and 3 journaling activities. The mentors will assisted mentees to develop 3 career goals with long-term and short-term actions. The effectiveness of the mentorship program was determined by a questionnaire that rates self-confidence in areas of leadership competencies, self-evaluation, intention to stay, mentor skill, networking and more. The 32-item questionnaire will be completed by the mentors and the mentees before and after initiation of the program. At the conclusion of the mentorship program, pre- and post-program scores were calculated. For all participants, post-training questionnaire scores were significantly (p<0.0001) higher than those observed prior to the session, i.e. 90.05 ± 7.43 vs. 75.14 ± 9.77 (mean ± SEM), respectively, representing a learning gain of 15%. Retention rates of the participants at the end of the 6-month program is 97%. A nurse-directed mentorship program will be created to develop self-reflective leaders and increase retention. Confidence increased in the areas of leadership competencies, self-evaluation, intention to stay, mentoring skills, networking, and more. Participant retention will be tracked for 2 years. The next cohort will soon begin the program. A six-month leadership mentor program with a 65-page book can be adapted to the leadership competencies of any facility. The program is self-explanatory and easy to implement. This will help increase leadership skills, self-confidence, and retention.

Shattering the glass ceiling through purpose development: an intersectional examination of the role of adversity and mentoring among adolescent girls

Adolescent girls have reached unprecedented levels of success in today's society. Simultaneously, many adolescent girls face adversities and their mental health remains a concern (Schramal et al., 2010;Spencer et al., 2018;). Positive Youth Development scholars continues to explore how society can best support adolescent girls as they navigate key developmental milestones (Lerner et al., 2005;Damon, 2004). Importantly, research has solidified a number of benefits of Youth Purpose (i.e., a long-term, committed, directed aspiration, with a prosocial desire). Youth Purpose is considered a key developmental asset, and contributes to thriving. Indeed, having a sense of purpose can serve as a protective factor for individuals and help bolster their overall well-being (Liang et al., 2018;Liang et al, 2017;Damon et al., 2003). Youth purpose along with Post Traumatic Growth can positively impact individuals facing adversities (Kashdan & McKnight, 2009;Tedeschi & Lawrence, 2004). Similarly, mentoring relationships are associated with numerous positive outcomes including the development of purpose (Dubois & Rhodes, 2006;Lerner, 2004;Liang et al., 2017). While youth purpose is well documented (Damon et al., 2003;Hill et al., 2010), there is limited research on purpose development for adolescent girls from marginalized backgrounds. Given the profound benefits of purpose, additional research is warranted on how purpose is cultivated in marginalized adolescent girls. This dissertation sought to expand the literature and better understand how adversity relates to purpose development, during the adolescent years and how mentoring relationships can contribute to this development. Additional research is needed to focus on one of the most vulnerable populations, adolescent girls from marginalized backgrounds, and to discover ways to help protect their mental health and well- being as they continue to thrive in society. This study included 13 interviews with adolescent girls from marginalized backgrounds. Thematic analysis was used to analyze the data and five major themes emerged. Analyses suggested that while these participants experiences endured adverse experiences, they maintained a positive outlook on life, and their future. With the help of their mentors, and through the development of critical consciousness, participants were able to utilize adverse experiences to help inform their sense of purpose. Data was collected during the COVID-19 pandemic. This crucial time period allowed for the collection of exemplary data, which revealed how adolescent girls utilized the pandemic as a time for self-growth, and how they conceptualized their purpose with respect to the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Using Electronic-Collaborative Mentoring in Higher Education-Bettering ELT Student Teaching Practice Processes

This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

COVID-19 pandemic perspectives: A scientific silver lining?

