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Addressing early career school leader attrition and turnover, education systems assign mentors to ease novice principals' socialization, but results are varied and many mechanisms of this variance are still unexplained. To fill gaps in the literature, different mentor profiles were typified. Fifty-six mentor and mentee interviews were thematically analyzed and socialization outcomes were appraised by comparing increase in person–organization compatibility or congruence. Literature alluded to leadership in education systems as fraught with conflicting loyalties and, accordingly, this study found organization-loyal mentors who tried to promote conformity, person-loyal mentors who tried to prioritize mentee needs, and balanced mentors who achieved skill development and emotional support by being active listeners, prioritizing confidentiality, and guiding reflective contemplation. Socialization tactics, fit, and self-determination theories were linked to explain the different mentors' effects, recommend improvements, and reflect back on the theories themselves. In the context of mentoring principals in Israel, it is implied that needs–supplies fit and demands–abilities fit must both be effected for supplementary fit to increase. It is also implied that radically institutionalized or individualized tactics were ineffective, as only the balanced mentors seemed able to foster principals who can become more autonomous and motivated to persevere and succeed in their work. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionClinical practicums are a crucial part of nursing education wherein nursing internship supervisors (NIS) play a vital role in facilitating hands-on experience. However, many NIS start their teaching roles without adequate educational training, despite the importance of this task. Therefore, the aim of this study was to develop and validate a reliable and credible core competency scale for NIS.We used the framework from the Academy of Medical Educators for the training of NIS in healthcare. We combined a literature review, theory-based inquiry, qualitative interviews, and expert consultation to create the initial scale. The final scale underwent comprehensive evaluation by 653 NIS and 653 nursing internship students from three leading hospitals in Luzhou, Sichuan Province, resulting in a total of 1306 participants.The study produced the Core Competency Scale for NIS, a refined instrument covering six dimensions (professional socialized mentoring capacity, clinical teaching competencies, student counseling communication and coordination skills, nursing process competencies, curriculum design capacity, clinical problem-solving skills) and 39 items. The scale showed a content validity index of 0.98 and strong criterion-related validity, with a correlation coefficient of r = 0.73 (p < 0.01) against the Clinical Teaching Effectiveness Instrument scale. Cronbach’s alpha ranged from 0.973 to 0.990, indicating high reliability and validity.The Core Competency Scale for NIS demonstrates robust reliability and validity, serving as a valuable tool for assessing the core competencies of nursing instructors. It provides a strong foundation for the development and application of training programs tailored to enhance the skills of nursing faculty in the clinical setting. [ABSTRACT FROM AUTHOR]

Background: While the energy system is recognized as the largest contributor to climate disruption, the bulk of the sustainability-oriented interventions are made through technologies rather than employment equity and social justice issues. Emergent research points to the critical role of increasing the number of women and other minoritized groups in the energy sector, which could have a cultural, economic, and environmental impact. Nevertheless, how inclusion and diversity in the sector are to be achieved is not clear. Main text: This article is a result of a structured literature review of earlier research focusing on gender in professional networks and mentoring programs within the energy sector. Professional networks and mentoring have been identified as some of the tools employed for increasing gender diversity in the sector. We seek to understand how gender has been integrated, what the main barriers and enablers for women are, and what strategies organizations have applied to achieve gender balance so that men and women face equal opportunities to partake in and influence decisions concerning the energy system. Conclusion: We found that women's exclusion is not recognized as a problem that needs to be acknowledged, monitored, or addressed by the energy sector or policymakers. Professional mentoring and networking have largely been employed to fill the career advancement and diversity gaps left untackled by the energy sector or policymakers. Opportunities for women to be meaningfully included in energy systems decision-making are still limited and fragmented. Furthermore, this lack of recognition is mirrored in energy research. We identified a concerning lack of evidence-based findings on the topic of women's networking and mentoring in the energy sector. We thus call for in-depth, qualitative, and critical examinations of how opportunities for women and other minoritized groups are generated on both the policy and practice level. [ABSTRACT FROM AUTHOR]

