A Collegial Mentoring Model for Nurse Educators

Thorpe, Karran; Kalischuk, Ruth Grant

doi:10.1111/j.1744-6198.2003.tb01198.x

Cited by 41 publications

(41 citation statements)

References 39 publications

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“…There is something about the Athenic mentor that gives us a confidence that we cannot account for, an energy that we cannot quite explain; something shifts without our knowing it. And we agree with Thorpe and Kalischuk (2003) that a key element of that is to bring oneself authentically to the relationship-to connect at the level of being. We like Sinetar's (1998) suggestion that mentors 'bear witness to transcendent realities… They are also authentic… they figure out how to be themselves despite obstacles and shifting circumstances ' (pp.…”

Section: Athenic Mentoringsupporting

confidence: 70%

Athena: Mentor, Myth and Metaphor

Lippi¹

2011

CATR

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We explore the insight metaphor brings to understanding a phenomenon that has defied description and explanation, although part of human experience for millennia and subject to scholarly debate for decades. That debate has been largely replaced with pragmatic discussion of techniques for mentoring (and its cousin coaching), thus over-simplifying something as intriguing for its unintended consequences as for those intended. After examining personal accounts of mentoring we invoked the metaphor of Athena: elusive, often in disguise, but timely and powerful in impact; and Jung's (1996) concept of transformative shifts (metanoia) in the development of personal and professional self, suggesting such shifts begin at unconscious levels of 'being' (Higgs & Titchen, 2001), but eventually influence overt 'doing' and 'knowing'.

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Section: Athenic Mentoringsupporting

confidence: 70%

Athena: Mentor, Myth and Metaphor

Lippi¹

2011

CATR

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“…In nursing, mentoring has been defined as a situation that promotes personal and professional development in which general well‐being is enhanced, synergy is increased, new insights are gained, perspective on the experiences is developed, balance is created, and ways to succeed are discovered. This results in increased productivity and creativity on the part of both parties (Thorpe & Kalischuk, 2003).…”

Section: Introductionmentioning

confidence: 99%

Mentoring—A complex relationship

Barker

2006

Journal of the American Academy of Nurse Practitioners

105

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“…Furthermore, there are no significant associations between our measures of written output and the other three main components of DMP: mentor helps students in job search (PCm1), mentor provides advice, and guidance in research (PCm2) and mentor helps students with actual bench work (PCm4). Although mentoring in general is linked with research productivity, clearly not all mentoring practices are associated with research productivity [7,50]. In other words, PCm1, PCm2, and PCm4 may not be direct predictors of productivity, but they may be predictors of other measures of success in doctoral education such as retention, graduation, creativeness, or innovation.…”

Section: Dmp and Research Productivitymentioning

confidence: 99%

Research experiences and mentoring practices in selected east asian graduate programs: Predictors of research productivity among doctoral students in molecular biology

Ynalvez

Garza‐Gongora

Ynalvez

et al. 2014

Biochem Molecular Bio Educ

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Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research productivity, doctoral mentoring practices (DMP), and doctoral research experiences (DRE) of mentees in programs in the non-West. Inspired by previous findings that early career productivity is a strong predictor of later productivity, we examine the research productivity of 210 molecular biology doctoral students in selected programs in Japan, Singapore, and Taiwan. Using principal component (PC) analysis, we derive two sets of PCs: one set from 15 DMP and another set from 16 DRE items. We model research productivity using Poisson and negativebinomial regression models with these sets as predictors. Our findings suggest a need to re-think extant practices and to allocate resources toward professional career development in training future scientists. We contend that doctoral science training must not only be an occasion for future scientists to learn scientific and technical skills, but it must also be the opportunity to experience, to acquire, and to hone research management skills. V C 2014 by The International Union of Biochemistry and Molecular Biology, 42(4):305-322, 2014.

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A Collegial Mentoring Model for Nurse Educators

Abstract: Commitment to the collegial mentoring relationship can be demonstrated by making time for togetherness so outcomes beneficial to both individuals can be achieved.

Cited by 41 publications

References 39 publications

Athena: Mentor, Myth and Metaphor

Athena: Mentor, Myth and Metaphor

Mentoring—A complex relationship

Research experiences and mentoring practices in selected east asian graduate programs: Predictors of research productivity among doctoral students in molecular biology

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