On mentorship Horton, Jillian
Canadian Medical Association journal (CMAJ),
09/2019, Letnik:
191, Številka:
36
Journal Article
Recenzirano
Odprti dostop
An interview with Dr. Sharon Straus is presented. Straus said that the first time I met with Dave Sackett, he asked me what I wanted in my life and career, then said, My goal is to help you realize ...that dream, and I will do whatever I can to help you achieve your goals. I was stunned into silence. When somebody says that to you, it's such a powerful thing. And I realized soon that he meant it. The only thing he ever asked of me in return was that I do the same thing for others. One of the strategies that's probably more helpful is meeting with potential mentees and finding out what their interests and career goals are, then providing them with a list of potential mentors and facilitating relationships.
This discussion addresses challenges for Graduate Entry Nursing students in undertaking integrative reviews. These novice researchers make two simultaneous identity shifts, in developing a nursing ...identity and being required to construct an identity as a scholarly researcher. For novices, the integrative review is a threshold crossing that is optimally traversed with supervisory critical companionship to enable success. This discursive article is drawn from three academics' experiences of student supervision and collegial mentoring in a Graduate Entry Nursing programme. We provide a critical reflection on integrating empirical learning along with the extant literature pertaining to integrative reviews. Additionally, the notion of threshold concepts is incorporated to foreground common pitfalls experienced and their remedies. Undertaking an integrative review plays a significant role in transitioning Graduate Entry Nursing students into comprehending the importance of situating nursing care in evidence-based practice. Supervising Graduate Entry Nursing students undertaking integrative reviews may appear straightforward to follow clearly described steps. However, for novice researchers there are common pitfalls at each stage. Students require supervisory oversight to ensure rigour and internal consistency throughout the project. This article signposts common pitfalls for novice researchers and conceptual and methodological 'red flags' for supervisors to heed early to ensure projects are rigorous and publishable. Graduate Entry to Nursing students' supervision experience is enhanced when there is supervisory cognisance of integrative reviews as a threshold crossing. For students, a nursing identity incorporating a researcher identity is invaluable for enhancing evidence-informed practice. We recommend that supervisors become familiar with the concept of threshold concepts to guide their supervisory practice with Graduate Entry to Nursing. This article highlights that these students are simultaneously growing a nursing identity; coming to appreciate the role of evidence-based practice in nursing; and developing a scholarly researcher identity. These shifts occur more readily when supervisors are transparent with students about these processes. Keywords: Graduate Entry Nursing, integrative reviews, common pitfalls, novice researchers, remedies Nga Aria Matua Ka whakawhiti whakaaro tenei tuhinga mo nga pikauranga o te Tomokanga Kiriwhakapotae mo nga Akonga Tapuhi e kawe nei i nga arotake topu. Ka rua rawa whakaahuatanga tuakiri hou ma enei kairangahau tauhou i te wa kotahi, tuatahi, ko to ratou tuakiri hou hei tapuhi, tuarua ko te tuakiri kairangahau ruku korero hohonu. Mo te hunga tauhou, ko tenei mea te arotake topu he whakawhitinga pae whakapakari nui, tona tikanga pai rawa kia noho ano te kaiarataki arohaehae i tona taha, kia ekea nga taumata e tika ana. I takea mai tenei tuhinga arowhanui i nga wheako o etahi matanga matauranga mo te arataki akonga, me te ako pono a-ropu akonga, i tetahi hotaka Tapuhi Tomokanga Kiriwhakapotae. Ka horaina e matou tetahi huritao arohaehae mo te akoranga aromatai i te taha o nga tuhinga o tau ke e pa ana ki nga arotake topu. Waihoki, kua tuia ki roto te aria o nga pae whakapakari, hei tapae i etahi o nga maioro e kitea nuitia ana, me nga rongoa i te taha. He wahi hira to te kawe i tetahi arotake topu i roto i te mahi whakawhiti i nga akonga Tapuhi Tomokanga Kiriwhakapotae e marama ai ratou ki te hira o te whakanoho i te taurimatanga tapuhi ki roto i nga tikanga mahi na te taunakitanga i tautoko. He ngawari noa te arataki i nga akonga tapuhi Tomokanga Kiriwhakapotae e kawe nei i nga arotake topu, ki te whaia