Doctoral completion for first-generation Latine students in the United States is minimal. In 2021, 9% of the doctorates confirmed belonged to those identified as Latine, and 41.3% of that population identified as a first-generation college student. This phenomenological study used content analysis to understand the experiences of 15 doctoral students of color at a Predominantly White Institution (PWI). This paper draws from that larger study highlighting the voices of four first-generation Latine and Indigenous doctoral students. Findings share experiences specific to the population and the importance of having a faculty mentor of color who understands the multiple intersections of marginalized doctoral student identities and the support needed for a truly equitable academic experience for first-generation doctoral students of color at PWIs. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Research in Nursing (JAREN) is the property of Hemsirelikte Egitim ve Arastirma Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Locally Employed Doctors (LEDs) are defined as any doctor below consultant grade, appointed within a UK National Health Service (NHS) Trust, who are not working within a national training scheme. They are a cohort significantly increasing in numbers. International Medical Graduates (IMGs) are overseas-qualified doctors who contribute to more than 30% of the workforce-related deficit in the number of UK-qualified doctors required to meet NHS requirements. These doctors can face difficulties when they start to work in the UK, such as inexperience of the UK medicolegal and ethical standards. The Royal College of Physicians (RCP) recently produced new guidance stating the basic principle that all doctors should be considered as being in training. LEDs are junior doctors with educational needs, yet they do not receive the same opportunities as their training-grade equivalents. Moving forward, we would advocate a UK-wide process which will help the NHS develop a strong and cohesive workforce, whether they are locally or nationally employed. [ABSTRACT FROM AUTHOR]

Background: Mentoring's success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee's unique needs in evolving mentoring relationships point to the critical role of support mechanisms ('mentoring support'). We conducted a systematic scoping review (SSR) studying "What is known about mentoring support's role in nurturing PIF?". Methods: Adopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion. Results: Two thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF. Conclusion: The success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme's use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study. [ABSTRACT FROM AUTHOR]

Background: There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose: The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods: Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent's perception of their child's enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings: Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent's perception of child's enjoyment (P < 0.05). Conclusions: The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes. [ABSTRACT FROM AUTHOR]

Background: Imposter phenomenon can occur in highly competitive fields causing internal feelings of fraud and self-doubt. Significant imposterism has been recently reported amongst general surgery residents. Study design: We hypothesized that attending surgeons, navigating the transition into independent practice, would report a similar experience. We surveyed and collected Clance Imposter Phenomenon Scale (CIPS) scores from 24 Army general surgeons within 4 years of graduation. Results: Nearly all exhibited at least moderate imposterism, and over half reported significant or intense imposterism. Women reported statistically higher scores than men. Surgeons who engaged in off-duty employment or participated in mentorship were less likely to have significant or intense imposterism. Conclusion: Transition to practice is a challenging and highly variable time for new surgeons. Identifying factors that attenuate these feelings could help with early career advancement. [ABSTRACT FROM AUTHOR]

Abstract Background While the energy system is recognized as the largest contributor to climate disruption, the bulk of the sustainability-oriented interventions are made through technologies rather than employment equity and social justice issues. Emergent research points to the critical role of increasing the number of women and other minoritized groups in the energy sector, which could have a cultural, economic, and environmental impact. Nevertheless, how inclusion and diversity in the sector are to be achieved is not clear. Main text This article is a result of a structured literature review of earlier research focusing on gender in professional networks and mentoring programs within the energy sector. Professional networks and mentoring have been identified as some of the tools employed for increasing gender diversity in the sector. We seek to understand how gender has been integrated, what the main barriers and enablers for women are, and what strategies organizations have applied to achieve gender balance so that men and women face equal opportunities to partake in and influence decisions concerning the energy system. Conclusion We found that women’s exclusion is not recognized as a problem that needs to be acknowledged, monitored, or addressed by the energy sector or policymakers. Professional mentoring and networking have largely been employed to fill the career advancement and diversity gaps left untackled by the energy sector or policymakers. Opportunities for women to be meaningfully included in energy systems decision-making are still limited and fragmented. Furthermore, this lack of recognition is mirrored in energy research. We identified a concerning lack of evidence-based findings on the topic of women’s networking and mentoring in the energy sector. We thus call for in-depth, qualitative, and critical examinations of how opportunities for women and other minoritized groups are generated on both the policy and practice level.

Purpose – The purpose of this conceptual paper is to define and explore the roles of mentors, the responsibilities and even misconceptions of their position in partnership schools, the characteristics of effective mentors, the gaps that exist in current mentor training and the need for updated and forward-thinking flexible and accessible mentor training as it relates to improvements in University Teacher Preparation Programs and their partnership schools. Design/methodology/approach – The authors detail the process of interviewing a diverse population of mentors and teacher candidates (TCs) who have participated in our professional development (partnership) schools. See Appendices A and B for parallel questions posed during each interview process. Following the interviews, data were gathered in both text and video-based formats to create mentor training video modules to improve the current state of mentor training in our program. Themes were identified following an analysis of both interview intakes, and modules were created to align with these themes. Findings – Following the first rounds of implementation, the authors have reflected and noted that a need for an even more diverse population of both mentors and interns to be interviewed is necessary moving forward. The authors do note an appreciation by mentors and university partners in the quality, flexibility and accessibility that this new video module-based mentor training program provides. Practical implications – The video-based mentor training modules that the authors detail honor the needs of both new and returning mentors. Via the interviews with teacher candidates, mentors are able to empathize and understand how to be better mentors to their future TCs. Via the scenarios and questions that follow each thematically driven module, mentors are able to independently reflect on their current practices and ways to improve their roles. At any point in the internship year, mentors can return to the video training modules to review and thus improve their practice. Social implications – Mentors, university supervisors, teacher candidates and site coordinators (those individuals who identify mentors in their buildings) note improvement in their ability to communicate effectively as a result of being presented with video modules and reflections about the role of mentors from both mentors and TCs. Originality/value – The authors were called on by leadership in the College of Education at the University to create this original mentor training video module. It is unique to the College of Education at the University. Great value exists in its accessibility, adaptability (we can upload new videos at any time) and representation of both the mentor and TC perceptions, suggestions and experiences in our program.

