Ethical integrity is paramount in the field of psychology. Cross-disciplinary research has consistently demonstrated that mentors are crucial in professional development and are often considered role ...models for professional conduct. However, mentors seldom are instructed how to teach their mentees ethical practices in both research and clinical work. Several institutions and agencies, particularly within the scientific disciplines, have successfully implemented formal mentor-training programs for research mentors. Not only do these programs specifically address teaching ethical issues and role modeling ethical behavior to mentees, but also encourage effective mentoring practices. Evaluation data from these programs have revealed many significant improvements to mentoring practices and to mentees' experiences related to the mentoring relationship. This article provides professional psychologists with an overview of the significance of ethical mentoring, challenges to ethical mentoring, and mentors' influence on the ethical conduct of their mentees. It also includes a discussion on the advantages of adapting and incorporating formalized mentor training programs within clinical training settings to enhance mentor effectiveness and ensure ethical mentoring for budding professional psychologists.
This study aimed to report the voice of mentor teachers towards pre-service English teachers’ professional development viewed from relational, developmental, and contextual components during school ...teaching practice programs. The study employed a descriptive case study. Utilizing the purposive sampling technique, four mentor teachers from public and private junior secondary schools participated in this study. The instrument used was an interview protocol, and the data were collected through a one-on-one interview using a voice recorder for gathering a comprehensive perspective towards the pre-service English teachers’ professional learning. The data were analyzed by using a coding system and employing coding cycles. The findings showed that all components—relational, developmental, and contextual—were found. The mentor teachers voiced their perspective and stressed the developmental component because they found that the pre-service English teachers experienced hindrances both externally and internally regarding teaching performance, classroom management, and motivation. These hindrances contribute to their professional development. This present study result implies a policy implementation related to the synchronization between collaborating schools and universities. The synchronization can be in terms of preparing the mentor teachers and providing the pre-service English teachers a supportive mentorship. Furthermore, the collaboration between schools and universities is also required in the exchange of valuable sources concerning educational instruction trends such as evidence-based practices in peripheral contexts, English teaching for students with diverse cultural backgrounds and academic competencies, and dissemination of best practices that have been implemented in schools for the formulation of teaching theories being taught through course subjects at teacher education departments in the universities.
Introduction
Despite numerous (co)curricular efforts, diversifying the Science, Technology, Engineering, and Mathematics (STEM) research workforce remains challenging and large segments of the U.S. ...population continue to be underrepresented. Promoting instructor–student mentoring relationship quality is a potentially important mechanism to support biomedical workforce diversity, as relationship quality has been positively associated with learning and persistence. We tested the impact of a “Creating Birds of a Feather” (CBoaF) intervention designed to promote perceptions of shared similarities (psychological similarity), which in turn should promote instructor-student mentoring relationship quality.
Methods
This pretest-posttest cluster randomized controlled trial was conducted with a large and diverse sample of instructors (
J
= 15) and the undergraduates (
N
= 567) enrolled in biological course-based undergraduate research experience courses at 13 universities across the U.S.
Results
Multilevel modeling results indicated that the intervention effect on undergraduates’ perceptions of psychological similarity was moderated by pretest psychological similarity. That is, among classes with low levels of similarity at pretest, the intervention group developed stronger perceptions of posttest psychological similarity than the control group, but there were no between group differences in classes with high levels of similarity at pretest. Furthermore, the intervention exhibited a positive indirect effect on posttest instructor–student mentoring relationship quality through posttest psychological similarity.
Discussion
These findings highlight the potential of the CBoaF intervention to enhance undergraduate perceptions of instructor-student psychological similarity, subsequently leading to improved instructor-student mentoring relationship quality. These insights have significant implications for initiatives that aim to promote diversity and inclusion in the STEM research workforce by emphasizing the cultivation of psychological similarity between students and instructors.
The number of Doctor of Nursing Practice (DNP) programs in the US has increased rapidly in recent years. Although DNP program enrollment numbers vary, Dols et al (2017) confirmed the burden of ...increasing program enrollments and high faculty/student ratios for scholarly projects that often outweigh faculty resources. This contemporary growth in the doctoral nursing education landscape has increased the quantity, time, and work of mentored projects requiring faculty guidance. Our post-master's DNP program began in 2014 and has an average cohort size of 10 students per year. Students complete their academic coursework via online synchronous sessions, asynchronously, and during mandatory on-campus executive sessions. Mentorship experts acknowledge that mentoring challenges exist because of limited on-campus time and differing locations and time zones of students and faculty.
The purpose of this article is to discuss challenges and strategies related to maintaining a program of research for early career nurse scientists. Nurse scientists who do not complete a traditional ...postdoctoral fellowship or who work in low research-resourced institutions may struggle with research collaboration and development.
Specific challenges experienced by nurse scientists in early career development included: advanced age at the completion of the research doctorate, gender roles and research careers, sustainable work-life balance, employment in low research-resourced institutions, and time. Strategies to assist nurse scientists in finding support and opportunities for research and career development included: professional networking, institutional collaboration, non-traditional training experiences for new nurse scientists, sustainable work-life balance, professional development and service, and competing needs of teaching mission and research. One group's experience with fostering support and collaboration is presented as an example.
It is possible for nurse scientists in low research-resourced institutions to find opportunities to develop their program of research and foster their professional growth. Implementing the identified strategies helps to provide sustainability of new nurse scientists' research efforts. Engaging nurse scientists in supportive and collaborative opportunities paves the way for early career nurse scientists to become experts in their field.
