Mixed methods systematic review exploring mentorship outcomes in nursing academia

Nowell, Lorelli; Norris, Jill M.; Mrklas, Kelly; White, Deborah

doi:10.1111/jan.13152

Cited by 39 publications

(32 citation statements)

References 65 publications

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“…In studies involving comparable populations in educational settings, peer mentoring has been shown to provide participants with a variety of developmental and psychosocial benefits, enabling them to better adapt to their learning environments [ 27 – 30 ]. Authors of a systematic review of mentoring in academic nursing found that, in general, peer-mentoring programs enabled nurses to develop collaborative peer relationships that reduced self-perceived stress [ 30 ]. Among healthcare professionals, and medical residents in particular, peer-mentoring relationships can increase social support and reduce symptoms of burnout [ 12 , 16 , 31 – 34 ] .…”

Section: Introductionmentioning

confidence: 99%

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol

et al. 2017

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BackgroundMany medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents’ mental wellbeing, social connectedness, and professional competencies.MethodsStudies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate.DiscussionThis is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts.Systematic review registrationThis protocol has not been registered in PROSPERO or any other publicly accessible registry.Electronic supplementary materialThe online version of this article (10.1186/s13643-017-0571-y) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol

et al. 2017

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“…The initial design of the fellowship program was informed by a review of the literature on the changing profile of graduate education and on experiential training programs in the US, Europe and elsewhere (summarized in CHSPRA TMWG [2015a,b]). Delineation of the core issues about the mentorship component was based on a review of the literature on the role of mentorship in career development in business organizations, health systems and universities (Allen et al 2004;Claman 2010;Eby et al 2008;Eller et al 2014;Gagliardi et al 2014;Nowell et al 2017;Sambunjak et al 2006;Sherrill et al 2012;Tjan 2017;Tong and Kram 2013;Walsh and Borkowski 1999). Given that the HSI Fellowship program set clear objectives regarding the importance of supervision and mentorship but did not prescribe the details of what should be offered or how to do so, the Training Modernization Working Group (TMWG) identified an opportunity to study the initial years of the program in order to learn about the mentorship strategies that were used and to explore fellows' and supervisors' perspectives and experiences regarding the effectiveness and value of those strategies.…”

Section: Methodsmentioning

confidence: 99%

Exploring Mentorship as a Strategy to Build Capacity and Optimize the Embedded Scientist Workforce

Bornstein

McMahon

Yiu

et al. 2019

hcpol

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Background: Mentorship plays a significant role in career development in academic and applied settings, but little is documented about its role in the experiential learning of academic trainees embedded in health system organizations. The experiences of the first cohort of Canada' s Health System Impact (HSI) Fellowship program can provide insights into how mentorship in this innovative type of training can work. Objectives: To understand the mentorship strategies that were used and to explore fellows' and supervisors' perspectives and experiences on the effectiveness and value of those strategies. Methods: Data from the surveys of fellows and their supervisors and a panel rooted in the lived experience of the first HSI Fellowship cohort were used. Results: Health system and academic supervisors developed a range of innovative, individualized and effective approaches for guiding their fellows, such as providing the fellow with a committee of mentors within the organization, holding regular meetings with the fellow and both the health system and the academic supervisor and leveraging their own network to expand the network and resources available to the fellow. Conclusion: The results suggest that engaging senior leadership in health system settings has provided positive experiences for both fellows and their mentors. *36% of host partners participated in Round 1. **15% also supervised a fellow in Round 1.

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“…The Turkish study highlights the importance of mentoring in assisting students to manage stress by reducing anxiety and shifting from external control to internal control (Demir et al, 2014). A mentoring program in the US, 'MENTOR', is showing positive results for ethnically diverse nursing students, and both in Australia and New Zealand there is increasing evidence that mentoring provides a satisfying learning environment in a range of education and practice settings (Crooks, 2013;Harding & Mawson, 2017;Nowell, Norris, Mrklas, & White, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study

Bramble

Maxwell

Einboden

et al. 2018

International Journal of Nursing Education Scholarship

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This Participatory Action Research (PAR) project aimed to engage students from an accelerated 'fast track' nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month 'mentorship partnership' intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) 'building relationships for active engagement', 2) 'voicing cultural and social hierarchies', and 3) 'enacting collegiate community'. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

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Mixed methods systematic review exploring mentorship outcomes in nursing academia

Abstract: This review can inform the objectives of mentorship interventions and contribute to a more rigorous approach to studies that assess mentorship outcomes.

Cited by 39 publications

References 65 publications

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol

Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol

Exploring Mentorship as a Strategy to Build Capacity and Optimize the Embedded Scientist Workforce

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study

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