Systematic Literature Review of The Effects Of Clinical Mentoring On New Graduate Registered Nurses’ Clinical Performance, Job Satisfaction And Job Retention

Objective: The purpose of this systematic literature review is to appraise contemporary research literature examining the effects of mentoring on graduate registered nurses’ transition to practice objectively and systematically. These areas, specifically examined, are competence, job satisfaction, and retention. Three themes emerged from the research in this area. The themes are informal mentoring effectiveness, the extent of mentoring, and mentoring efficacy. Methods: The PRISMA method was implemented. Articles reviewed were written in English and published between December 2015 and December 2020 and obtained from the Griffith University Library electronic catalogue. A quality assessment of each record not excluded in the title and abstract analysis was undertaken using the method described by Kmet.[1] Those with a quality rating of 16 as a minimum are included in this systematic literature review. Results: Three quantitative, two qualitative and two - method research studies emerged after applying inclusion criteria, selection, and quality assessment. The analysis demonstrated the positive effects of mentoring on all three avenues with one mixed-method study that documented a downward trend in job satisfaction at six months. Conclusions: Mentoring is an effective transition to practice strategy for novice nurses. It affects competence, job satisfaction and retention positively. Retention and resignation rates worsen following 12 months of employment. Robust and rigorous studies are essential to justify long-term mentoring programs’ cost-effectiveness.

Harnessing the potential of recently retired physics teachers to mentor new physics teachers

Three new physics teachers graduating from a university provider of initial teacher education in England were paired with a recently retired physics subject specialist teacher in order to provide informal mentoring during their first year of teaching. The aim of this was to explore if a mentoring intervention of this kind could support teacher knowledge growth of the new physics teachers and influence their retention in the teaching profession. Qualitative data from the study suggests that substantive content of the mentoring discussions that took place addressed issues of general pedagogy and pedagogical content knowledge. The retired teacher mentors were enthusiastic and able to act as mentors. Suggestions emerge for ways of facilitating the mentoring.

Training the Trainers in Language Assessment via Mentoring: Building Expertise to Promote Language Assessment Literacy of Ukrainian University Teachers

This mixed-methods study described a case of group-based informal mentoring, a conceptual model of which was aligned with an effective mentoring program found in the literature. The research questions that were addressed in the study included: (1) Will mentoring training, conducted within a short (1-month) period, enable inexperienced presenters to develop and conduct an effective workshop in LTA? (2) In what way(s) has mentoring training impacted the mentees as prospective trainers in LTA? The training was implemented by one mentor and two mentees, with the immediate purpose to organize a platform to disseminate the results of an Erasmus+ staff mobility program. The data were collected via a questionnaire, a self-efficacy scale and reflection logs about the mentoring procedure, as well as the workshop in LTA conducted by the mentees with the purpose to enhance Ukrainian university teachers’ LAL. The outcome of the training reported a high success level of the workshop among 37 attendees. In addition, the participants of the mentoring training (n = 2) demonstrated improvement in their organizational skills and professional growth. The mentoring framework proved to be an effective strategy for implementing study objectives and can be recognized as a successful model for the promotion of language assessment literacy.

A Global Crowdsourcing Open Call to Improve Research Mentorship in Low- and Middle-Income Countries: A Mixed Methods Analysis

Research mentoring programs are limited in many low- and middle-income countries (LMICs). The TDR Global initiated a global crowdsourcing open call soliciting proposals on how to improve research mentorship in LMICs. The purpose of this study is to examine ideas submitted to this open call to identify the ways to improve research mentorship in LMICs. Open calls have a group of individuals solve all or part of a problem and then share solutions. A WHO/TDR/SESH crowdsourcing guide was used to structure the open call. Each submission was judged by three independent individuals on a 1–10 scale. Textual submissions were extracted from eligible proposals and qualitatively analyzed via inductive and deductive coding techniques to identify themes. The open call received 123 submissions from 40 countries in Asia (49), Africa (38), Latin America (26), and Europe (10). Among all participants, 108 (87%) had research experience. A total of 21 submissions received a mean score of 7/10 or higher. Our thematic analysis identified three overarching themes related to prementoring, facilitation, and evaluation. Prementoring establishes mentor–mentee compatibility to lay foundations for mentorship. Facilitation involves iterative cycles of planning, communication, and skill improvement. Evaluation creates commitment and accountability within a framework of monitoring. This global crowdsourcing open call generated numerous mentorship ideas, including LMIC-contextualized facilitation tools. The open call demonstrates a need for greater focus on mentorship. Our data may inform the development of formal and informal mentoring programs in LMIC settings.

