A review of mentoring in education: Some lessons for nursing

Ehrich, Lisa C.; Tennent, Lee; Hansford, Brian

doi:10.5172/conu.12.3.253

Cited by 57 publications

(39 citation statements)

References 11 publications

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“…The time required from both the mentor and mentee to engage in meaningful mentorship activities was the most frequently noted barrier to mentorship within the mentorship literature. [6,36,40,45,46] Just as a lack of time for mentorship was a barrier, protected time for mentorship was a facilitator. Mentors and mentees who had protected time for mentorship viewed the commitment from their institution as a sign of acceptance and support for mentoring activities.…”

Section: Discussionmentioning

confidence: 99%

Factors that impact implementation of mentorship programs in nursing academia: A sequential-explanatory mixed methods study

Nowell

White²,

Benzies³

et al. 2017

JNEP

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Objective: Nursing education institutions globally have called for mentorship to help address the nursing faculty shortage; however, little is known about the current state of mentorship or the barriers and facilitators for implementing mentorship programs in Canadian nursing schools. The objective of this study is to identify the current state of mentorship in Canadian nursing academia and explore factors that impact implementation of mentorship programs.Methods: A sequential-explanatory mixed methods design with 2 phases: (1) cross sectional survey of nursing faculty to identify the current state of mentorship in Canadian schools of nursing and explore facilitators and barriers to implementing mentorship programs; and, (2) qualitative interviews about nursing faculty member’s experiences with mentorship. Integration occurred when selecting phase 2 participants based on phase 1 results. A web-based survey was developed based on a review of literature; surveys were collected between September 2015 and March 2016 from 935 nursing faculty members. Survey participants (n = 48) were purposively sampled for maximum variation to participate in qualitative interviews, and data were analyzed thematically.Results: The majority of Canadian nursing schools lack formal mentorship programs with existing mentorship programs varying in scope and components. Factors influencing mentorship program implementation include: mentorship training and guidelines; quality of the mentoring relationships; choice and availability of mentors; organizational support; time and competing priorities; culture of the institution; and evaluation of mentorship outcomes.Conclusions: Our results confirm lack of formalized mentorship programs in Canadian schools of nursing. In developing mentorship programs, academic leaders need to consider multiple barriers and facilitators to ensure success.

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Section: Discussionmentioning

confidence: 99%

Factors that impact implementation of mentorship programs in nursing academia: A sequential-explanatory mixed methods study

Nowell

White²,

Benzies³

et al. 2017

JNEP

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“…The identified benefits were consistent with those reported in other published studies of mentoring, including increased job satisfaction, increased confidence, and successful transition to new position. 1,[3][4][5][6][7][8][9][10][11][12][13] Challenges with scheduling and documentation were identified. These challenges had been anticipated, as the Pharmacist Mentorship Program was an added responsibility of the participants, on top of their clinical work.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 Mentoring has been associated with a number of positive personal and professional outcomes, including professional growth, increased job satisfaction, ease of transition into a new practice area, increased competence, and improved recruitment and retention of staff. 1,2 The literature contains examples of mentorship programs in a variety of health care disciplines (primarily nursing and medicine), as well as in education and business, [3][4][5][6][7][8][9] but there are very few published data about established mentorship programs for pharmacists. Available reports on pharmacy mentorship have focused on mentoring for pharmacy faculty members or mentorship in a research setting.…”

Section: Introductionmentioning

confidence: 99%

Developing, Implementing, and Evaluating a Formal Pharmacist Mentorship Program

Nieuwstraten

Huh

Liu

et al. 2011

CJHP

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“…Freedman (2009, p.173) further notes the benefits for the mentee which include 'the opportunity from within a safe and non-threatening relationship, to interact with or learn from someone with experience and contacts'. Mentoring is noted as having the reciprocal benefits to mentors in the form of the personal satisfaction gained from helping someone else, a renewed commitment and enthusiasm and an opportunity to stimulate thinking and develop new skills (Ehrich et al, 2002) .In addition, mentoring contributes to the mentors' professional development through the encouragement and motivation of others (Goodyear, 2006;Moore, 1992).…”

Section: The Mentoring Literaturementioning

confidence: 99%

Developing business students’ employability skills through working in partnership with a local business to deliver an undergraduate mentoring programme

Spence

Hyams–Ssekasi

2015

Higher Education, Skills and Work-Based Learning

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Structured AbstractDeveloping business students' employability skills though working in partnership with a local business to deliver an undergraduate mentoring programme. PurposeWorking collaboratively with local business is vitally important in the delivery of Higher Education in Further Education. This study aims to explore an effective way of engaging local employers to enhance the employability skills of students through a closely monitored and supported mentoring relationship. The project was developed in order to address the employability needs of final year business students at a higher education facility offered by a college situated in the North West of England. Design/methodology/approachQualitative data was collected through the use of reflective journals and a series of focus groups with mentors and mentees FindingsOverall both mentors and mentees reported positive responses to the mentoring scheme. From the mentees point of view self-confidence, employability skills and networks were enhanced. Mentors reported satisfaction in contributing to the local community. Challenges were found in matching mentors with appropriate mentees. A perceived poor match negatively affected the relationship. Mentors reported that mentees lacked career direction and seemed to have limited understanding of what was expected in the mentoring process. Research limitations/implicationsThe scope of this study is one mentoring scheme in one institution and therefore has limited generalisability. However, there are implications for the development of further mentoring schemes in other institutions in the UK and beyond. OriginalityThis mentoring scheme was carried out in FE that offers HE courses in a northern town with above average levels of unemployment and with a diverse ethnic population. The scheme involves senior managers volunteering to support business undergraduates.

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A review of mentoring in education: Some lessons for nursing

Cited by 57 publications

References 11 publications

Factors that impact implementation of mentorship programs in nursing academia: A sequential-explanatory mixed methods study

Factors that impact implementation of mentorship programs in nursing academia: A sequential-explanatory mixed methods study

Developing, Implementing, and Evaluating a Formal Pharmacist Mentorship Program

Developing business students’ employability skills through working in partnership with a local business to deliver an undergraduate mentoring programme

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