Virtual Mentoring Program within an Online Doctoral Nursing Education Program: A Phenomenological Study

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Susan Welch
Keyword(s):  
Nursing Education ◽  
Phenomenological Study ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Learning Technology ◽  
Mentoring Program ◽  
Education Students ◽  
Virtual Mentoring ◽  
Personal Support

AbstractThe purpose of this study was to explore the lived experiences of doctoral nursing education students who participated in a virtual mentoring program. A phenomenological design was used to enable the researchers to gain an understanding of the research phenomenon. The three patterns that emerged during the study were Confirmation of Mentoring, Building Communities, and Learning the Role of Doctoral Student. Under the pattern of Confirmation of Mentoring were the themes of Receiving Academic Support and Receiving Personal Support. Under the pattern of Building Communities were the themes of Getting to Know Mentors and Understanding the Importance of Relationships. Under the pattern of Learning of Role of Doctoral Student were the themes of Balancing Time and Learning Technology. Additional research is needed to more fully explore virtual mentoring within doctoral programs.

scholarly journals Mentorship Experiences of Doctoral Students: Understanding Desired Attributes of Doctoral Student Mentors

2021 ◽  
Author(s):  
Stephanie Singe ◽  
Lauren Sheldon ◽  
Kelsey Rynkiewicz ◽  
Ciara Manning ◽  
Erica Filep ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Phenomenological Study ◽  
Doctoral Programs ◽  
Doctoral Student ◽  
Independent Learning ◽  
Mentoring Relationships ◽  
Exercise Science ◽  
Structured Interviews ◽  
Qualitative Research Study ◽  
Student Mentors

Background: Mentorship is a critical aspect of the professional development of the doctoral student who wishes to pursue a role in higher education. Continued understanding is needed regarding the needs of the doctoral student when it comes to mentorship. Purpose: The purpose of this study is to describe the needs of a doctoral student from their mentoring relationships, as they work towards their terminal degree. Methods: This is a descriptive, phenomenological qualitative research study within universities that offer doctoral education. One-on-one, semi-structured interviews were conducted using Zoom video conference technology. Each interview, after transcribed, was analyzed following the step-wise approach of a phenomenological study. Credibility was established by 1) research triangulation, 2) bracketing/reflexivity, and 3) peer review. Results: Twelve doctoral students (7 females, 5 males) who were enrolled in doctoral programs with a focus on allied health or exercise science completed the Zoom interviews. Our participants were an average age of 28 3 years, and all twelve had graduate assistantship positions in association with their doctoral programs. Three main themes materialized from the data analyses including 1) guided autonomy, 2) humanistic nature, and 3) professional advocate. Doctoral students want guidance to develop the technical skills necessary for success by providing opportunities to perform with the chance to gain feedback. Mentors were identified as needing to demonstrate humanistic qualities that were rooted in being interpersonal. The importance of a mentor serving as a professional advocate to help the student grow and develop as a professional was also discussed. Conclusions: Doctoral students need their mentors to demonstrate both personal and professional attributes in the mentor relationship. Specifically, they are looking for guidance and feedback through independent learning, as well as a mentor who values them, is relatable, and is invested in their development as a professional.

scholarly journals Filling the gaps: how the non-faculty mentor role contributes to the doctoral program support structure

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kat R. McConnell ◽  
Rachel Louise Geesa
Keyword(s):  
Doctoral Students ◽  
Doctoral Student ◽  
Doctoral Program ◽  
Program Improvement ◽  
Public Institution ◽  
Mentoring Program ◽  
Content Type ◽  
Virtual Mentoring ◽  
Faculty Mentor ◽  
Program Support