Accounts of the numerous negative effects caused by COVID-19 are pervasive, but few perspectives have identified any positive impacts of this massive societal shift. This forum examines potentially positive changes that have occurred within the scientific community amid the chaotic pandemic. Among these positives are the formation of virtual supergroups and an interdisciplinary brain trust. In forcing scientists away from their lab benches, COVID-19 has created time and space for more conversations about science and experimental design. Being away from the lab in this time of social unrest has also given scientists time to directly address institutional racism and its suppression of diversity in science. Although COVID-19 has been an unforeseen disaster of epic proportions, some of the resulting changes in our scientific community should remain in place after the pandemic is over. By leveraging these small wins, we will undoubtedly return to our laboratories stronger, smarter, and more efficient.

Getting by with a little help from my friends? Expanding mentorship for career development and satisfaction

Collaboration and teamwork are well-established cornerstones of modern clinical and academic medicine as well as research, including radiology. Mentorship is also part and parcel of daily medical practice and training. As it is, there is a wide range of opinions on the effectiveness of standard mentorship models. In some cases, academic departments may offer mentorship to fulfill a requirement rather than as a sign of commitment to ensuring that all mentees receive the guidance they seek. Although mentor-mentee relationships might have arisen organically, and such situations are still possible, the overall lack of face-to-face interactions in many departments in the COVID era suggests the need to emphasize formal mentoring programs. We appreciate the overall successes of mentorship in medicine as well as radiology, while acknowledging that, like anything, it is not perfect. Because the processes of decision making and career planning are similar across fields, a peer-to-peer cross-specialty mentorship model could yield untold benefits to early-career radiologists who may receive valuable advice from friends or colleagues outside of medicine, or simply outside of radiology, at crucial points in their careers. There is no ideal formula or format for mentoring, however. We endorse the theory or intentions of mentorship and believe that its effectiveness can take several forms. Having a formal program in place, with built-in flexibility to address our rapidly changing times, remains highly desirable. Our proposal is to expand this notion to a "whatever works,” "anything goes,” or, in the spirit of the COVID era, a hybrid model. © 2022 Elsevier Inc.

Nurse's Contributions to Collaborative Problem Solving, Entrepreneurship and Innovation at virtual MIT Hackathons During the Covid-19 Pandemic

Background: The COVID-19 pandemic propelled the use of online collaborative platforms to bring diverse individuals together to drive rapid innovation in healthcare. Massachusetts Institute of Technology (MIT) Hacking Medicine hackathons served as an ideal space for collaborative problem-solving, entrepreneurship, and innovation. We aimed to assess the impact of nurses within MIT-led hackathons, which may provide insight into the value nurses bring to other challenges in healthcare. Methods: An anonymous 25-item Google forms survey was disseminated to the MIT COVID-19 Challenge participants through the SLACK online platform for six MIT-led hackathons in 2020. Results: Out of 65 responses, 48 met the inclusion criteria. Nurses' contributions were considered "very” or "extremely” valuable in helping to identify and break down the problem (85%), and in helping to brainstorm and iterate the solution (88%). The participants were "very” and "extremely” satisfied with the nurses' abilities to be an asset to the team and valuable contributors (88%), knowledgeable (94%), and effective communicators (90%). They recognized the nurses as a source of high-quality information outside the clinical context (92%), indicated an interest in seeking expertise from nurses (90%), seek nurses as a mentor (83%) and as team members (79%). Conclusions: Nurses can make important contributions to teams working on innovative healthcare solutions across the globe via online platforms. Involving them in problem-solving teams should be encouraged.

International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources during COVID-19

The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the United States. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis. Concerted efforts must urgently be put together to deal with the mental health of international doctoral students on campus and rebuild a supportive and hospitable U.S. higher education system. This study can contribute to the scholarship of international higher education by capturing international doctoral student experiences and perceptions in this crucial time and assessing higher education institutions' capability to support international students.

