scholarly journals Group Mentoring of New Graduate Midwives: Emerging Professional Capacity: A Naturalistic Inquiry

2021 ◽  
Author(s):  
◽  
Susan Maree Lennox
Keyword(s):  
Group Analysis ◽  
Group Model ◽  
Multiple Perspectives ◽  
Regular Group ◽  
Group Mentoring ◽  
New Graduates ◽  
One To One ◽  
Group Meetings ◽  
Professional Capacity ◽  
Mentoring Model

<p>This research explores an innovative group mentoring model developed at the request of four newly graduated midwives who were mentored as a group by four experienced midwives. Since virtually all research on mentoring, both internationally and in New Zealand assumes that mentoring is a one-to-one activity, this study aimed to describe how this group mentoring model operated and explore whether it was successful in supporting new midwives to gain confidence. A naturalistic study design was used with a mixed methods approach to collecting and analysing a large amount of richly descriptive data. Data were gathered from records of individual contacts between mentors and new graduates, from a series of interviews with each of the eight participants, and from the actual audio recordings of regular group mentoring meetings across the mentoring year. Simple descriptive analysis of quantitative data and detailed thematic analysis of qualitative data were undertaken. The study found the group mentoring model provided everything that is expected of one-to-one mentoring and the new graduates felt well supported as they gained confidence during their first year in practice as autonomous self-employed midwives. The group model provided new graduates with 24/7 one-to-one mentor support whenever they asked for it. This was found to occur mostly in the first half of the year and was highly valued. The new graduates and the mentors all agreed that the most important part of the model were the regular group meetings. These meetings were entirely focused on day to day experiences that the new graduates chose to present to the group. Analysis of the meeting transcripts showed that the new graduates' issues ranged across the whole scope of practice; that they were sometimes prompted by self-reflection, sometimes by issues to do with relationships with others, and sometimes by a need to discuss technical matters. The mentors' responses were variously supportive; listening and exploring; directing or informing; and questioning or challenging. The group aspect of this mentoring model added a number of features that would not be possible in one-to-one mentoring. The new graduates valued how the group meetings exposed them to multiple perspectives from several mentors. The group meetings modelled a supportive and collegial way of working together that facilitated their emerging professional capacity now and into their future. The group provided a safe yet challenging space: a "stimulating sanctuary" for the new graduates' development. Overall the study found that group mentoring can successfully meet the needs of new graduates and provides several advantages over one-to-one mentoring. Group mentoring may be a more sustainable model than one-to-one, particularly where there are shortages of mentor midwives available. It is a model that promotes a supportive professional midwife culture, contributes to new knowledge in the area and is the preferred approach to mentoring in the future.</p>

scholarly journals Group Mentoring of New Graduate Midwives: Emerging Professional Capacity: A Naturalistic Inquiry

2021 ◽  
Author(s):  
◽  
Susan Maree Lennox
Keyword(s):  
Group Analysis ◽  
Group Model ◽  
Multiple Perspectives ◽  
Regular Group ◽  
Group Mentoring ◽  
New Graduates ◽  
One To One ◽  
Group Meetings ◽  
Professional Capacity ◽  
Mentoring Model