e ratou etahi hipanga i ata whakamaramatia. Ahakoa, he pahekeheketanga i ia pekanga o te ara mo nga kairangahau tauhou. Me matua noho mai hei kaiarataki tohutohu i te akonga, kia noho mai he tikanga pakari, kia orite tonu hoki nga whakaritenga puta noa i te roa o te kaupapa. Ta tenei tuhinga he tutohu i nga maioro e tupono nuitia ana e nga kairangahau tauhou, me nga 'tohu whero' a-aria, a-ritenga mahi hoki ma nga kaiarataki, hei aronga wawe, kia pakari ai nga kaupapa, kia taea hoki te whakaputa korero ki te ao matauranga. Ka whakapikia nga wheako arataki o nga akonga Tomokanga Tapuhi Kiriwhakapotae ina noho marama nga kaiarataki ki te arotake topu hei whakawhitinga pae whakapakari. Mo nga akonga, kaore i tua atu i tetahi tuakiri tapuhi, kei roto nei tetahi tuakiri kairangahau, hei whakapiki i nga tikanga mahi na te taunakitanga i tautoko. E tutohu ana matou kia tahuri nga kaiarataki kia marama ki te aria o nga pae whakapakari hei arahi i a ratou tikanga arataki mo te Tomokanga Kiriwhakapotae ki te Mahi Tapuhi. Ka whakatairangatia i konei te mahi a enei akonga ki te whakatupu tuakiri tapuhi; e tupu ana to ratou marama ki nga tikanga mahi na nga taunakitanga i tautoko i roto i nga mahi tapuhi; a, i taua wa tonu e tupu tonu ana ano hoki tetahi tuakiri kairangahau mo ratou. Ka kitea wawetia enei huringa ina korero hangai tonu nga kaiarataki ki nga akonga mo enei hatepe. Nga kupu matua: Tomokanga Kiriwhakapotae mo nga Akonga Tapuhi, rangahau kiriwhakapotae, nga arotake topu, te rangahau take tapuhi, te arataki, nga aria pae whakapakari
Michael Turvey’s research in motor control and coordination influenced many generations of movement scientists, Brazilian scholars included. Throughout his career, Michael Turvey aimed for excellence ...in research, teaching, and mentoring while treating students and colleagues with kindness.
In this article, the new co-columnists provide an overview of upcoming topics that will be shared this year. This includes exploring choral mentorship and community connections, inspirations for ...expanding practice in the choral arts, and supporting and creating student leadership opportunities, all of which will be presented from multiple perspectives and lived experiences. The column will also highlight existing efforts by Canadian choirs in international activities. Dans cet article, nos deux nouveaux chroniqueurs presentent un apercu des sujets qu'ils aborderont cette annee, soit le mentorat au sein des chorales et les liens avec la communaute, les sources d'inspiration pour elargir les pratiques en art choral, ainsi que la creation d'occasions pour les initiatives etudiantes et le soutien de celles-ci. Tous ces sujets seront exposes a partir d'une variete de perspectives et d'experiences vecues. Enfin, cette chronique soulignera la participation des choeurs canadiens a des activites internationales.
Purpose There are substantial costs associated with sickness absence and struggling at work however existing services in the UK are largely restricted to those absent from work for greater than 6 ...months. This paper details the development of an early Vocational Advice Intervention (VAI) for adult primary care consulters who were struggling at work or absent due to musculoskeletal pain, and the structure and content of the training and mentoring package developed to equip the Vocational Advisors (VAs) to deliver the VAI, as part of the Study of Work and Pain (SWAP) cluster randomised trial. Methods In order to develop the intervention, we conducted a best-evidence literature review, summarised evidence from developmental studies and consulted with stakeholders. Results A novel early access, brief VAI was developed consisting of case management and stepped care (three steps), using the Psychosocial Flags Framework to identify and overcome obstacles associated with the health-work interface. Four healthcare practitioners were recruited to deliver the VAI; three physiotherapists and one nurse (all vocational advice was actually delivered by the three physiotherapists). They received training in the VA role during a 4-day course, with a refresher day 3 months later, along with monthly group mentoring sessions. Conclusions The process of development was sufficient to develop the VAI and associated training package. The evidence underpinning the VAI was drawn from an international perspective and key components of the VAI have the potential to be applied to other settings or countries, although this has yet to be tested.
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