2011
DOI: 10.14574/ojrnhc.v11i2.24
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Mentorship for Nursing in a Rural Area: A Program for Success for Working with Diverse Populations

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Cited by 7 publications
(14 citation statements)
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“…An explanation for this difference is that the multiple levels of mentorship these McNair Scholars had access to create pathways that allowed participants to circumvent the kinds of complications that arise within the dyadic mentorship experience (e.g., switching or finding additional mentors, asking program staff for guidance, and venting to others about their frustrations). Expanding on the work of Crow, Conger, Knoki-Wilson (2011) and Nowell et al (2017), these data suggest that like recent graduates entering the workforce, traditionally underserved students preparing for graduate school need meaningful mentorship experiences. When the teaching/learning styles of mentors and mentees do not match and there is a lack of communication between parties, learning objectives may not be met.…”
Section: Findings and Discussionmentioning
confidence: 97%
“…An explanation for this difference is that the multiple levels of mentorship these McNair Scholars had access to create pathways that allowed participants to circumvent the kinds of complications that arise within the dyadic mentorship experience (e.g., switching or finding additional mentors, asking program staff for guidance, and venting to others about their frustrations). Expanding on the work of Crow, Conger, Knoki-Wilson (2011) and Nowell et al (2017), these data suggest that like recent graduates entering the workforce, traditionally underserved students preparing for graduate school need meaningful mentorship experiences. When the teaching/learning styles of mentors and mentees do not match and there is a lack of communication between parties, learning objectives may not be met.…”
Section: Findings and Discussionmentioning
confidence: 97%
“…*A study undertaken in both Canada and the United States was counted twice. ± ¥ α ^ (15%) (26,28,29,34,51,54,57,73,88,124,129,131,138,139,141,142,147,149,150,157), First Nations in Canada (13%) and American Indians in the United States (12%)(30,41,48,63,65,79,92,93,97,120,134,146,153,155,156,158,159). Other Indigenous groups included Métis in Canada (9%)(31,32,44,50,52,62,63,109,112,114,135,154), Inuit (8%)(31,…”
mentioning
confidence: 99%
“…The least frequent training timelines were included in only one article each (n=1; 1%), namely an intensive course over two semesters (148 hours)(34), and two years of content embedded in a health service organization(111). Nearly one in five articles did not include details on the duration of cultural safety training (n=13; 19%)(35,36,48,65,66,68,76,85,107,123,126,135,154). In terms of delivering cultural safety training interventions, university professors/administrators were mentioned in approximately twenty-five articles that described a cultural safety training (25; 36%)(26,32,34,43,46,57,65,66,68,72,74,77,85,86,93,104,107,108,110,113,114,117,121,153,160).…”
mentioning
confidence: 99%
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