•There are limited formal post-doctoral opportunities for new nurse scientists.•Workload demands challenge nurse scientists in sustaining a research trajectory.•Non-traditional post-doctoral formats facilitate new nurse scientists' research.•Peer seminar groups can facilitate professional socialization and productivity.•Retaining nurse scientists in research careers is vital to the nursing discipline.
Objective. To identify the perceptions and benefits of participation in a web-based journal club by the critical care pharmacy residents who presented and their mentors.
Methods. Former and current ...resident presenters and their mentors were invited to complete one of three electronic surveys created to assess their perceptions of their experiences with a web-based journal club sponsored by the Clinical Pharmacy and Pharmacology (CPP) Section of the Society of Critical Care Medicine (SCCM). Descriptive statistics were used to analyze the data gathered.
Results. Thirty-eight (41%) former residents, 23 (72%) recent or current residents, and 32 (58%) presentation mentors responded to the survey. Residents in both groups indicated that participation was a beneficial educational and professional experience. Residents who more recently presented an online journal club reported improved confidence in critically evaluating research, determining clinical applications of published literature, developing evidence-based recommendations, and educating trainees on evidence-based medicine. Mentors believed their residents’ journal club participation influenced their future involvement in both the SCCM and the CPP Section and were extremely likely to recommend their future residents participate in the web-based journal club.
Conclusion. Participation in a web-based journal club provided professional benefits to participants and their mentors that extended beyond the presentation itself. Interaction with the organization through this experience may have encouraged these individuals to maintain their professional involvement in the organization after the web-based journal club experience was completed. Other professional organizations may benefit from implementation of a similar web-based journal club.
This mixed-methods study examines mentoring relationships in an ethnically diverse sample of undergraduates in majors related to science, technology, engineering, and math (STEM). Guided by an ...intersectionality framework, we examined whether features of research mentoring differ at the intersection of ethnicity and gender. Survey data from undergraduates (N = 486; 76% members of underrepresented ethnic groups; 66% women) revealed ethnic and gender variation in the amount of mentoring that participants reported receiving. Findings also showed that higher levels of instrumental mentoring at the study’s outset predicted higher STEM self-efficacy 1 year later. This finding was not moderated by ethnicity or gender, suggesting that instrumental mentoring bolsters self-efficacy among students from diverse backgrounds. To supplement the quantitative findings, we collected open-ended data from a subset of participants’ mentors (N = 97). Thematic analysis of these data provides insight into the range of strategies that mentors used to bolster students’ STEM self-efficacy.
Purpose
An attribute common throughout Lor’s distinguished career has been a passion for learning and continuous improvement in an approach that sets high standards, both for himself and others. ...Taking on the informal mantle of both mentor and mentee, these contributions have blended with no clear boundaries or timelines.
Design/methodology/approach
Lor has been active in the library and information sector (LIS) landscape since the 1960s. A stalwart of the library and information profession, the author is being honoured by International Federation of Library Associations and Institution (IFLA) with a prestigious festschrift in recognition of a librarian who has made a sustained contribution to the library and information profession over decades with significant impact on academia, scholarship, praxis, communities and individual librarians.
Findings
Lor is recognized as a lifelong mentee as evidenced by his unbounded forays into discovery driven by a natural curiosity that, in turn, shaped his approach to mentoring through teaching, instilling best practices in research methodology and significant contributions to international librarianship. Today this continues in a regular column for South African librarians, drawing from the international literature of books, libraries and information, his role as a key figure in the establishment of Library and Information Association of South Africa (LIASA) in the 1990s, as well as experience from close involvement in developing LIS policies for post-apartheid South Africa, drafting guidelines for national library legislation and serving as IFLA Secretary-General in The Hague.
Originality/value
This viewpoint has been an attempt to share reflections on one individual’s lifetime of influence without borders or timelines. Without doubt, Lor’s global mentorship reach remains unbounded in his approach to critical thinking and desire for continuous improvement for himself and others.
Objective
The aim of this study was to evaluate dentists’, dental hygienists’ and dental assistants’ competence in mentoring students and to identify distinct mentor profiles.
Methods
The study ...employed a cross‐sectional design. Data were collected using the Mentors’ Competence Instrument (MCI), which includes 45 items structured under seven mentoring competence sub‐dimensions. The data were collected during autumn 2017 from dentists, dental hygienists and dental assistants working in the Finnish primary healthcare (n = 1097) using a paper survey, whilst dentists (n = 26) who have completed mentoring education in one university completed an electronic questionnaire. Cases with more than 5% missing data (n = 164) were listwise deleted, whilst the remaining data (n = 933) underwent analysis. K‐mean clustering was used to identify significantly different mentor profiles, whilst comparisons of mentoring competence between the identified profiles were performed with Kruskal‐Wallis and Mann‐Whitney tests.
Results
Three distinct mentor profiles (A, B and C) that differed in the level of mentoring competence were identified. The participants in profile A encompassed mostly dental assistants, profile B included mostly dental assistants and dentists, and profile C mainly comprised dentists and dental assistants. Profiles A, B and C differed significantly in terms of education, job title, role of mentor and participation in mentoring education. The largest difference in competence was observed between participants of profiles A and C. Each profile differed significantly from the other two across all seven competence areas. Most of the participants had not previously received any mentoring education.
Conclusion
There is room for improvement in the competence of dentistry student mentors, especially regarding knowledge of effective mentoring practices, goal‐oriented mentoring, mentor characteristics and motivation for mentoring. Every mentor that works with oral healthcare students should receive mentoring training.
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