Putting on the Same Shoes: Lived Experiences of Women Who Are Reincarcerated.

BACKGROUND: Women are discharged daily from correctional institutions across the world. Many of these women cycle in and out of jail and experience the "revolving door syndrome," characterized by release, reimprisonment, and subsequent rerelease into the community. Although many factors contribute to this phenomenon, there is limited understanding of its impact on imprisoned women, including their perceptions of returning to community life. PURPOSE/OBJECTIVE: This phenomenological study examined the lived experiences of women who were imprisoned, released to the community, and returned to custody. METHOD: Twelve women, nine of whom were Indigenous were interviewed at the Women's Correctional Centre in Manitoba. Individual, face-to-face, in-depth interviews were employed using a woman-centered conversational approach. Qualitative thematic analysis, informed by van Manen's approach, was used to inductively arrive at themes. FINDINGS: Themes and subthemes organized around van Manen's existentials (temporality, spatiality, relationality, and corporeality) highlight the barriers and challenges women face as they try to sustain change in their lives to avoid the revolving door. Threaded through their accounts are experiences of personal and historical trauma, painful childhoods, difficult relationships, and ineffective or absent personal and systemic supports. CONCLUSION: This study highlights the need for trauma-informed comprehensive health care and programing sensitive to women's experience of trauma in their complex lives. Nurses need to partner with service providers and policy makers to address the social/economical inequities that impede the positive life changes these women need to make to prevent reimprisonment.

Long-term impact of a faculty mentoring program in academic medicine.

The authors conducted a prospective longitudinal study from 2009 to 2016 to assess the short and long-term impact of a formal mentorship program on junior faculty satisfaction and productivity. Junior faculty mentees enrolled in the program and junior faculty without formal mentorship were administered surveys before and after the program to assess satisfaction with their mentoring experiences. Long-term retention, promotion, and funding data were also collected. Twenty-three junior faculty mentees and 91 junior faculty controls were included in the study. Mentees came from the Departments of Radiation Oncology and Anesthesia, Critical Care, and Pain Management. After participating in the mentorship program, mentees demonstrated an increase in satisfaction from baseline in five of seven domains related to mentoring, while controls experienced no significant change in satisfaction in six of the seven domains. At long-term follow up, mentees were more likely than controls to hold senior faculty positions (percent senior faculty: 47% vs. 13%, p = 0.030) despite no difference in initial administrative rank. When comparing the subset of faculty who were Instructors at baseline, mentees were more likely to be funded and/or promoted than controls (p = 0.030). A majority of mentees reported that the program strengthened their long-term success, and many maintained their original mentoring relationships and formed new ones, highlighting the strong culture of mentorship that was instilled. Several short-term and long-term benefits were fostered from this formal mentorship program. These findings highlight the potential impact of mentorship programs in propagating a culture of mentorship and excellence.

Supporting Faculty Development in Hospital Medicine: Design and Implementation of a Personalized Structured Mentoring Program.

The guidance of a mentor can have a tremendous influence on the careers of academic physicians. The lack of mentorship in the relatively young field of hospital medicine has been documented, but the efficacy of formalized mentorship programs has not been well studied. We implemented and evaluated a structured mentorship program for junior faculty at a large academic medical center. Of the 16 mentees who participated in the mentorship program, 14 (88%) completed preintervention surveys and 10 (63%) completed postintervention surveys. After completing the program, there was a statistically significant improvement in overall satisfaction within 5 specific domains: career planning, professional connectedness, self-reflection, research skills, and mentoring skills. All mentees reported that they would recommend that all hospital medicine faculty participate in similar mentorship programs. In this small, single-center pilot study, we found that the addition of a structured mentorship program based on training sessions that focus on best practices in mentoring was feasible and led to increased satisfaction in certain career domains among early-career hospitalists. Larger prospective studies with a longer follow-up are needed to assess the generalizability and durability of our findings.