The student–mentor relationship

2019 ◽  
Vol 27 (6) ◽  
pp. 340-340
Author(s):  
Karen Barker
Keyword(s):  
Mentor Relationship ◽  
Bilateral Relationship ◽  
Student Mentor

The student–mentor partnership is essential for future midwives. But, as Karen Barker explores, it is a bilateral relationship that offers as much to the mentor as it does to the student

Reflective Case Study on End of Life Care in Post Anaesthesia

2014 ◽  
Vol 24 (11) ◽  
pp. 253-256
Author(s):  
T Wade
Keyword(s):  
End Of Life ◽  
End Of Life Care ◽  
Life Care ◽  
Mentor Relationship ◽  
Anaesthetic Care ◽  
Student Mentor ◽  
Dying Patient

Operating department practitioners (ODPs) are well known for their technical abilities within the perioperative environment and are passionate about the care they deliver. This article will critically reflect on the post anaesthetic care of a dying patient, the challenges of having relatives present, the importance of having a good student/mentor relationship, and will show that student ODPs can deliver compassionate and personalised care.

scholarly journals Importance and Establishment of Partnership: Doctoral Candidate - Mentor(S) - University

2020 ◽  
pp. 21-30
Author(s):  
Damijan Mumel
Keyword(s):  
Mentoring Relationships ◽  
Mentor Relationship ◽  
Doctoral Study ◽  
Relationship Expectations ◽  
Relationship Motivation ◽  
Doctoral Candidate ◽  
University Level ◽  
Study Process ◽  
Relationship Factors ◽  
Student Mentor

The paper deals with the triangle of participants in the Doctoral Study process: Institution-mentor-Doctoral student. Shown are: Basic dimensions of the student – mentor relationship, Motivation and responsibility in the student – mentor relationship, Expectations, perceptions and satisfaction in the student-mentor relationship, Factors which influence expectations in the student-mentor relationship, Keys to Successful Mentoring Relationships on personal and interpersonal levels, Possible solutions for Successful Mentoring on the Faculty and university level, and the Benefits of those activities.

scholarly journals Exploring the factors that contribute towards better student-mentor relationship in work-based learning (WBL) practice

2015 ◽  
Vol 6 (1) ◽  
pp. 52-60
Author(s):  
Abdool Qaiyum Mohabuth
Keyword(s):  
Work Experience ◽  
Personal Development ◽  
Influential Factor ◽  
Learning Goals ◽  
Mentor Relationship ◽  
Knowledge And Skills ◽  
Core Components ◽  
The Right ◽  
Student Mentor ◽  
The University

Mentors are called upon to counsel, guide, coach and advise mentees. Mentoring creates a relationship with the purpose of facilitating learners to achieve their learning goals. It allows individuals to look objectively at their performance and future development. Mentoring takes a formal setting in WBL practice which involves an experience for learning and a change in which mentor and mentee utilize a range of core components including honesty, trust and respectful listening to transfer knowledge and skills. Students on WBL practice view mentors as the right professionals with advanced work experience and knowledge from whom they may seek assistance for their professional and personal development. While many students undertaking WBL practice have experienced positive mentoring, there are some that complain about the lack of attention and care provided by their mentors. Most studies investigated the antecedents, outcomes, and benefits of programs with little attention given to identifying and illustrating what is required to ensure the quality of the mentoring process and the effectiveness of the mentoring relationship. This study sought to identify the factors that contribute towards positive mentoring for enhancing the student-mentor relationship. A survey questionnaire was designed for exploring the factors that lead to positive mentoring in WBL practice. The questionnaire was administered to students of the University of Mauritius who undertook WBL practice at the respective placement settings. Mentors providing the necessary coaching at these practice settings were also requested to complete a questionnaire. The findings reveal a list of the main factors which can lead to successful mentoring and enhance the student-mentor relationship. The element of ‘trust’ was found to be the most influential factor in the relationship, followed by ‘empathy’ and ‘openness’. These factors are seen to enhance interactive capability of mentees which contribute much towards improved acquisition of knowledge and skills in the practice.

scholarly journals Academic practice par excellence: Martin Hinrich Lichtenstein’s role in Adelbert von Chamisso’s career as naturalist

2017 ◽  
Vol 2017 (2) ◽  
Author(s):  
Anne MacKinney ◽  
Matthias Glaubrecht
Keyword(s):  
Nineteenth Century ◽  
Academic Culture ◽  
Early Career ◽  
Zoological Museum ◽  
Rhetorical Strategies ◽  
Mentor Relationship ◽  
Early Nineteenth Century ◽  
Academic Practice ◽  
Student Mentor

AbstractAdelbert von Chamisso’s (1781–1838) career as a naturalist is increasingly well-documented. Comparatively little, however, is known of his mentor and director of the Berlin Zoological Museum, Martin Hinrich Lichtenstein (1780–1857). This article highlights Lichtenstein’s influential role in Chamisso’s early career by reconstructing key moments of the student-mentor relationship from twelve yet unpublished letters (letters are presented in full in a separate contribution). It investigates the resources, rhetorical strategies, and allies necessary for establishing oneself as a scholar in the early nineteenth-century academic culture of Berlin.

The midwife-student mentor relationship: Creating the virtuous circle

2021 ◽  
Author(s):  
A. Sheehan ◽  
R. Elmir ◽  
A. Hammond ◽  
V. Schmied ◽  
S. Coulton ◽  
...  
Keyword(s):  
Mentor Relationship ◽  
Student Mentor
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