The Utilisation of Peer-Assisted Learning/Mentoring and Translanguaging in Higher Education

The use of peer-assisted learning/mentoring (PALM) and translanguaging (TRL) as inclusive learning strategies to support students' transition into Higher Education and enhance their wellbeing in the post-Covid era has not been widely explored. Lecturers express their deep concern about the mental health issues and lack of confidence an increasing number of learners have faced lately in the UK due to the COVID-19 pandemic. In terms of the present study, 80 undergraduate multilingual students were involved in PALM tasks during which they could use their first language through translanguaging and English, the target language, for one academic semester. The main goal was to ensure they had equal opportunities to develop their oral fluency while preparing group presentations. Paired T-tests were used to compare students' pre- to post-tests scores. In terms of this mixed-methods case study, the researcher also analyzed students' reflective reports and the anonymous feedback learners provided thematically to explore their attitudes. Findings indicated that these two approaches enabled students to improve their academic performance significantly although learners felt uneasy at the beginning. The combination of these two methods created a psychologically safe space as learners gradually developed a personal relationship with their peers. In response to the need for more information, as regards the use of PALM activities and TRL with multilingual learners, this study intends to contribute student voice since the inclusion of learner opinion has been minimal. Recommendations for the successful implementation of these two instructional approaches in undergraduate courses and suggestions for further research are provided.

Exploring Scholarly Productivity, Supports, and Challenges of Multinational Women Graduate Students during a Global Pandemic

The onset of the COVID-19 pandemic led to shifts in higher education globally. This study reports the tensions multinational women graduate students experienced due to the change in delivery methods caused by the pandemic. Additionally, they examined how the students felt about their changing roles and lived experiences. This study highlights areas that institutions should address along with the type and level of support provided to their graduate student population. The authors recommend that institutions focus on providing equitable resources for graduate students, help to develop a support network, both in-person and online, provide resources to maintain a healthy work-life balance, and provide outlets to reduce the stress involved in graduate study.

Transition Tuesdays for junior surgical residents: teaching surgical decision-making through a screen

The COVID-19 pandemic has substantially affected surgical training and the autonomy of surgical trainees in the clinical setting, with notable decreases in operating room exposure and experience. For trainees who are transitioning into roles as senior residents, these changes have limited opportunities during a critically formative period in their training. We discuss the implementation of a modified case-based instructional curriculum for intermediate-level surgical trainees, and suggest strategies to bridge the gap in clinical and operative decision-making while using a virtual learning format.

Reaching out to those we teach about: a qualitative appreciative inquiry of older persons’ experience as mentors in a bachelor of nursing programme during the Covid-19 pandemic

Background: This article describes the development and refinement of a component of a first-year nursing course called ‘Theoretical perspectives in nursing care: complexities in seniors care’. Initially developed in 2020 in response to the pandemic restrictions and guided by the philosophy of person- centredness and person-centred practice, a senior mentorship programme called ‘Engaging with your senior mentor in the community’ has become an important element of the broader theoretical course. Aim: To report on the experiences of older persons living in the community who volunteered to be mentors to first-year bachelor of nursing students, and explain how their experiences informed person-centred quality improvements for future courses. Methods: Appreciative inquiry principles guided the study. Qualitative descriptive design methods – online surveys and focus groups – were employed to evaluate the senior mentorship initiative. Thematic analysis was performed to identify themes that described what the experience of participating in the initiative was like from the perspective of the senior mentors themselves. Findings: Our analysis identified five themes: (a) sharing;(b) contributing;(c) listening;(d) self-reflecting;and (e) communicating expectations. Conclusion: Sharing wisdom informed by lived experience can be a rewarding part of ageing. Senior mentors believed they had contributed in a meaningful way to the student nurses’ learning. Implications for practice: * This article reaffirms that older persons are keen to participate in education initiatives * Insights from the senior mentors will inform educators in health and social sciences who want to incorporate the voices of older persons in their classroom and practice teaching * Older persons should be considered potential partners who can help educators develop a culture of person-centredness to help students prepare to appreciate the older persons in their care

Pursuing Excellence in Your Academic Journey

An academic career affords us the opportunity for continuous learning and professional growth throughout the ups and downs of our professional life, during good and bad times. A key element necessary to navigate an academic career is to always focus on excellence as the core principle underlying our actions and interactions with others along the journey. This Commentary reflects on four essential elements of excellence that can enhance our academic journey. We should always care more, risk more, dream more, and expect more than others think is possible as we approach the days and years of our academic careers.