<p>This research explores an innovative group mentoring model developed at the request of four newly graduated midwives who were mentored as a group by four experienced midwives. Since virtually all research on mentoring, both internationally and in New Zealand assumes that mentoring is a one-to-one activity, this study aimed to describe how this group mentoring model operated and explore whether it was successful in supporting new midwives to gain confidence. A naturalistic study design was used with a mixed methods approach to collecting and analysing a large amount of richly descriptive data. Data were gathered from records of individual contacts between mentors and new graduates, from a series of interviews with each of the eight participants, and from the actual audio recordings of regular group mentoring meetings across the mentoring year. Simple descriptive analysis of quantitative data and detailed thematic analysis of qualitative data were undertaken. The study found the group mentoring model provided everything that is expected of one-to-one mentoring and the new graduates felt well supported as they gained confidence during their first year in practice as autonomous self-employed midwives. The group model provided new graduates with 24/7 one-to-one mentor support whenever they asked for it. This was found to occur mostly in the first half of the year and was highly valued. The new graduates and the mentors all agreed that the most important part of the model were the regular group meetings. These meetings were entirely focused on day to day experiences that the new graduates chose to present to the group. Analysis of the meeting transcripts showed that the new graduates' issues ranged across the whole scope of practice; that they were sometimes prompted by self-reflection, sometimes by issues to do with relationships with others, and sometimes by a need to discuss technical matters. The mentors' responses were variously supportive; listening and exploring; directing or informing; and questioning or challenging. The group aspect of this mentoring model added a number of features that would not be possible in one-to-one mentoring. The new graduates valued how the group meetings exposed them to multiple perspectives from several mentors. The group meetings modelled a supportive and collegial way of working together that facilitated their emerging professional capacity now and into their future. The group provided a safe yet challenging space: a "stimulating sanctuary" for the new graduates' development. Overall the study found that group mentoring can successfully meet the needs of new graduates and provides several advantages over one-to-one mentoring. Group mentoring may be a more sustainable model than one-to-one, particularly where there are shortages of mentor midwives available. It is a model that promotes a supportive professional midwife culture, contributes to new knowledge in the area and is the preferred approach to mentoring in the future.</p>

scholarly journals The Concerns of Competent Novices during a Mentoring Year

2012 ◽  
Vol 2012 ◽  
pp. 1-9 ◽  
Author(s):  
Susan Lennox ◽  
Annemarie Jutel ◽  
Maralyn Foureur
Keyword(s):  
Professional Development ◽  
Clinical Skills ◽  
Working Environment ◽  
First Year ◽  
Group Model ◽  
Group Mentoring ◽  
New Graduates ◽  
New Graduate ◽  
Development Support ◽  
Support Programmes

In an innovative group mentoring approach, four experienced midwives mentored four new graduates during their first year of practice. The new graduates were in practice as case-loading registered midwives having completed a three year Bachelor of Midwifery degree. Detailed data about the new graduates’ concerns were collected throughout the year of the mentoring project. A range of practice areas—administrative, working environment, professional culture, clinical issues and the mentor group itself—were prominent issues. New graduates were concerned about their own professional development and about relationships with others particularly relationships within the hospital. Technical questions focussed more on craft knowledge that develops through experience than on clinical skills or knowledge. Identifying these concerns provides a foundation for mentors, preceptors and those designing professional development support programmes for the first year of practice. It may be that new graduate midwives educated in a profession with a narrowly defined scope of practice have a different range of concerns to new graduates who have wider scopes of practice. The use of a group model of mentoring for supporting new graduate midwives proved stimulating for mentors and highly supportive of new graduates.

scholarly journals EEGIFT: Group Independent Component Analysis for Event-Related EEG Data

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Tom Eichele ◽  
Srinivas Rachakonda ◽  
Brage Brakedal ◽  
Rune Eikeland ◽  
Vince D. Calhoun
Keyword(s):  
Independent Component Analysis ◽  
Phase Locking ◽  
Group Analysis ◽  
Component Analysis ◽  
Independent Component ◽  
Group Model ◽  
Simulated Event ◽  
Latency Jitter ◽  
The Individual ◽  
Order Components

Independent component analysis (ICA) is a powerful method for source separation and has been used for decomposition of EEG, MRI, and concurrent EEG-fMRI data. ICA is not naturally suited to draw group inferences since it is a non-trivial problem to identify and order components across individuals. One solution to this problem is to create aggregate data containing observations from all subjects, estimate a single set of components and then back-reconstruct this in the individual data. Here, we describe such a group-level temporal ICA model for event related EEG. When used for EEG time series analysis, the accuracy of component detection and back-reconstruction with a group model is dependent on the degree of intra- and interindividual time and phase-locking of event related EEG processes. We illustrate this dependency in a group analysis of hybrid data consisting of three simulated event-related sources with varying degrees of latency jitter and variable topographies. Reconstruction accuracy was tested for temporal jitter 1, 2 and 3 times the FWHM of the sources for a number of algorithms. The results indicate that group ICA is adequate for decomposition of single trials with physiological jitter, and reconstructs event related sources with high accuracy.