The Greek life-long learning centers in the post-debt crisis era: evaluation of the effectiveness of mentoring in adult trainers training

Purpose The purpose of this paper is to explore the views of Greek Life-Long Learning Centers (LLLCs) trainers, who worked as educational managers and took on informal mentoring roles in the context of counseling guidance and their trainees (who are adults’ trainers), on the effectiveness of mentoring in the post-Greek Debt Crisis era. Design/methodology/approach The authors performed a quantitative analysis using the SPSS software package’s simple random sampling. The bibliographic review, the identification and specialization of the research objectives, as well as the study of the participants’ unique characteristics, were used in the construction of a research tool. Findings The majority of participants confirmed the importance of mentoring as a human resource strategy. Regarding its effectiveness in the field of the Greek LLLCs, there were several discrepancies in the perceptions of trainers and trainees, as well as specific malfunctions in its implementation. Research limitations/implications The research omitted certain qualitative features and was conducted in a relatively limited geographical context. Originality/value Given the lack of similar studies in the field of the Greek LLLCs, this study illustrates the reality of the mentoring function in the training field of adult trainers, after the onset of the Greek economic crisis, while also highlighting realistic ways to improve the effectiveness of these organizations and conduct future, larger-scale research.

Just and Inclusive Team Climates Affect Mentoring Satisfaction: The Roles of Negative Mentoring and Race

As more work is being conducted in teams, mentees have increased opportunities to develop non-traditional mentoring relationships. We investigate how and when three aspects of team climate (procedural justice, interpersonal justice, and inclusion) influence mentoring satisfaction among mentees with an informal secondary mentor. Using survey data from 116 researchers on environmental science teams, we test whether (a) just and inclusive team climates are related to mentoring satisfaction through positive and negative mentoring experiences and (b) race moderates the relationships between just and inclusive team climates and mentoring satisfaction. We found that negative mentoring experiences mediated the relationships between just and inclusive team climates and mentoring satisfaction. Further, just and inclusive team climates were positively related to mentoring satisfaction, especially for people of color. These results suggest that positive team climates support informal mentoring in teams by reducing negative mentoring experiences and creating a welcoming environment for individuals from marginalized groups.

Performance Supervision and Employees’ Productivity in the Ministry of Lands, Environment and Natural Resources of Taita Taveta County, Kenya

The seeming teacher turnover in secondary schools in Nigeria necessitated this study on mentoring practices of principals for teachers’ retention in public secondary schools in Anambra State. The study adopted the descriptive survey research design. One research question guided the study. The population of the study comprised 256 principals and the entire population was used for the study. Researchers’ developed questionnaire was the instrument used for data collection. The instrument was validated by three experts, two in Educational measurement and evaluation, Department of Educational Foundation and the other in Educational planning and management, Educational Management and Policy, all in the Faculty of Education Nnamdi Azikiwe University, Awka. The Cronbach’s alpha method was used to determine the internal consistency of the items which yielded a reliability coefficient of 0.75. The researchers with the help of ten research assistants distributed and successfully collected 256 copies of the questionnaire administered. The research question was answered using the arithmetic mean. It was found among others that principals in public secondary schools in Anambra state use formal and informal mentoring to a very low extent for teachers’ retention. Based on the findings of the study, it was recommended among others that government should provide adequate resources necessary for effective mentoring programme in secondary schools in Anambra State.

