Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Abdullah, Ghadah; Rossy, Dianne; Ploeg, Jenny; Davies, Barbara; Higuchi, Kathryn Smith; Sikora, Lindsey; Stacey, Dawn

doi:10.1111/wvn.12060

Cited by 69 publications

(77 citation statements)

References 49 publications

(130 reference statements)

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“…Nursing: One study included in Abdullah et al found telephone mentoring improved "all measured outcomes" but did not specify further [28].…”

Section: E-mentoring and Distance Mentoringmentioning

confidence: 99%

“…In nursing 2 postgraduate [25,38] Abdullah et al review of mentoring in medicine and nursing found dyadic mentoring enhanced learning [28].…”

Section: Dyadic Mentoring Modelmentioning

confidence: 99%

“…Medicine: The frequency and duration of mentoring relationships are important to maximizing mentoring outcomes and cultivating the optimal mentoring environment for individuals [16,26,28,35]. With reports detailing mentoring occurring weekly to biannually there has been no consensus on the optimal frequency of mentoring meetings [16].…”

Section: Duration and Frequencymentioning

confidence: 99%

“…Abdullah et al described 5 programs involving medical and nursing staff that used a combination of dyad, group and email mentoring [28].…”

Section: Combination Of Mentoring Modelsmentioning

confidence: 99%

“…Medicine: Three medicine papers [20,28,30] discussed the utility of e-mentoring or distance mentoring.…”

Section: E-mentoring and Distance Mentoringmentioning

confidence: 99%

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Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Jingting¹,

Wahab²,

Ikbal³

et al. 2016

J Palliat Care Med

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Objective: Key to effective Palliative Care is interdisciplinary collaboration and holistic support of members of the multidisciplinary team. Mentoring is increasingly seen as being a critical facet of this process however; there is a dearth of guidance on establishing such a program within the Palliative Care setting. To fill this gap, this review analyzes mentoring programs in medicine, surgery, nursing and social work in order to identify key elements and common facets of successful mentoring programs that can be used to create a multi-professional mentoring program in Palliative Care. Methods:A review of systematic review of undergraduate and postgraduate mentoring programs in medicine, surgery, nursing and social work involving senior clinicians and junior doctors and/or medical students.Results: A total of 20 reviews were included. One review was on mentoring in medicine and nursing, 10 in medicine, 4 in surgery and 5 in nursing. There were no reviews of mentoring in social work. Thematic analysis revealed 3 themes, which were definition of mentoring, components of a mentoring approach and elements of the mentoring process Conclusion: Despite its context sensitive, goal specific and mentee-and mentor-dependent features, common features in mentoring in medicine, surgery and nursing lay the foundation for a learning theory of interprofessional mentoring that can guide construct effective mentorship programs.

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“…Nursing: One study included in Abdullah et al found telephone mentoring improved "all measured outcomes" but did not specify further [28].…”

Section: E-mentoring and Distance Mentoringmentioning

confidence: 99%

“…In nursing 2 postgraduate [25,38] Abdullah et al review of mentoring in medicine and nursing found dyadic mentoring enhanced learning [28].…”

Section: Dyadic Mentoring Modelmentioning

confidence: 99%

Section: Duration and Frequencymentioning

confidence: 99%

“…Abdullah et al described 5 programs involving medical and nursing staff that used a combination of dyad, group and email mentoring [28].…”

Section: Combination Of Mentoring Modelsmentioning

confidence: 99%

“…Medicine: Three medicine papers [20,28,30] discussed the utility of e-mentoring or distance mentoring.…”

Section: E-mentoring and Distance Mentoringmentioning

confidence: 99%

See 3 more Smart Citations

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Jingting¹,

Wahab²,

Ikbal³

et al. 2016

J Palliat Care Med

View full text Add to dashboard Cite

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How do nurse managers describe clinical nurses' work arrangements? A qualitative study

Gan

2019

Nursing Open

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AimThe researcher sought to understand how nurse managers describe nurses in alternative work arrangements.DesignThe researcher conducted this study using grounded theory.MethodSemi‐structured interviews. A theoretical sample of 26 baccalaureate‐prepared nurse managers located across the United States participated in the study.ResultsA typology of five work arrangements provides descriptors that contribute toward greater conceptual clarity on nurses' work arrangements. The data reveal that the typology is fluid because nurses can easily switch across work arrangements. Because the rise in alternative work arrangements means that nurses can leave permanent positions—or explore different work arrangements—when circumstances permit or necessitate, nurses who do not receive continued mentoring will likely bring their deficiencies in skill and/or knowledge to facilities where they find future employment. Hence, inadequate mentoring at the unit level has practical consequences for the quality of patient care at the institutional level.

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What is the evidence on the best way to get evidence into use in education?

Gorard

See

Siddiqui

2020

Review of Education

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For decades there have been calls by concerned stakeholders to improve the quality of education research, and some progress has been made towards creating a more secure evidence base in some areas. More programmes and approaches that have a reasonable evidence base are now also being used in schools (but not in policy, and not necessarily because they have a reasonable evidence base). However, there has been no equivalent improvement in secure knowledge about how best to get that evidence into use, or even what difference it makes when such evidence is used. This paper looks at what little is already known about the different ways to get research evidence into use in education by summarising the results of a large-scale review of the literature. A total of 323 of the most relevant studies were looked at across all areas of public policy, and judged for quality and contribution. Very few (33) were of the appropriate design and quality needed to make robust causal claims about evidence-intouse, and even fewer of these concerned education. This means that despite over 20 years of modest improvement in research on what works in education policy and practice, the evidence on how best to deploy these findings is still very weak. We consider studies in terms of several issues, including whether they look at changes in user knowledge and behaviour, or student outcomes, and how evidence is best modified before use. Providing access to raw research evidence or even slightly simplified evidence is not generally an effective way of getting it used, even if that evidence is presented to users by knowledge-brokers, in short courses or similar. What is more likely to work for both policy and practice is the engineering of high quality evidence into a more usable format and presenting it actively or iteratively via a respected and trusted conduit, or through population measures such as legislation. Having the users actually do the research is another promising approach. Expecting each individual study they fund to have an impact is not the way forward, as this may encourage widespread use of ineffective or even harmful interventions. Publicly-funded users, including policy-makers, should be required to use evidence-led programmes from those libraries providing them and which are appropriate and relevant to their aims. Research funders should support these approaches, and help to build up libraries of successfully tested programmes. Researchers need to be scrupulous, looking at their new evidence in the context of what is already known and not looking to obtain 'impact' from single studies. More and better research is needed on the best routes for evidence-into-use. However, the improvements required of all parties are as much ethical in nature as they are technical or scientific.Keywords use of evidence, engineering of evidence, translation of evidence, research impact, knowledge transfer, robust evidence.

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Measuring the Effectiveness of Mentoring as a Knowledge Translation Intervention for Implementing Empirical Evidence: A Systematic Review

Cited by 69 publications

References 49 publications

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

Toward an Interprofessional Mentoring Program in Palliative Care - A Review of Undergraduate and Postgraduate Mentoring in Medicine, Nursing, Surgery and Social Work

How do nurse managers describe clinical nurses' work arrangements? A qualitative study

What is the evidence on the best way to get evidence into use in education?

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