Twin studies in multiple sclerosis: A meta-estimation of heritability and environmentality

2015 ◽  
Vol 21 (11) ◽  
pp. 1404-1413 ◽  
Author(s):  
Corrado Fagnani ◽  
Michael C Neale ◽  
Lorenza Nisticò ◽  
Maria A Stazi ◽  
Vito A Ricigliano ◽  
...  
Keyword(s):  
Multiple Sclerosis ◽  
Threshold Model ◽  
Meta Analysis ◽  
Group Analysis ◽  
Twin Studies ◽  
Group Model ◽  
Medline Search ◽  
Genes And Environment ◽  
Environmental Component ◽  
The Impact

Background: Most twin studies of multiple sclerosis (MS) are inconclusive regarding the impact of genes and environment on disease susceptibility. In particular, high uncertainty exists about whether shared environmental factors are aetiologically relevant. Objective: To disentangle, with a reasonable degree of confidence, the relative contributions of heritability and of shared and unique environmental components of MS susceptibility. Methods: We performed a meta-analysis of previous twin studies. After a MEDLINE search, we selected eight twin studies in France, UK, Canada, Denmark, North America, Italy, Finland and Sweden. We conducted a biometric multi-group analysis under the liability-threshold model, by taking account of the study-specific ascertainment strategies and the population-specific prevalence rates of MS. Results: The meta-analytic estimates of tetrachoric correlations were 0.71 (95% confidence interval (CI): 0.67–0.74) in monozygotic pairs and 0.46 (95% CI: 0.41–0.50) in dizygotic pairs. The biometric multi-group model provided meta-analytic estimates of 0.50 (95% CI: 0.39–0.61) for heritability, 0.21 (95% CI: 0.11–0.30) for shared environmental component and 0.29 (95% CI: 0.26–0.33) for unique environmental component. Conclusion: Our results support the continuing efforts to identify unknown genetic factors that fill the gap of ‘missing heritability’; moreover, a ‘missing environmentality’ deserves future investigations into the role of non-heritable components that act as both shared and individual-specific exposures.

scholarly journals Catalyst: a peer mentoring model supporting new academics

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Barbara Kensington-Miller
Keyword(s):  
Peer Mentoring ◽  
Critical Function ◽  
Speed Up ◽  
One To One ◽  
The University ◽  
Mentoring Model

This paper examines the experiences of a group of new academics from different disciplines in a research-intensive university, involved in a pilot peer-mentoring programme known as Catalyst. The critical function of this programme, as reflected by the name, was to speed up their introduction to the university and make the transition into their departments smoother, with the knowledge and support that new academics require when beginning academia. The model consists of weaving one-to-one peer mentoring simultaneously with one-to-many peer mentoring, a synergy which provided continuous, sustainable, economical and easily implemented support. The two types of peer mentoring became interdependent, which generated sustainability. The paper discusses details of the model and the benefits gained by the new academics through their involvement over their initial semester. As a result, the isolation many felt as they began their new academic roles was reduced, and they were able to cope with the institution and departmental expectations more quickly and effectively than left on their own.