One year in: the development of a unified paediatric mentoring scheme in the North West

AimsMentoring is recognised as a method to helping people enhance their training by supporting personal and professional development. It can be particularly helpful during periods of transition such as returning to work, moving to senior roles and making career decisions. In its Paediatric 2040 report on working lives, the RCPCH identified the importance of ‘looking after each other’ as one of the fundamental aspects required for sustainability of the paediatric workforce of the future.Within the North West deanery, there were two fledgling mentoring schemes in Mersey and Manchester which functioned separately. However, we were concerned that trainees were unable to benefit from the same opportunities and access support equally. Providing mentoring through the Covid-19 Pandemic also highlighted the advantages available to us working virtually, both to coordinate the scheme and allow mentoring partnerships to overcome geographical distance. We chose to collaborate as a single mentoring scheme across the North West. This has enabled all trainees to be provided with a unified, high quality mentoring scheme with equal opportunities regardless of base hospital, rotation or address.MethodsWe united to create the North West Paediatric Mentoring Scheme. We became a single team of mentoring coordinators and collaborated to create a unified scheme of training, standard operational procedures and values. We brought our existing pool of mentors and mentees together and provided significant additional training available to all paediatric trainees in the North West. We promoted the mentoring scheme across the deanery with clear guidance on expectations, contractual responsibilities and support availability. We placed particular emphasis on those trainees in periods of transition such as stepping up to registrar level, returning to training and entering Paediatrics. We submitted funding bids which were approved to develop the scheme through mentoring skills workshops, training and wellbeing events.ResultsFunding was approved to develop the integrated mentoring scheme with a subsequent increase in uptake and engagement amongst mentors and mentees. We now have approximately 100 members in the scheme. Feedback has been very favourable and demonstrates clearly the view of those involved that mentoring has a key role in well-being and development of trainees. Quotes from mentees include:‘The scheme is useful, the guidance that I have gotten from my mentor has been awesome. That feeling of having someone to discuss with is just incredible.’‘I’ve found it so useful, both for advice but also just as part of a support network’ConclusionOne year on, we feel this collaboration has been a success and continues to provide excellent opportunities for trainees in the North West School of Paediatrics. We have received funding to develop the scheme through IT support which allows ease of access, momentum, quality assurance and easier feedback for all our members. Other schools within the North West have also taken interest in our work and are looking at the feedback we gain over the next year to consider adoption across their specialities. We hope to gain RCPCH accreditation and intend to work towards this in the very near future.

Implementation of a novel MRCPCH clinical exam preparation programme for paediatric trainees in the West Midlands Deanery