The work summarizes the contributions of James (Jim) Patrick Quirk to the field of economics, and sub-discipline of sports economics. It also provides a personal account of Jim Quirk as both a mentor and friend. [ABSTRACT FROM AUTHOR]

Abstract Background Mentoring plays a pivotal role in mentees’ professional advancement. However, the factors that affect career progression in informal mentoring relationships, especially with respect to faculty members, have not been extensively explored. This study aimed to explore the factors that affect career progression in informal faculty mentorings within mentor and mentee relationships. Methodology A Qualitative Exploratory Study was designed and conducted from May to October 2023. Faculty members with informal mentoring relationships were recruited through purposive sampling. Seven faculty mentors and eight faculty mentees from various institutions participated in the study. Semi-structured interviews were used to collect data, which were audio-recorded and verbatim transcribed. The transcripts were then analysed using NVivo Software and coded. Braun and Clark’s framework was used for the thematic analysis. The study adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist to ensure comprehensive and transparent reporting of the qualitative research process. Results A total of 76 codes emerged which were classified into six themes: (1) an ideal mentee, (2) an ideal mentor, (3) factors promoting the relationship, (4) the role of gender, (5) factors deteriorating the relationship, (6) overcoming barriers / trust-building strategies. Within each theme, mentor–mentee needs and behaviours were identified, which could lead to positive or deteriorating outcomes. Conclusion Factors affecting career progression in informal faculty mentoring sessions include mentees' positive mindset, internal motivation and clarity of vision, mentors' skills, reputation, and role modelling. Effective communication, trust, respect, and clear goals are also essential. Challenges, such as busy schedules, cross-gender mentoring, and societal biases, affect these relationships. Overcoming these barriers involves sharing experiences, psychosocial support, empathy, active listening, and feedback.

This case study examines joint reflection in the context of peer group mentoring during the teaching practicum, involving three pre-service teachers and a mentor engaging in discussions supported by the video recorded lessons taught by the pre-service teachers. The approach to joint reflection was non-prescriptive and pre-service teacher-initiated. The roles of the peer group and the mentor are explored in the light of their impact on pre-service teachers' joint reflection process. The findings challenge prior research by demonstrating that pre-service teacher-initiated reflection has the potential to assist peer groups in creating a common language and learning context to acquire practicum knowledge, develop practical tools and build inferential knowledge. The findings also reveal that mentors' role needs not be directive, but they can maintain the role of a co-reflector throughout the peer group mentoring process. The implications for teacher education are discussed. [ABSTRACT FROM AUTHOR]

Mentoring has proved to be an effective supporting practice for students in higher education in terms of building networks, a stronger professional identity and guiding their career aspirations. However, we lack a deep understanding of what attracts experienced experts to invest time and energy into guiding students. The latest studies suggest that motives to mentor are strongly prosocial. In this qualitative study, we apply the concept of benevolence, which refers to the individuals' need to sense that they are positively impacting others' lives. The approach provides a new perspective on mentors' motives by directing the focus beyond actions they interpret as benefitting others to encompass how they interpret their impact on students and possibly acquire benefits themselves. Benevolent acts should not be considered solely from the perspective of benefitting the recipient but also are intended to provide something to the giver. [ABSTRACT FROM AUTHOR]

The inclusion of neurodivergent learners in English language lessons has gained significant attention to promote equitable and effective learning environments for all students. This article presents reflections stemming from my role as a mentor in an English language practicum. It is within this context, supporting studentteachers, that I have helped to develop lessons designed to embrace autism as a unique neurological diversity within the realm of English Language Teaching. Employing narrative inquiry as a research methodology, the transition from instrumental to humanizing perspectives regarding lesson planning is examined providing insights into meaningful practices for teacher education. The narratives inspected reveal the potential to contest normative curricula perpetuating oppression, silencing, and marginalization. Insights into challenges, opportunities, and meaningful practices associated with neurodiversity inclusion in English language teaching (ELT) settings are provided, along with implications for teacher education. The study underscores the adaptability of lesson planning to address the diverse needs of neurodivergent students and highlights how teaching practicum experiences enhance student-teachers' abilities to cultivate inclusive and effective learning environments. [ABSTRACT FROM AUTHOR]