Obtaining a faculty position at a primarily undergraduate institution (PUI)

Scientists who hope to obtain a faculty position at a primarily undergraduate institution (PUI) need a distinct skill set and outlook on their future teaching and research career. To obtain a position at a PUI, candidates should 1) design a strategy for obtaining a faculty position that suits each individual’s career goals and aspirations, 2) prepare for the application process, on-campus interview, and contract negotiations, and 3) plan a strategy for the probationary period leading up to tenure and promotion. Given the different types of PUIs, candidates need to consider whether they seek a position that consists of all or mostly all teaching, or both teaching and research. Candidates should educate themselves on the expectations at PUI’s, including current thought, practice, and aspirations for science pedagogy, and gain teaching experience prior to seeking a suitable position. If the candidate’s goal is a position with both teaching and research, it is important to discuss with the current research mentor what projects the candidate can take with them to their new position. The candidate should also consider what types of projects will be successful with undergraduate student researchers in a PUI research environment. Importantly, candidates should clearly demonstrate a commitment to diversity and inclusion in their teaching, research, and outreach, and application materials should demonstrate this. On interviews, candidates should be knowledgeable about the mission, values, and resources of the institution and how the candidate will contribute to that mission. Once hired, new faculty should discuss a formal or informal mentoring plan during the probationary period that includes peer evaluations on a regular basis, and maintain communication with the department chair or designated mentor regarding teaching, research, and service activities.

The positive impact of mentoring on burnout: Organizational research and best practice interventions for cancer hospital employees.

11012 Background: While burnout is not a new concept, combating it is becoming an increasingly important focus for organizations across all industries. Recently, the World Health Organization recognized burnout as an “occupational phenomenon” (WHO, 2019), and it was included in the 11th Revision of the International Classification of Diseases, where it is defined as “a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed.” The University of Texas MD Anderson Cancer Center addresses burnout at the institutional level in support of all 22,000 workforce members. One avenue of this work focuses on mentoring. Mentorship, both formal and informal, has demonstrated positive effects to include empirical investigations that demonstrate its benefit in reducing risk of burnout in multiple settings for a variety of audiences (Qian et al., 2014; Thomas & Lankau, 2009; van Emmerik, 2004; Varghese at al., 2020). Although mentoring is not as flashy as other interventions, what the last year has shown is that people need human connection now more than ever. Methods: In order to investigate the relationship between burnout and mentoring in our organization, we analyzed responses to our biennial voluntary employee survey, in which all employees were asked whether they are involved in a mentoring relationship and completed a single-item burnout scale. Results: We analyzed the survey data using a chi-square test and found that employees participating in mentoring relationships were less likely to report burnout than employees who are not participating in a mentoring relationship, χ2 (1, 14,486) = 17.431, p < 0.005. The same pattern held for all types of employees; faculty, classified staff, leaders, clinical employees, and non-clinical employees, indicating that the experience of mentorship may be universal regardless of role, rank, and type of work. We suspect that the benefits of mentoring are bi-directional for mentors and mentees, though this should be investigated directly. Conclusions: Both formal and informal types of mentoring programs exist within MD Anderson to support retention, professional fulfillment, and reduce burnout. All employees have access to a centralized online mentoring platform to find a mentor. Formal mentoring support is also provided through various programs developed for specific professional cohorts, including physicians, advanced practice providers, and registered nurses. In addition, informal mentoring support is offered in the form of employee volunteer wellness champions. Together, these formal and informal mentoring programs have positively influenced burnout across the organization.[Table: see text]

Reflections on how to approach early career psychiatrist roles and challenges

Objective: To reflect upon and provide experiential advice to address the roles of early career psychiatrists. The main roles include leading patient care; working in teams; clinical supervision and governance of trainees, and of the psychiatrist by clinical directors/managers. While these roles vary across public and private sectors, the discussion focuses on common elements. Conclusions: The first several years of an early career psychiatrist’s work often involves roles for which formal training cannot provide direct guidance, and which benefit from planning and reflective practice. Learning how to navigate clinical care, clinical supervision and governance, formal/informal mentoring and peer review are necessary to effective practice.