PurposeThe purpose of this paper is to investigate mentors' and mentees' perspectives of the mentor role within an education doctoral mentoring program at a mid-sized public institution.Design/methodology/approachData from individual interviews with mentors and mentees were collected as part of a larger case study of a doctoral mentoring program. Mentees were doctor of education (EdD) students in their first and second years of the program. Mentors were identified as individuals who graduated from or are further along in the doctoral program. Five (N = 5) mentees and seven (N = 7) mentors participated in interviews, which were then transcribed and coded to identify emergent themes, along with transcripts of presentations given by the mentors.FindingsFour themes emerged within the data: differentiating support roles, mentoring as a way to identify gaps in doctoral student needs, mentoring as support for doctoral student success and ways to provide suggestions for mentoring program improvement. Results indicated that mentors and mentees viewed the mentor role as being unique from the roles of faculty advisor and dissertation chair. Mentors and mentees alike responded positively to virtual mentoring.Research limitations/implicationsParticipation by mentors and mentees was limited to first- and second-year doctoral students; thus, dissertation-stage students' perceptions of mentoring could not be determined. Implications include the value of mentoring in filling the gaps of support for doctoral students and the capability of mentoring programs to be adapted to unexpected circumstances such as the COVID-19 pandemic.Originality/valueThis study targets scholar-practitioner students in an EdD program, who are often overlooked by mentoring literature, and distinguishes research between faculty mentoring and mentoring performed by other students/recent graduates. Additionally, the pandemic gave the authors an opportunity to explore adapting mentoring to virtual formats.

scholarly journals Virtual mentoring in nursing education: A scoping review of the literature

2017 ◽  
Vol 8 (3) ◽  
pp. 137 ◽  
Author(s):  
Susan Arlene Clement ◽  
Susan Welch
Keyword(s):  
Nursing Education ◽  
Lived Experience ◽  
Doctoral Students ◽  
Scoping Review ◽  
Nurse Educators ◽  
Research Question ◽  
Mentoring Program ◽  
Online Mentoring ◽  
Technological Support ◽  
Virtual Mentoring

Background and objective: Large numbers of nurse educators are retiring, creating a paucity of experienced advisors and research investigators to mentor nurse educators. The guiding of doctoral students in nursing is at a demanding crossroad. A new mentoring approach is needed within nursing education to support doctoral students who wish to transition to nursing education and current nurse educators who wish to further the science of nursing education. A scoping review was conducted to determine what is currently known from the existing literature about virtual mentoring in nursing education.Methods: Literature published between 2012 and 2017 was reviewed from two electronic databases using the key words virtual mentoring, e-mentoring, cyber mentoring, online mentoring, tele-mentoring, nursing education, and college or university or higher education. The framework from Arksey and O’Malley was utilized for this study.Results: Two themes have been identified: Technological Support for the Virtual Mentoring Role and Evolving Virtual Mentoring Programs in Nursing Education.Conclusions: The available current research fails to adequately answer the research question. Further research into doctoral nursing graduates lived experience of a formal virtual mentoring program and building upon the virtual mentoring experience is needed. 

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

Role of General Adversarial Networks in Mammogram Analysis: A Review

2020 ◽  
Vol 16 (7) ◽  
pp. 863-877
Author(s):  
Annapoorani Gopal ◽  
Lathaselvi Gandhimaruthian ◽  
Javid Ali
Keyword(s):  
Breast Tumor ◽  
Deep Neural Networks ◽  
Training Data ◽  
Learning Technology ◽  
Breast Cancers ◽  
Generative Adversarial Network ◽  
Adversarial Network ◽  
Adversarial Networks ◽  
Tumor Extraction

The Deep Neural Networks have gained prominence in the biomedical domain, becoming the most commonly used networks after machine learning technology. Mammograms can be used to detect breast cancers with high precision with the help of Convolutional Neural Network (CNN) which is deep learning technology. An exhaustive labeled data is required to train the CNN from scratch. This can be overcome by deploying Generative Adversarial Network (GAN) which comparatively needs lesser training data during a mammogram screening. In the proposed study, the application of GANs in estimating breast density, high-resolution mammogram synthesis for clustered microcalcification analysis, effective segmentation of breast tumor, analysis of the shape of breast tumor, extraction of features and augmentation of the image during mammogram classification have been extensively reviewed.