Background: Given the complexity of student responsibilities and backgrounds, the need for additional support during graduate education is evident for overall success. An innovative role that addresses these complexities and mitigates issues facing today's nursing student was developed. Purpose: The Personal Faculty Mentor (PFM) role was developed to provide one, specific point of contact in an effort to support students throughout their MSN journey by completing new student orientation, individualized student outreach, frequent personal communication, and development of success plans. The PFM role also supports the faculty or instructor role by providing additional support and outreach with student concerns (low participation or scores). The overall purpose of the PFM is to improve student outcomes including pass rates, persistence rates, and satisfaction. Methods: Within the University's Master of Science in Nursing Accelerated Track (MSN AT) Advanced Generalist and Clinical Nurse Leader (CNL), the PFM role was implemented to support student success. The MSN AT has flexible due dates for assignments which lends for more intensive student support. Results: Since the PFM role has been in place since program inception (July 2019), persistence and program completion are on average 12% higher, as high as 29%, with those students who actively participate with their PFM. Through survey, students report high satisfaction with the PFM role and attribute part of their success to this supportive role. Each session, students who actively participate with their PFM have better persistence than those who do not. Limitations: While the anecdotal feedback and positive outcomes are noteworthy, this strategy did not involve an empirical research investigation. As a result, a causative relationship may not be concrete. There is clearly an improvement in the retention and persistence of students who engage regularly with the PFM; however, there are additional variables that may be impacting the outcomes that would be helpful to identify. Conclusions / Implications for Practice Student support promotes success. The role of the PFM provides individualized, student-centered support. Students who participate and interact with their PFM are more likely to be successful in the MSN AT. [ABSTRACT FROM AUTHOR]

Background/objectives: We aim to systematically review and evaluate the current landscape of postgraduate pharmacy education to a) identify current evidence, best practices, challenges, recommendations, and solutions; and b) develop a framework to optimize postgraduate pharmacy programs. Methods: A scoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). Electronic databases, including PubMed, Scopus, EMBASE, ProQuest, Web of Science, and Google Scholar were utilized. The search covered studies published from January 2011 to September 2023. Following the principles of Arksey and O'Malley's framework, data charting and extraction were performed using a pre-designed data collection tool, followed by the synthesis and grouping of studies based on common themes. Results: Of the 5542 articles found, the review included 36 eligible ones focusing on pharmacy postgraduate education (PhD and MSc), grouped into three themes: 1) courses and curriculum; 2) training and skills development; 3) assessment and mentorship methods. Utilized methodologies included descriptive analyses, questionnaires, surveys, trials, and focus groups/interviews. The studies underscored the need for competency-based curricula with regular evaluations, career planning, and diverse course offerings. Identified key skills and competencies in the studies included soft skills, communication, research, desperate skills (e.g., leadership and management), and critical thinking. The studies also emphasized the value of comprehensive evaluation and peer review methods. Challenges included balancing academic and real-world requirements, training, limited resources, time constraints, and faculty workload. Conclusion: Evidence-based suggestions to improve postgraduate pharmacy education include the implementation of practice-oriented courses, value of tailored/or comprehensive assessments, focus on real-world skills, effectiveness of advanced teaching methods, and mentorship role. The proposed framework can guide program enhancement and highlight the need to improve programs holistically, entailing the three themes. [ABSTRACT FROM AUTHOR]

Introduction: International Medical Graduates (IMGs) form an important and valued part of the United Kingdom's (UK) medical workforce but many experience difficult transitions into the National Health Service workforce. Mentoring could support IMGs as they transition into their role as General Practice (GP) trainees but there is a lack of evidence about whether mentoring is an effective intervention for this group. Aim: To evaluate the effectiveness of the NHS Education for Scotland (NES) GP mentoring programme from the perspective of mentors and mentees. Method: Twelve medical educators (the mentors) provided mentoring to 19 IMG GP trainees (the mentees) who were within their first six months of entering GP training in Scotland. Each mentee received four 60-minute mentoring sessions via video conferencing. Results: Mentoring provided tailored support to assist IMG GP trainees' holistic transition into UK General Practice. Mentees appreciated talking to a non-supervisor, receiving non-judgemental support and protected time with a supportive listener to overcome challenges. This had a positive impact, even for those who did not anticipate the need for such support. Mentors supported diverse needs and tailored meetings, experiencing a distinct shift from previous supervisor roles. Their diverse experience enhanced their role and they developed new skills. Conclusion: Mentoring could provide significant support to IMG GP trainees but comes with certain challenges. Future research should evaluate the long-term impact of the NES GP IMG mentoring programme. [ABSTRACT FROM AUTHOR]

Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors. A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis. Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring. The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring. • Experienced nurse faculty mentors are a vital resource for mentoring relationships. • Five institutional factors that supported academic mentoring were identified. • Six institutional factors that hindered academic mentoring were identified. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dr. Ron Jaffe, a renowned pediatric pathologist, was known for his exceptionalism, high standards, and compassion. Born in South Africa, he pursued a distinguished career in pathology, specializing in histiocytosis and solid-organ transplantation. Dr. Jaffe's legacy includes mentoring numerous trainees, contributing to over 250 publications, and playing a pivotal role in advancing the study of histiocytoses. His dedication to teaching and his witty sense of humor left a lasting impact on colleagues and friends in the field of pediatric pathology. [Extracted from the article]

Past research examining mentoring programs has explained the benefits that student mentees received from having an adult as a mentor. For the mentee, studies indicate that mentoring relationships positively influence academic performance, social attitudes, communication abilities, and career aspirations. However, there has been very little research from the perspective of the mentor regarding their experiences of being in a mentoring relationship. This study builds upon Berning's (2013) research that extracted the thoughts and opinions of retiree and teen mentors who worked with elementary students. The Berning report recommended that further research study adults involved in the workplace who spent their off time serving as mentors. This study addresses this gap by surveying 69 adult business professionals mentoring high school students in San Antonio, Texas. The survey revealed four central themes: 1) both mentors and mentees require high motivation for a successful relationship, with mentors often motivated by personal fulfillment; 2) mentors are driven by a commitment to give back to the community despite most lacking prior mentoring experience; 3) there is significant interest in mentor training to enhance program effectiveness; and 4) mentors generally enjoy the program, showing high willingness to continue, inclination to recommend it, and satisfaction with a monthly meeting schedule. Successful mentors are active listeners who engage their mentees by setting clear, aligned goals, while gaining the added benefits of enhanced communication and leadership skills through their mentoring roles. [ABSTRACT FROM AUTHOR]

Purpose: Mentorship has many notable benefits. Research about mentorship for physician associates/assistants (PAs) is limited. This study sought to uncover more detailed information on mentorship and its effect on PAs. Methods: A survey was sent via email to all PAs and advanced practice registered nurses at our institution. Subgroup analysis was performed on PA respondents, including satisfaction and independent predictors associated with mentorship. Results: Of the 295 PAs, 63 (21.4%) identified having a mentor. Those with a mentor were statistically more likely to function as a mentor (OR 2.7 [95% CI 1.5-4.9], P = .001), have an academic rank of assistant professor or higher (OR 2.7 [95% CI 1.3-5.5], P = .007), be under age 45 years (OR 6.1 [95% CI 2.1-17.4], P = .008), be less than 10 years into their career (OR 3.1 [95% CI 1.7-5.7], P = .002), and be satisfied with mentorship (88.9% versus 23.9%, P < .001). Conclusions: Mentorship for PAs is crucial and can boost academic promotion and career satisfaction. [ABSTRACT FROM AUTHOR]

The Nursing and Midwifery Council changed its standards in 2018 regarding student learning and assessment on placements. Previously, students were allocated a mentor with whom they spent at least 40% of their time and who also assessed them; the new standards brought in the separate roles of practice supervisor and a practice assessor and abolished the 40% minimum, with the student being supported by a wider range of practitioners. While extensive literature examines the experiences of qualified staff supporting students, there is little evidence on the student experience. A qualitative approach using semi-structured interviews with student nurses from two universities in the south of England was used to explore their experiences. The students reported benefits of being supported by the wider healthcare team, said being taught and assessed by different people was beneficial and that they felt better prepared for assessments. [ABSTRACT FROM AUTHOR]

In conclusion, effective mentoring is a key strategy to support the growth and development of future healthcare professionals. Mentors have a key role to play and we must prepare them for this role so that they prioritize mentorship in their work schedule, and accordingly help students to become competent healthcare professionals. [ABSTRACT FROM AUTHOR]

To aid departments in growing and supporting the potential of novice instructors, this paper shares a peer-mentoring program that has been implemented at three universities over the last five years for graduate student instructors (GSIs, master, and doctoral) within mathematics departments. This paper provides frameworks, curricular topics, necessary conditions, methods of implementation, successes, and anticipated challenges from five years of research to help establish and sustain a peer-mentoring program for GSIs. Positive outcomes from this peer-mentoring program included improving support for Novices (resulting in anticipating teaching concerns), lowering the rate at which students received a D, F, or withdrew (DFW), having fewer complaints and concerns, and sustaining stewardship. [ABSTRACT FROM AUTHOR]

