Scholarship and mentoring: An essential partnership?

Turnbull, Beverley J.

doi:10.1111/j.1440-172x.2010.01883.x

Cited by 17 publications

(19 citation statements)

References 20 publications

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“…For example, when a novice educator is formally mentored by a more experienced and accomplished academician, the novice educator more quickly assumes the full scope of the academic role and is more productive [6]. Across settings, mentoring has contributed to higher career satisfaction and increased departmental or organizational morale [7, 8].…”

Section: Introductionmentioning

confidence: 99%

Best Practices in Academic Mentoring: A Model for Excellence

Nick

Delahoyde

Prato

et al. 2012

Nursing Research and Practice

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Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

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Section: Introductionmentioning

confidence: 99%

Best Practices in Academic Mentoring: A Model for Excellence

Nick

Delahoyde

Prato

et al. 2012

Nursing Research and Practice

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“…However, there is limited evidence that mentor programs provide benefits to participants or organizations in medicine (14, 15, 16), nursing (17, 18), or business (19). Of note, literature suggests that many mentorship programs do not establish a clear definition of mentorship nor clear guidelines or goals for program participants (mentees).…”

Section: Discussionmentioning

confidence: 99%

Mentoring in Pediatric Oncology

Levy

Pyke‐Grimm

Lee

et al. 2013

Journal of Pediatric Hematology/Oncology

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A formal Mentorship Program within the Children’s Oncology Group (COG) was established to pair young investigators (mentees) with established COG members (mentors). Despite the AAP policy statement promoting mentorship programs, there are no publications describing and evaluating national mentorship programs in pediatric subspecialties. In this study, a series of internal program evaluations were performed using surveys of both mentors and mentees. Responses were de-identified and analyzed to determine the utility of the program by both participant satisfaction and self-reported academic productivity. Results indicated that mentees were generally satisfied with the program. Mentor-mentee pairs that met at least quarterly demonstrated greater academic productivity than pairings that met less frequently. This formal mentorship program appeared to have subjective and objective utility for the development of academic pediatric subspecialists.

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“…Mentoring has been shown to increase overall department morale and career satisfaction [13,89], productivity [90], and faculty retention rates [73,91]. In effective training and mentorship programs, the inexperienced faculty member assumes the academic role more quickly [86], with increased selfconfidence [90], and report experiencing a smoother transition from a practice role to that of an academician [65].…”

Section: Resultsmentioning

confidence: 99%

“…Research reveals that, the faculty careers of those who did not have mentoring were not as successful when compared to those who did [86], and that the lack of mentoring impacted the scholarly accomplishments of new faculty over the span of their career [87,88]. Mentoring has been shown to increase overall department morale and career satisfaction [13,89], productivity [90], and faculty retention rates [73,91].…”

Section: Resultsmentioning

confidence: 99%

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

Beck¹

2015

SOJNHC

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Negative relationships between students and educators are faculty becoming a focus in higher education, this is due in part to the impact on student learning [1,2]. Emerging evidence also reveals that these poor relationships in academic environments are often the cause of educator attrition, [3,4] and nurse educators who experience these deteriorating relationships have an increased likelihood of leaving their employment or nursing altogether [5][6][7][8]. In order to better understand student and nurse educator relationships (commonly referred in the literature as student and faculty incivility), research was examined to determine how and why ineffective interactions occur using an integrative review method [9]. All the studies portrayed incivility as a multifaceted complex problem in student and faculty relationships with psychological and sociological foundations, but few offered tangible strategies for resolution. The purpose of this study was to utilize identified themes prevalent in the literature to develop a set of strategies that can be used in designing mentorship programs, and to improve interactions between students and nurse educators in both the classroom and clinical settings. Evidence-based strategies need to be implemented that foster positive relationships between students and educators to reduce the devastating effects of these disruptive behaviors. Nurse educators have the responsibility to provide an environment for learning that optimizes learner success. USA, personal experience in the assimilation of learning, cooperate effectively, and achieve higher levels of mastery of content and critical thinking skills [17,18].Effective teaching is an expression of personal and professional values which inform faculty behaviors and the interactions with adult learners that educators bring with them when teaching in their classrooms [19]. "Effective teaching is as much about the relationship as it is about technical proficiency" [19]. Teaching behaviors and interactions impact how students perceive their classroom and clinical experiences [4]. MethodsThe purpose of this investigation was to explore the historic evolution of research that included the keywords: student incivility, student and faculty relationships, and mentorship programs. The scope of the research was limited to studies from the last 15 years that primarily focused on higher education rather than practice settings, and excluded research that addressed bullying, and workplace mobbing. The analysis revealed consistent themes that were utilized to develop strategies to incorporate into existing mentorship programs to support new nurse educators entering the academic environment.

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Scholarship and mentoring: An essential partnership?

Cited by 17 publications

References 20 publications

Best Practices in Academic Mentoring: A Model for Excellence

Best Practices in Academic Mentoring: A Model for Excellence

Mentoring in Pediatric Oncology

Incivility and Student and Faculty Relationships: Implications for Revising Mentorship Programs for Nurse Educators

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