Impact of Mentor Program

Context: Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships. Objective: Gain mentor and mentee perceptions of effective mentoring in a formal setting. Design: Qualitative phenomenology. Setting: Higher education institutions. Patients or Other Participants: Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort. Main Outcome Measure(s): Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation. Results: Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences. Conclusions: Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.

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Efficacy of a Mentoring Program on Nurse Retention and Transition Into Practice

International Journal of Studies in Nursing ◽

10.20849/ijsn.v3i2.378 ◽

2018 ◽

Vol 3 (2) ◽

pp. 31

Author(s):

Jacquelyn D. Szalmasagi

Keyword(s):

Community Hospital ◽

Retention Rates ◽

Mentoring Program ◽

Mentor Program ◽

Small Community ◽

Graduate Nurses ◽

New Graduate Nurses ◽

New Graduate ◽

Transition Into Practice ◽

Small Community Hospital

Background: The United States and countries around the world are often faced with a nursing shortage. Studies indicate the reasons for the shortages include low job satisfaction and other factors leading to decreased retention rates.Purpose: The purpose of this study was to determine if participating in a mentor program impacted the transition into practice and retention rates of new graduate nurses at a small community hospital in northern Indiana.Method: This was a retrospective, descriptive, quasi-experimental study. A total of 20 new graduate nurses were studied to determine whether participation in a mentoring program had any impact on their retention at the facility. The participants who completed the mentoring program were asked to complete a questionnaire which examined their perception of the correlation between their completion of the program and their transition into practice.Results: This study determined that participating in a mentor program impacted the transition into practice and retention rates of new graduate nurses at a small community hospital in northern Indiana. The questionnaire results indicated that participation in the mentoring program helped with the new graduate nurses’ transition into practice. This study was guided by Benner’s novice to expert theory.

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Coming Soon: IEEE Engineering in Medicine and Biology Mentor Program

IEEE Pulse ◽

10.1109/mpul.2013.2258792 ◽

2013 ◽

Vol 4 (3) ◽

pp. 51-51

Keyword(s):

Mentor Program

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IEEE EMBS Mentor Program

IEEE Pulse ◽

10.1109/mpul.2014.2330112 ◽

2014 ◽

Vol 5 (4) ◽

pp. 63-63

Keyword(s):

Mentor Program

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Longitudinal Follow-Up of Death Anxiety and Psychophysical-Symptom Experience of Participants in the Silent Mentor Program

OMEGA - Journal of Death and Dying ◽

10.1177/00302228211043613 ◽

2021 ◽

pp. 003022282110436

Author(s):

Li Ping Wong ◽

Sik Loo Tan ◽

Haridah Alias ◽

Thiam Eng Sia ◽

Aik Saw

Keyword(s):

Symptom Score ◽

Death Anxiety ◽

Psychological Symptom ◽

Physical Symptom ◽

Mentor Program ◽

Symptom Experience ◽

Beneficial Effects ◽

Attitude Towards Death ◽

T1 And T2

This study assessed death anxiety (Death Anxiety Questionnaire, DAQ) and psychophysical- (psychological and physical) symptom experience following cadaveric dissection among the Silent Mentor Program (SMP) participants before thawing (T1), after the suturing, dressing and coffining session (T2), and one month post-program (T3). There was a significant decline in the total DAQ score comparing T1 and T2 ( t = 7.69, p < 0.001) and T2 and T3 ( t = 5.00, p < 0.001) and T1 and T3 (t = 10.80, p < 0.001). There was a significant reduction in total psychological-symptom score comparing T1 and T2 ( t = 4.92, p < 0.001) and between T1 and T3 ( t = 4.85, p < 0.001). However, for the physical-symptom experience, a significant increase in the physical-symptom score between T1 and T2 ( t = –3.25, p = 0.001) was reported but the scores reduced significantly one month after the program (T2–T3; t = 4.12, p < 0.001). The mentoring concept of the SMP program has beneficial effects on improving attitude towards death and psychophysical-symptom experience associated with cadaver dissection.

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The Role of the Mentor

Advances in Educational Marketing, Administration, and Leadership - Mentorship Strategies in Teacher Education ◽

10.4018/978-1-5225-4050-2.ch013 ◽

2018 ◽

pp. 225-234

Author(s):

Chris Farrell

Keyword(s):

Ad Hoc ◽

The Other ◽

English Studies ◽

Mentor Program ◽

Academic Quality ◽

Modern Language ◽

External Context ◽

The Uk

This chapter focuses on the role of the mentor the context of a modern language institution. It looks at two strands of mentorship: within the organization and while interacting with the wider ELT world. In the first context the authors look at the various functions a mentor is expected to perform with a particular focus on the scheme as it exists in Centre of English Studies in the UK and Ireland. Here we have a comprehensive mentor program in operation for the summer quarter of the year with weekly sessions and comprehensive support provided. For the other three quarters of the year, the mentor role is more ad-hoc, with a flexible program and timetable dictated by the teachers' needs. In both of these situations, the mentor has to play a number of key roles and be relatively proficient in these. In terms of the role of the mentor in an external context, this chapter looks at the role of mentor in the Irish Research Scheme for Teaching, a national research scheme aimed at promoting academic quality through research in Ireland.

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