Background: Despite available training programs for neonatal advanced practice providers (Neo APP), including neonatal nurse practitioners and physician assistants, it is difficult to meet the demand for these providers. There are no publications regarding training models with greater than 1 Neo APP learner per mentor. Purpose: To create and measure outcomes of a 12-month program to educate Neo APP "Super-Mentors" able to train 2 Neo APP learners simultaneously. Methods: Super-Mentors were selected and attended monthly classes to learn mentorship concepts and receive support. Learners received didactic content and support through a Fellowship program. Quantitative data regarding recruitment and retention, as well as Misener Nurse Practitioner Job Satisfaction Scale (MNPJSS) results were compared pre- and postprogram. Qualitative satisfaction measures via survey from 21 stakeholders were analyzed through a phenomenological approach. Results: Six Super-Mentors trained 14 Neo APPs, as compared to 7 in the previous year. One Neo APP left after training. Summative preprogram MNPJSS scores were better (5.1 ± 0.37) than postprogram (4.7 ± 0.47) (P < .001). The most important preprogram subscale item was "vacation" versus "quality of assistive personnel" postprogram. Both pre- and postprogram scores reflected positive job satisfaction so differences may not be clinically significant. Qualitative program benefits included faster and increased onboarding, stronger relationships, and dedicated time. Challenges included role clarity among other stakeholders, learning culture, and spacial/technological logistics. Implications for Practice: Super-Mentors can train twice the number of Neo APP learners, with optimal preparation and support of all stakeholders, adequate space, and appropriate technology. [ABSTRACT FROM AUTHOR]

This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of their experiences. The researchers utilized thematic analysis and restorying to illuminate the participants' professional identity development and career trajectories. The findings underscore the realities of entering the teaching profession during a global teacher shortage and the tensions and vulnerability inherent in teacher identity development. The insights gleaned from these novice teachers provide fresh perspectives for educators, policymakers, and teacher educators to reimagine support systems to better sustain teachers in the profession. [ABSTRACT FROM AUTHOR]

The aim of this research was to study the aspects and conditions of physical space which favor or hinder the experience of university mentoring according to the perception of participants. During fieldwork, an ethnographic approach was used, based on direct and indirect observation reflected in research diaries, qualitative interviews, and an ad hoc questionnaire. A sample of 30 individuals was selected, including students and professor-mentors who were users of three spaces with different characteristics designed for individual and group mentoring. The data were collected analysed by identifying verbatim statements obtained from interviews and from accounts from the researchers' journals that were then coded and grouped into thematic categories. The results focus on the importance of factors such as natural light, comfort, accessibility, furnishings, and location; conditions such as privacy and silence; availability of materials and resources; and Internet connectivity. The participants preferred the closed space, with the open space in second place and the semi-open space third. As for other required characteristics, the preferred spaces are multi-functional and versatile, equipped with ICT tools and furniture that facilitates collaborative work and mentorship and close communication between mentor and student, and that provide necessary privacy and silence. Any spaces specifically created for mentorship should thus meet these specific criteria. [ABSTRACT FROM AUTHOR]

Mentorship is critical to fostering professional growth and career development in academia. However, academic mentorship is often an informal activity that is overlooked and under researched. There is much ambiguity and uncertainty surrounding mentorship roles and strategies in academia. This paper provides recommendations and strategies to reframe and advance academic mentorship to support new and early career faculty.

ABSTRACT Course-based undergraduate research experiences (CUREs) have been identified as a promising approach to engage large numbers of students in discovery-based investigations in the biological sciences. As the prevalence of CUREs continues to increase nationwide, the role of graduate teaching assistants (TAs) in facilitating these courses has simultaneously grown. In addition to serving as instructors of CUREs, previous research suggests that educators—including TAs—must also adopt additional roles, including that of a mentor. However, few studies have explicitly examined CURE TAs’ beliefs and practices regarding mentorship. To address this need, we conducted an exploratory, concurrent mixed methods study to better understand TAs’ self-reported mentoring skills levels and their experiences acting as potential mentors in the context of an online introductory biology SEA-PHAGES CURE. Results indicate that TAs (N = 12) believed themselves most skilled in areas related to listening and communication, building rapport with students, and encouraging independence with respect to student research projects. Analysis of open-ended survey data further demonstrated that the overwhelming majority of TAs (n = 10) considered themselves to be mentors, citing a diversity of rationales reflective of both psychosocial and instrumental forms of mentoring support. Collectively, these outcomes contribute to a growing body of literature on the nature and level of involvement of TAs within CURE learning environments, particularly with respect to their posited role as mentors.

