Mentoring—A complex relationship

Garza‐Gongora

Biochem Molecular Bio Educ

et al. 2014

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.

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

Garza‐Gongora

Biochem Molecular Bio Educ

et al. 2014

Journal of Nursing Research

“…Mentoring in nursing has been defined and characterized only through borrowed definitions and concepts from other disciplines not through research (Barker, 2006;Stewart & Krueger, 1996). There are no theoretical frameworks for mentoring in nursing or advanced nursing practice.…”

Section: Background and Significancementioning

confidence: 99%

“…While the decision to participate in mentoring stems from different reasons, both the mentor and the mentee make the decision freely (Barker, 2006;Stewart & Krueger, 1996). Mentees are drawn into the relationship by expectations of personal and professional growth.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Mentees are drawn into the relationship by expectations of personal and professional growth. Mentors' only reason for participating in mentoring seems to be altruism and the desire to help, but they may experience growth and development as well (Barker, 2006;Cuesta & Bloom, 1998;Dancer, 2003). Mentoring may not contain all the human potentials and limitations associated with nursing, but frustration, discouragement, loneliness, impatience, anxiety, as well as caring, courage, trust, and hope may be experienced by participants.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The outcomes of this developmental relationship are success and satisfaction. In the advanced nursing practice, mentoring is viewed as a complex and dynamic relationship aimed at improving competency and supporting growth and productivity while fostering confidence and self-efficacy (Barker, 2006).…”

Section: The Concept Of Mentoringmentioning

confidence: 99%

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Mentoring Nurse Practitioners in a Hospital Setting

Pop¹

2017

Background: Nursing philosophy is the foundation of nurse practitioner (NP) training. However, NP practice is based on the medical care model. Thus, the necessity of mediating between these two approaches is often problematic for new NPs who are transitioning into their new roles. Mentoring has been used successfully to facilitate role transition and role understanding for nurses, NPs, and physicians. However, mentoring has been rarely studied in NPs. Purpose: The purpose of this study was to develop a theory of mentoring for new NPs in a hospital setting. Methods: Grounded theory methodology was used. The sampling approach was initially purposive and was then shifted to theoretical to ensure the collection of meaningful data. Semistructuredinterviews were recorded and transcribed into Word documents for analysis. The three-phase analysis developed by Corbin and Strauss was initiated after the second interview. Results: Sixteen participants (eight mentors and eight mentees) were interviewed between February and June 2011. The core category that emerged from the data was “defining self,” and the main categories were forming the relationship, developing the relationship, and mentoring outcomes. Conclusions: A well-designed formal mentoring program may greatly improve the transition of NPs into a new role. The theory generated by the data from these study participants provides clearly defined categories that may be operationally defined and utilized to develop evaluation tools for mentoring programs.

Journal of the American Association of Nurse Practitioners

Nurse practitioner graduates “Speak Out” about the adequacy of their educational preparation to care for older adults: A qualitative study

Jones

Kotthoff-Burrell

Kass-Wolff

et al. 2015

Purpose With a shortage of primary care providers prepared to care for an aging U.S. population, nurse practitioner (NP) programs are integrating gerontological content. This qualitative descriptive study explored NP graduate perceptions on the adequacy of their education to prepare them to care for seniors. Methods Twenty‐three graduates of NP program options at two universities in the western U.S. participated in focus group discussions or interviews. Participants shared their perceptions of their NP educational preparation and suggestions for enhancing gerontologic curriculum. Conclusions Four main domains emerged from analysis of qualitative data: (a) “Getting your boots on and getting into the role”; (b) “Older people are more complex than we were prepared to care for”; (c) “It is very different as a provider, but I am so glad I was a nurse with experience first”; (d) “NPs have a scope of practice, physician assistants (PAs) have a job description‐but I wish we had their [procedural] preparation.” Implications for practice Graduates identified a need for more educational content and clinical experiences specific to the care of older adults. Some suggested a postgraduate residency or mentoring option to assist NP role transition and progression and limit role confusion.