Developing a national mentorship scheme to enhance the contribution of clinical academics to health care

Byrne, Geraldine; Topping, Annie; Kendall, Sally; Golding, Berenice

doi:10.7748/nr.22.2.23.e1288

Cited by 13 publications

(16 citation statements)

References 21 publications

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“…This study also supports findings from clinical nursing of the importance of mentors and internships (Byrne, Topping, Kendall, & Golding, ; Cleary, Sayers, & Watson, ; Price, ). The importance of a lively research environment as enabling research nurses to flourish and progress is another novel contribution of the current study.…”

Section: Discussionsupporting

confidence: 87%

“…At undergraduate level, an interest in research could be encouraged by providing more opportunities for nursing students to experience research through placements with research nurses and through conducting primary research for their dissertation (Loke et al., ). Support for new graduates in career planning (Byrne et al., ) and internships or mentoring schemes for those new to clinical research (Cleary et al., ; Jones‐Berry ) are also important in attracting and retaining new nurses. To recruit experienced nurses, other nurses or health professionals could act as “research advocates,” identifying talented nurses and encouraging them to take up a research post, while recognizing and supporting their diverse motivations for doing so.…”

Section: Discussionmentioning

confidence: 99%

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Factors affecting recruitment and retention of nurses who deliver clinical research: A qualitative study

Boulton

Beer

2018

Nursing Open

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AimTo provide a better understanding of the factors affecting recruitment and retention of clinical research nurses.DesignQualitative exploratory design.MethodsAn on‐line questionnaire comprising open‐ended and fixed‐choice questions was completed by 121 clinical research nurses. Seven focus groups were held with a subgroup of 26 participants. Data were analysed using inductive thematic analysis.ResultsParticipants were attracted to a research nurse post by an interest in research itself, a desire for a change or to achieve personal objectives. The majority expected to continue in a research post for the next 5 years, while others expected to move on to research management, a clinical post or retirement; few had ambitions to become an independent researcher. Factors identified in focus groups as leading to intentions to leave research included desire for further change, concern about loss of clinical skills, rebalancing family/work responsibilities, short‐term contracts, unsupportive employers and limited career progression.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Factors affecting recruitment and retention of nurses who deliver clinical research: A qualitative study

Boulton

Beer

2018

Nursing Open

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“…[30][31][32] Mentorship training could focus on mentorship qualities, university expectations of mentors, communication skills necessary for effective mentoring, mentoring resources, stages of the mentoring relationship, how to find good mentors, prepare for mentorship meetings, and break up with a mentor. [33,34] To ensure consistency and stability, we recommend that mentorship programs develop clear guidelines that outline objectives, expectations, and role descriptions as well as mentorship training to support both mentors and mentees in their roles.…”

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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“…It became clear over time that such correspondence needed to be complemented by phone conferences; so, these mentors could have their questions answered and feel more connected to the program. Regardless of seniority, mature scientists need to be prepared for their role as research mentors (Byrne, Topping, Kendall, Golding, 2014), thus enabling them to work from common expectations, to learn from each other, and to feel involved in the program. Because mentoring is time consuming, the mentors need to derive some personal benefit from the experience to become fully engaged, and the opportunity for less seasoned scientists to interact with more seasoned scientists proved to be a constructive mix.…”

Section: Lessons Learnedmentioning

confidence: 99%

Building a mentoring network

et al. 2017

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Background Mentoring has long been regarded as one of the key components of research training and faculty development. Purpose The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars’ development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). Method The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. Discussion The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors’ support and advocacy; the biggest weakness in dealing with all mentors was accessibility. Conclusion Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting.

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Developing a national mentorship scheme to enhance the contribution of clinical academics to health care

Cited by 13 publications

References 21 publications

Factors affecting recruitment and retention of nurses who deliver clinical research: A qualitative study

Factors affecting recruitment and retention of nurses who deliver clinical research: A qualitative study

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

Building a mentoring network

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