In the article, the author conducted a review of modern research on the stated topic and concluded that from the standpoint of sociology, the category of mentoring seems insufficiently researched (in this vein, it is given much less attention in the scientific literature). Mentoring, studied by specialists within the framework of the sociological sciences, was usually considered from the standpoint of the concepts of structural functionalism and social exchange (A. Goffman; J. Allan; E. Gardiner, etc.). For the sociological concepts of the mentoring institute, the basic factor is the category of socialization. Mentoring, along with the processes of education and upbringing, is an integral component of socialization. The practice of introducing mentoring allows us to state the ambiguity and vagueness of the mentor’s ideas about himself and his role, as well as the image of the mentor for his wards, which creates obstacles to instilling standards of mentoring in terms of its organization and successful implementation, both at the individual and group levels. It should be noted that the focus of mentoring has shifted from its representation as a conductor of powerand holder of a certain structure to its importance in the education and development of the corporate culture of a modern organization. The processes of socialization are also related to the mechanisms of adaptation and motivation. If adaptation is considered as part of the socialization process, then, as for motivation, its role in the sociological mechanism of the mentoring institute is debatable.

Introduction. Mentoring in preschool education is a new concept in the context of managing a preschool educational organization. In general, mentoring is an understudied concept for the educational system, so we would like to reveal its aspects and the main types of tools that will allow managers to delegate responsibilities and build trust with teachers. The article reviews domestic and foreign research in the field of scientific foundations of mentoring in tutorship. The aim is to study the components of the developed model “ROST”, to consider the possibility of its application in a preschool educational organization.Materials and methods. The method of communicative core, critical thinking, expert opinion and interviews allowed the authors to study the regions of the Volga region (Chuvash, Mari regions) and the region of the Urals, as well as Udmurtia, Nizhny Novgorod, Kirov, Ulyanovsk, Samara and Penza regions.Results and discussion. After the experiment, all the interviewed managers admitted that prior they treated mentoring and tutorship equally, therefore, when recalling their development as a manager, they recalled a lot about more experienced colleagues who helped them in their professional development and did it in the manner of a “tutor” rather than a “mentor”. The result was that managers recognized the difference between mentoring and tutorship.Conclusion. Mentoring in education is designed to help both novice and experienced educators reveal “hidden” capabilities.

Abstract Introduction Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. Methods This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses’ level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. Findings The two groups were homogeneous in terms of demographic characteristics. The average score for nurses’ participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P

This study aims to identify literacy competencies, self-efficacy, and Technological Pedagogical Knowledge (TPK) among teacher leaders (TL) as the foundation for developing a model of sustained professional development. The survey involved 153 respondents, TL at the junior high school level in Riau and Riau Islands. Instruments were used to measure literacy skills (environmental, numerical, digital) and TPK employed multiple-choice tests. The questions underwent item analysis, piloted with 30 respondents. A questionnaire measured self-efficacy, the role of TL, and the implementation of the Emancipated Curriculum. Descriptive data analysis determined demographic characteristics and the average competence of TL. Inferential analysis to identify relationships between variables used Structural Equation Modeling (SEM) with Lisrel 8.80 software. Research results reveal that the competence level of TL (literacy, TPK, and self-efficacy) ranges from moderate (60.60) to high (91.20). Based on SEM analysis, the developed model meets the criteria as a well-fitting model. Validation results show that all loading factors are > 0.5, t statistics > 1.96. This study recommends the development of a TL Professional Development model with the acronym MOST (mentor, observe, support, take action) as stages for their professional development to fulfill the mission of moving, acting, and driving the implementation of the Emancipated Curriculum in Indonesia. [ABSTRACT FROM AUTHOR]

Junior faculty mentoring committees have important roles in ensuring that faculty thrive and adjust to their new positions and institutions. Here, we describe the purpose, structure, and benefits of junior faculty mentoring committees, which can be a powerful tool for early‐career academic investigators in science, technology, engineering, mathematics, and medical (STEMM) fields. There is a paucity of information about what mentoring committees are, how to use them effectively, what areas they should evaluate, and how they can most successfully help junior faculty progress in their careers. This work offers guidance for both junior faculty mentees and mentoring committee members on how to best structure and utilize mentoring committees to promote junior faculty success. A better understanding of the intricacies of the mentoring committee will allow junior faculty members to self‐advocate and will equip committee mentors with tools to ensure that junior faculty are successful in thriving in academia. [ABSTRACT FROM AUTHOR]

A first‐generation college student is typically defined as a student whose biological parent(s) or guardian(s) never attended college or who started but did not finish college. However, "first‐generation" can represent diverse family education situations. The first‐generation student community is a multifaceted, and intersectional group of individuals who frequently lack educational/financial resources to succeed and, consequently, require supportive environments with rigorous mentorship. However, first‐generation students often do not make their identity as first‐generation students known to others due to several psychosocial and academic factors. Therefore, they are often "invisible minorities" in higher education. In this paper, we describe the diverse family situations of first‐generation students, further define "first‐generation," and suggest five actions that first‐generation trainees at the undergraduate/graduate stages can engage in to succeed in an academic climate. We also provide suggestions for mentors to accommodate first‐generation students' unique experiences and equip them with tools to deliver intentional mentoring practices. We hope that this paper will help promote first‐generation student success throughout the academic pipeline. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors. BACKGROUND Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors. METHOD Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences. RESULTS The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring). CONCLUSION Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty. [ABSTRACT FROM AUTHOR]