AimsPassing the MRCPCH Clinical exam is an important milestone in paediatric training, marking the transition of paediatric trainees from junior to senior training. Support for candidates varies by hospital, depending on the availability of tutors and the workload of each department.The COVID-19 pandemic led to redeployment of staff, increased workloads, and changes in the format of the MRCPCH clinical exam, switching from in-person to virtual examination. Candidates had to adapt to all these challenges simultaneously. We identified that providing additional support to candidates was critical to their preparation, maintaining their confidence, and ensuring their success, whilst also improving their welfare during this difficult period.MethodsWe designed the 5-week West Midlands Paediatrics (WMP) exam preparation programme which included these core elements:• Weekly consultant-led communication teaching• Weekly buddy group teaching and peer mentorship• Online resources: specialty lectures by Grid trainees available via YouTube• IMG focused workshops and seminarsTo improve accessibility, all sessions were conducted online via Zoom or Microsoft TeaAll mentors were provided with a bank of cases and questions based on a weekly theme to reduce the preparation time required to facilitate sessions.ResultsFollowing the initial implementation of the programme, feedback was collated from 24 traineesConsultant Teaching• 88% of candidates found the consultant teaching useful.• Candidates appreciated getting feedback from consultants who are also clinical examiners and the opportunity to practice the exam in real time.• Most candidates said having more sessions would ensure each candidate gets individual feedback following the practice sessions.Buddy Group Teaching• 80% of candidates found the buddy group teaching useful• Candidates found that this provided another platform to practice and gain feedback and learn from different candidates in the groups.• Candidates felt it could be improved by providing more support with issues such as work-life balance and well-being.• Some trainees also reported difficulties accessing the buddy group sessions due to conflicting schedules.Teaching strategy• 92% of candidates said they would like more specialty and case-based teaching• 38% of candidates would like more lecture-based teachingCandidates found the following resources most helpful:• Consultant Teaching• Buddy group and mentorship• YouTube lectures and Video resourcesPass Rate66% of candidates passed the MRCPCH Clinical exam following the programme.Mentor Recruitment88% of candidates said they would be happy to become mentors after passing their clinical exam.Candidates recommended hospital-based mentoring and mock exams as other ways to improve the preparation programme.ConclusionThe WMP exam preparation programme is a useful and valuable aid to revision for candidates preparing for their exaAs the MRCPCH clinical examinations move back to in-person sittings, adaptations may have to be made to the programme to ensure that it continues to provide support for our post-graduate learners.

“Should we get support or just guidelines?” (self) assessment on mentoring of early childhood education students

Purpose>The aim of this research was to find out students' and mentors' attitudes toward the quality of mentoring support during teaching practicums. The research sought to determine whether there is any difference in (self) assessment between teacher mentors and early childhood education students.Design/methodology/approach>Through the quantitative research methodology, the Crisp (2009) College Student Mentoring Scale (CSMS) instrument was used to assess the quality of mentoring support during teaching practicums. Assessments were made in relation to the following variables: support in the areas of psychological and emotional needs, support in professional development and the development of professional competencies and the role of mentors as models. Early childhood education students (n1 = 105) and mentors (n2 = 54) of teaching practicums at the Faculty of Teacher Education, University of Zagreb, participated in the research.Findings>The results of the research show that there is a statistically significant difference between student assessments and mentor self-assessment with regard to all researched areas of support. Mentors rated their mentoring skills higher than students did.Originality/value>An approach in which mentoring is assessed in the context of support to students in different areas (e.g. psychological, emotional, professional) is rarely used in early childhood teacher education. Results indicate the need for a systematic evaluation of mentoring and the design of programs to strengthen mentoring competences.

Wherefore Art Thou, Mentor?

Mentoring is important - now more than ever - as novice nurses are flooding the work force. Nurse leaders can create developmental, empowering, and mutually beneficial relationships among mentors and mentees. The art of human connection can make the difference between a good nurse and a great nurse.

A National Perspective on New Nurse Graduate Transition to Practice: Secondary Analysis of the National Student Nurses' Association 2021 New Graduate Survey

While role modeling is a teaching-learning experience to show the novice the skills and behaviors of the professional nurse, orientation to the new workplace generally includes a period of preceptorship as new graduates transition. There are currently two accrediting organizations: the ANCC Practice Transition Accreditation Program® and the CCNE Entry-to-Practice Nurse Residency Program for post-baccalaureate nurse residency programs (ANCC, 2020;CCNE, 2021). Magnet® organizations are required to demonstrate their new graduate transition programs with six elements, including program leadership, organizational enculturation, development and design, practice-based learning, nursing professional development support, and quality outcomes. Mentorship is a longer term relationship, a component of practice-based learning that is integrated into the nurse residency program to facilitate continuing professional development (ANCC, 2020). Since the onset of the pandemic in 2020, there have been major disruptions in the implementation of nurse residency programs.