Towards a Group Analytic Praxis for Working with Teams in Organizations

2017 ◽  
Vol 50 (4) ◽  
pp. 519-536 ◽  
Author(s):  
Christine Thornton
Keyword(s):  
Literature Review ◽  
Interpersonal Communication ◽  
Group Analysis ◽  
Multiple Perspectives ◽  
Analytic Thinking ◽  
Developmental Approach ◽  
Therapeutic Work ◽  
Organizational Work ◽  
The Individual ◽  
Complexity Theories

Several aspects of group analysis render it a useful discipline for consulting to organizations and working with teams in complex post-modern environments. These include attention to the individual in the group, sophisticated grasp of the nuances of interpersonal communication, attention to context, tolerance and the value of multiple perspectives, creative incorporation of difference and a flexible developmental approach to managing anxiety and leadership projections. The importance assigned to context, and the value placed on multiple perspectives as holding elements of reality, mesh with systems and complexity theories so that group analysis offers a coherent intellectual framework for understanding interplaying processes in the system, from individual, through team, departmental and organizational, to societal and global levels. While several writers have demonstrated the value of group analytic thinking in understanding organizations, to date none have attempted to contextualize their perspective with those of others working in the field. This article opens with a literature review, articulates some core contextual differences between clinical and organizational work, and identifies the characteristics of group analysis that make it a valuable discipline in organizational work. A second companion article elaborates, setting out further differences in praxis in organizational rather than therapeutic work and discussing contracting for organizational work.

Supporting university students with autism spectrum disorder

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 20-28 ◽  
Author(s):  
Ashleigh Hillier ◽  
Jody Goldstein ◽  
Deirdra Murphy ◽  
Rhoda Trietsch ◽  
Jacqueline Keeves ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
University Students ◽  
Group Analysis ◽  
Self Esteem ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Group Model ◽  
Functional Changes ◽  
Students With Autism

Increasing numbers of students with autism spectrum disorder are entering higher education. Their success can be jeopardized by organizational, social/emotional, and academic challenges if appropriate supports are not in place. Our objective was to evaluate the effectiveness of a support group model for university students with autism spectrum disorder in improving psychological and functional outcomes. A curriculum guided the weekly discussions and consisted of topics such as time and stress management, managing group work, and social communication. Efficacy was assessed through pre- and post self-report measures focused on self-esteem, loneliness, anxiety, and depression. Functional changes in academic and social skills were examined through qualitative analysis of focus groups. Findings from the self-report measures indicated significant reductions in feelings of loneliness and general anxiety, and a significant increase in self-esteem at the end of the program compared to the beginning. Five prominent themes were identified in the focus-group analysis and reflected how the program had positively impacted participants’ skills and coping: executive functioning; goal setting; academics and resources; stress and anxiety; and social. Given the cost effectiveness of “in-house” interventions and the potential for improving academic outcomes and retention of students with autism spectrum disorder, further research examining similar program models is warranted.

Towards a group analytic praxis for working with teams in organizations II

2018 ◽  
Vol 51 (1) ◽  
pp. 72-90 ◽  
Author(s):  
Christine Thornton
Keyword(s):  
Interpersonal Communication ◽  
Group Dynamics ◽  
Therapy Group ◽  
Group Analysis ◽  
Fixed Time ◽  
Time Frame ◽  
Power Dynamics ◽  
Multiple Perspectives ◽  
Developmental Approach ◽  
The Individual

In the first part of this article, I argued that several aspects of group analysis render it a useful discipline for consulting to organizations and working with teams in complex post-modern environments: attention to the individual in the group, sophisticated grasp of the nuances of interpersonal communication, attention to context, tolerance and value of multiple perspectives, creative incorporation of difference, and a flexible developmental approach to managing anxiety and leadership projections. I also presented several key factors of contextual difference, important when working with a team: the different purpose of the work to facilitate more effective working together between members; stated outcomes (usually) for the intervention and often a relatively short, or fixed, time frame; that the group is not necessarily small, so that median or large group dynamics come into play; that the analyst arrives as the ‘stranger’, even when an ‘expert’, rather than as the powerful central figure of an analytic therapy group; that the formal hierarchy interacts in complex ways with power dynamics in the group, including the analyst; and that the language and metaphor of the intervention must be specific and meaningful to the team.

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