Throughout its 100-yr history, a key ambition of the British Journal of Anaesthesia has been to foster our academic community by addressing the needs of individuals in the early stages of their independent clinical and research careers. Longitudinal mentoring and peer networking are critical for establishing a community of like-minded peers and mentor-advisors required to navigate the challenges of academic medicine. In 2019, the Journal launched an Editorial Fellowship scheme, aimed at comprehensively demystifying the process of peer review, editing, and publishing through guided mentorship and experiential learning. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine Jordanian pre-service science teachers' perceptions of their mentoring experience using the five-factor model of mentoring (personal attributes, system requirements, pedagogical knowledge, modeling, and feedback). This study uses a descriptive survey research design, and the Arabic version of the validated Mentoring for Effective Primary Science Teaching (MEPST) survey was administered electronically to collect responses from 49 participants. The data was summarized using descriptive statistics, and t-tests were conducted to test for significant differences in the perceived mentoring experiences between male and female Jordanian pre-service science teachers. The study supports efforts to validate the Arabic version of the MEPST survey. The means of the participants' perceptions of mentoring were relatively high, greater than four on a five-point Likert scale, indicating that the pre-service teachers perceived their mentoring experience as positive based on the five factors. No statistically significant differences were found in the perceived effectiveness of the mentoring experiences between the male and female pre-service science teachers. The study findings have several practical implications and suggest ed directions for future research. Researchers are encouraged to investigate mentors' perceptions and practices related to effective mentoring, and research on identifying and understanding school factors that may influence the effectiveness of mentoring in schools is also needed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the relationship between mentoring and Early Career Teacher retention, within an urban school district in Maryland. The research examined mentoring and teacher retention in an urban school district. There were 11 participants in the study. Seven of the participants remained in the district after their three-year mentorship support. The other four participants left the district at the end of the three years. The study was phenomenological, as it examined the lived experiences of the Early Career Teachers. The study's methodology utilized purposeful sampling and data collection using semi-structured interviews. Some of the major themes identified were mentoring is important for new teachers, mentors should operate in full time positions, mentors should possess certain traits, and the summer orientation session is beneficial. [ABSTRACT FROM AUTHOR]

Unlike many other subspecialties in radiology, breast radiologists practice in a patient-facing and interdisciplinary environment where team building, communication, and leadership skills are critical. Although breast radiologists can improve these skills over time, strong mentorship can accelerate this process, leading to a more successful and satisfying career. In addition to providing advice, insight, feedback, and encouragement to mentees, mentors help advance the field of breast radiology by contributing to the development of the next generation of leaders. During the mentorship process, mentors continue to hone their listening, problem-solving, and networking skills, which in turn creates a more supportive and nurturing work environment for the entire breast care team. This article reviews important mentorship skills that are essential for all breast radiologists. Although some of the principles apply to all mentoring relationships, ensuring that every breast radiologist has the skills to be both an effective mentor and mentee is key to the future of the profession. [ABSTRACT FROM AUTHOR]

This study examined the contribution of mentor-mentee interaction patterns on student teachers' learning to teach during Teaching practicum (TP). The study objectives are: (i) to understand the interaction patterns between mentor teachers and student teachers during teaching practicum, (ii) to establish how those interaction patterns develop student teachers' learning to teach. This study adopted a qualitative research approach using in-depth face-to-face interviews conducted twice for each interviewee of not less than forty (40) minutes as part of data collection. The interviews were carried out to six (6) third-year student-teachers who were posted in two neighbouring public secondary schools as their TP sites. The study found that: Mentorship relies much on interpersonal relationships and interaction patterns between student teachers and their mentor teachers. Four (4) possible interaction patterns in TP stations were identified. In practice, there is mentor teacher - student teacher, student teacher - students, student-teacher - student teacher, student teacher - resources interactions. Teacher education programs, policies, and documents recognize and have been stressing the importance and role of mentoring in student teachers, as part of their professional development. Student teachers have had higher expectations of the teachers they want to be in the future, but their way through mentor support is unclear and once they face "reality shock" during TP their efficacy becomes low. This leads to less motivation for a teaching career and increases the attrition rate of future teachers. In-service teachers do not assume the crucial role of assisting student teachers in learning to teach. In such circumstances, some student teachers have been struggling to develop their professional future due to limited mentorship in secondary schools. The study recommends enhanced teacher training programs and continuous in-service professional development models to accommodate sensitive mentorship skills. [ABSTRACT FROM AUTHOR]