Essential knowledge, skills, &amp; attitudes of mentors and mentees for successful DNP scholarly projects

White, Krista A.; Heitzler, Ella T.; Anderson, Kelley M.; Yearwood, Edilma L.; McLaughlin, Maureen; Fall‐Dickson, Jane M.

doi:10.1016/j.nedt.2018.09.015

Cited by 9 publications

(8 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While the medical school may provide lectures for all students on, for instance, statistics and research ethics, the students also receive different types and levels of individual support during their research projects [ 9 , 10 ]. This type of support from supervisors (or mentors) is expected to include practical guidance, monitoring, and feedback aiming to promote the development of deeper understanding and independence [ 10 , 11 ]. Universities may also have faculty members who are responsible for external review of the projects’ progression [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Faculty perceptions of factors that indicate successful educational outcomes of medical students’ research projects: a focus group study

2021

View full text Add to dashboard Cite

Background A growing number of medical schools have individual scholarly projects as a component of their curricula. The fact that all students, and not only those with research interests, have to carry out a project puts high demands on the projects and their supervision. Evidence is lacking for how to produce scholarly projects with satisfactory outcomes. This study aimed to explore the observations of faculty teachers regarding factors that predict the educational outcomes of medical students’ scholarly projects. Methods Two focus group interviews were held with seven of the 16 faculty coordinators who were external reviewers of students’ research projects. The audio-recorded interview transcripts were analyzed using qualitative content analysis. We employed a constant comparative approach to create categories firmly grounded in the participants’ experiences. A successful project was defined as coordinators’ perception that the stated learning outcomes were achieved, in terms of students’ ability to demonstrate a scientific attitude. Results Five categories emerged from the data: Supervision, Project setup, Student characteristics, Curriculum structure, and Institutional guidance. The supervisors’ experience and availability to students were mentioned as key factors for successful outcomes. Further, a clear aim and adaptation to the time frame were stated to be project-related factors that were also supervisors’ responsibilities. Important student-related factors were skills related to scientific writing, taking ownership of and managing the projects, and making use of feedback. Finally, the course requirements, support, and control accomplished by faculty coordinators played important roles. Conclusions Contributing factors to achievement of the learning outcomes were supervisors’ commitment and experience, and the projects being suitable for the time frame and having a clearly stated research question. Furthermore, the students’ prowess at scientific writing, adequate handling of feedback, and ability to assume ownership of the project contributed to the final outcome, as did adherence to curricular instructions.

show abstract

Section: Introductionmentioning

confidence: 99%

Faculty perceptions of factors that indicate successful educational outcomes of medical students’ research projects: a focus group study

2021

View full text Add to dashboard Cite

show abstract

“…Neonatal APPs can be mentors for their peers in training or for novice care providers 21,22,25,32,34…”

Section: Discussionmentioning

confidence: 99%

“…Mentor to praise learner 17,22,32,34 • Mentor to, deliberately, find examples of behaviors to praise. Even a highly performing learner needs to hear about good performance to avoid self-doubt.…”

Section: E135mentioning

confidence: 99%

“…[13][14][15] Mentorship has been applied to nursing during the past 40 years. 13,16 Mentorship has been suggested, applauded, and evaluated for the training or preceptorship of student nurses, [17][18][19] new graduate registered nurses, 17,18,20 NNP students, 13,21,22 and new graduate NNPs. 13,14,23,24 Key concepts of peer mentorship in nursing include the goal of helping, challenging, coaching, sponsoring, guiding, and supporting the individual to grow and learn personally and professionally.…”

Section: Concept Of Mentorshipmentioning

confidence: 99%

“…Avoidance of public criticism 17,22,34 • Mentors should meet, in private, with learner 10 min before rounds to review plans of care and provide feedback, so that they can support plans during rounds.…”

Section: E135mentioning

confidence: 99%

See 2 more Smart Citations

Do We Nurture Our Young? Qualitative Conceptual Analysis of Worst and Best Mentorship Experiences Among Neonatal Advanced Practice Providers

Morris

Bosque

2021

Advances in Neonatal Care

View full text Add to dashboard Cite

Background: There is increasing demand for neonatal advanced practice providers (APPs) and a shortage of neonatal nurse practitioners (NNPs). In many neonatal intensive care units, neonatal physician assistants are trained and hired, as well as new graduate NNPs. Neonatal APPs are utilized as mentors in a regional neonatology program in the Pacific Northwest. As part of a long-term goal to develop an educational program for neonatal APP mentors, an initial survey was administered. Purpose: The purpose of this survey was to raise personal insight and identify themes about 51 neonatal APP mentors' recollections of one's own worst and best mentorship experiences. Methods: The design used in this content analysis of survey responses included a phenomenological, qualitative approach. The participants received an online survey consisting of 2 questions asking them to describe their worst and best mentorship experiences. The blinded results were analyzed via content analysis by 2 coinvestigators. Results: Consistent themes about worst experiences include "Eat our young," "I am better than you," "Thrown under bus," and "Unwanted." Consistent themes about best experiences include "Validation," "Empowerment," "Positivity," and "Inclusion." Implications for Practice: Recommendations for successful neonatal APP mentorship based upon the recurrent themes include use of consistent, engaged, trained, and supported mentors, provision of on-time constructive feedback, avoidance of public criticism, private and public praise, focus on the learner, preparation for tasks, and semiautonomy, with adequate support. Implications for Research: Absenteeism, recruitment, retention, and satisfaction data may be measured to determine whether structured mentorship programs are beneficial.

show abstract

Curricular Revision to Increase Use of Quality Improvement Principles in Doctor of Nursing Practice Projects

Waldrop¹,

Reynolds²

2023

The Journal for Nurse Practitioners

View full text Add to dashboard Cite

Essential knowledge, skills, & attitudes of mentors and mentees for successful DNP scholarly projects

Cited by 9 publications

References 9 publications

Faculty perceptions of factors that indicate successful educational outcomes of medical students’ research projects: a focus group study

Faculty perceptions of factors that indicate successful educational outcomes of medical students’ research projects: a focus group study

Do We Nurture Our Young? Qualitative Conceptual Analysis of Worst and Best Mentorship Experiences Among Neonatal Advanced Practice Providers

Curricular Revision to Increase Use of Quality Improvement Principles in Doctor of Nursing Practice Projects

Contact Info

Product

Resources

About