Graduates giving back – a mentoring program for MBA students

2015 ◽  
Vol 4 (3) ◽  
pp. 200-212 ◽  
Author(s):  
Ann Darwin
Keyword(s):  
Higher Education ◽  
South Australia ◽  
Value Added ◽  
Master Of Business Administration ◽  
Mentoring Program ◽  
Education Students ◽  
Content Type ◽  
Mba Students ◽  
A Value ◽  
The University

Purpose – The purpose of this paper is to discuss the challenges and obstacles encountered in the implementation of a mentoring program for Master of Business Administration (MBA) students at the University of South Australia (UniSA) Business School. The paper starts with an exploration into the need for a mentoring program, the trial and subsequent four years of implementation. The paper also explores the network model of mentoring and the reasons why this, rather than a more traditional model, was chosen for the program’s implementation. Design/methodology/approach – This exploratory case study uses data from over 600 students and their alumni mentors over a five-year period to evaluate and improve the program as well as cultivating a critical community of adult learners. Findings – Feedback from students indicates that the mentoring program is regarded by most as a value-added feature of their early learning as it offers support, if and when it is required, from those who have been there before. Research limitations/implications – Results are limited to one institution. However, as research into mentoring for higher education students is thin on the ground, this study contributes to our understanding of the positive impacts of mentoring on student success. Practical implications – This paper emphasizes the importance of business leaders giving back to their alma mater through mentoring current MBA students. It shows how mentoring can support learning and management development. Originality/value – This is an original study which explores ways to increase the learning of higher education students for positive social outcomes.

scholarly journals A Phenomenological Study on the Synergistic Role of Precious Metals and the Support in the Steam Reforming of Logistic Fuels on Monometal Supported Catalysts

2010 ◽  
Vol 2010 ◽  
pp. 1-15 ◽  
Author(s):  
Abdul-Majeed Azad ◽  
Desikan Sundararajan
Keyword(s):  
Steam Reforming ◽  
High Efficiency ◽  
Phenomenological Study ◽  
Supported Catalysts ◽  
Precious Metals ◽  
Sulfur Poisoning ◽  
Jet Fuels ◽  
Hydrogen Yield ◽  
High Hydrogen

Clean power source utilizing vast logistic fuel reserves (jet fuels, diesel, and coal) would be the main driver in the 21st century for high efficiency. Fuel processors are required to convert these fuels into hydrogen-rich reformate for extended periods in the presence of sulfur, and deliver hydrogen with little or no sulfur to the fuel cell stack. However, the jet and other logistic fuels are invariably sulfur-laden. Sulfur poisons and deactivates the reforming catalyst and therefore, to facilitate continuous uninterrupted operation of logistic fuel processors, robust sulfur-tolerant catalysts ought to be developed. New noble metal-supported ceria-based sulfur-tolerant nanocatalysts were developed and thoroughly characterized. In this paper, the performance of single metal-supported catalysts in the steam-reforming of kerosene, with 260 ppm sulfur is highlighted. It was found that ruthenium-based formulation provided an excellent balance between hydrogen production and stability towards sulfur, while palladium-based catalyst exhibited rapid and steady deactivation due to the highest propensity to sulfur poisoning. The rhodium supported system was found to be most attractive in terms of high hydrogen yield and long-term stability. A mechanistic correlation between the role of the nature of the precious metal and the support for generating clean desulfurized -rich reformate is discussed.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

scholarly journals Taking Lead for Sustainability: Environmental Managers as Institutional Entrepreneurs

2021 ◽  
Vol 13 (7) ◽  
pp. 4022
Author(s):  
Pernilla Gluch ◽  
Stina Månsson
Keyword(s):  
Sustainable Development ◽  
Life Stories ◽  
Phenomenological Study ◽  
Organizational Structures ◽  
Critical Events ◽  
Institutional Entrepreneurship ◽  
Institutional Practices ◽  
Institutional Entrepreneurs ◽  
The Past

Over the past two decades, sustainability professionals have entered the architecture, engineering, and construction (AEC) industry. However, little attention has been given to the actual professionalization processes of these and the leadership conducted by them when shaping the pace and direction for sustainable development. With the aim to explore how the role of sustainability professionals develops, critical events affecting everyday sustainability work practices were identified. Based on a phenomenological study with focus on eight experienced environmental managers’ life stories, and by applying the theoretical lens of institutional entrepreneurship, the study displays a professionalization process in six episodes. Different critical events both enabled and disabled environmental managers’ opportunity to engage in institutional entrepreneurship. The findings indicate how agency is closely interrelated to temporary discourses in society; they either serve to support change and create new institutional practices towards enhanced sustainability or disrupt change when agency to act is temporarily “lost”. To manage a continually changing environment, environmental managers adopt different strategies depending on the situated context and time, such as finding ambassadors and interorganizational allies, mobilizing resources, creating organizational structures, and repositioning themselves.

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