Mentorship in the health professions: a review

Burgess, Annette; Diggele, Christie van; Mellis, Craig

doi:10.1111/tct.12756

Cited by 263 publications

(225 citation statements)

References 15 publications

Supporting

Mentioning

201

Contrasting

Unclassified

Order By: Relevance

“…For example, there are broadly similar requirements for the appointment of mentors. Mentors play an educational and leadership role and are required to have rich work experiences, a willingness to share knowledge, and an enthusiasm for teaching and for the success of mentees (Burgess, van Diggele, & Mellis, ). The scope of nurses’ work beyond its clinical nature or the performance of non‐nursing tasks, such as teaching, adds complexity to the learning process in both hospitals and nursing homes (Montayre & Montayre, ).…”

Section: Discussionmentioning

confidence: 99%

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

et al. 2020

View full text Add to dashboard Cite

Aim To determine nursing home staff experiences in mentorship programmes, and staff perceptions of the enablers and barriers to implement mentorship programmes. Background Mentorship programmes are perceived as playing an important role in improving the quality of care in nursing homes. However, little is known about research evidence across the global about staff's experiences in the programmes. Methods A search for studies published from the earliest available date to April 2019 was undertaken. Two reviewers performed data extraction and an appraisal of eight studies using tools from the Joanna Briggs Institute. A pragmatic meta‐aggregative approach was applied to synthesise the findings. The qualitative research that was included was analysed to identify 63 findings that were organised into 12 categories and combined into three syntheses. Results The implementation of effective mentorship programmes is influenced by three factors: mentor capability, opportunity in the mentorship programmes, and motivation in the mentorship programmes. Conclusions There are a number of studies of nursing home staff experiences of mentorship programmes. However, systematic reviews that synthesise findings in this field are lacking. It is crucial to tailor the programme design to suit each unique nursing home care setting. We identified barriers and enablers, and learned that no barriers are insurmountable. Implications for Nursing Management Findings will inform nurse managers of an ideal environment for the implementation of a successful mentorship programme. Nursing homes need to establish and sustain mentorship programmes to help improve workforce capacity in delivering high‐quality care for residents.

show abstract

Section: Discussionmentioning

confidence: 99%

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

et al. 2020

View full text Add to dashboard Cite

show abstract

“…This experience is then used to test this hypothesis in future situations (Sinclair et al, 2015), resulting in new learning experiences (Coyne et al, 2018). The Honey and Mumford's learning style model (Honey and Mumford, 1992) relies more on the identification of the attitudes (Burgess et al, 2018) and general behavioral tendencies of the student population to determine their preference for learning styles (Kipp et al, 2007). The Canfield style model (Canfield, 1988) adopts a more direct approach and asks students to rank their learning preferences (Eide et al, 2001;Pandey et al, 2018), and assesses the organizational skills of students (Andreou et al, 2014), and the capacity to work independently (Cerasoli and Ford, 2014).…”

Section: Identify and Nurture The Learning Efforts Of Health Care Stumentioning

confidence: 99%

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

Chaudhuri

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.

show abstract

“…Although we recognise that there will always be barriers to independent ward attendance, such as scheduled teaching and the need for private study time, incomplete practical experience may leave students at risk of being unprepared for a clinical role . By suggesting a range of activities, including brief tasks that students can complete between scheduled teaching sessions, we hope to encourage experiential learning and better prepare students for work after qualification …”

Section: Discussionmentioning

confidence: 99%

The ‘Nifty Fifty’: medical student ward work guide

Noble

Peal

2019

The Clinical Teacher

View full text Add to dashboard Cite

Summary Background Final‐year medical students have many timetabled clinical and academic commitments. Independent ward time is an opportunity for students to experience situated learning; however, there are a number of barriers to participation. We aimed to identify barriers to independent ward work and provide a tool to maximise learning opportunities and encourage multidisciplinary learning. We created the booklet: Nifty Fifty: Ways to Avoid Being a Trip Hazard on the Wards using anecdotal and personal experience to guide curriculum‐orientated learning. Methods Students undertaking attachments on medical wards at Queen's Medical Centre in Nottingham, UK, were provided with a small printed handbook of 50 suggested activities to participate in when on a ward. Feedback was collected at the beginning, middle and end of the attachment, with the handbook distributed following a mid‐attachment questionnaire. This feedback was compared with that of a control group. Quantitative data were subsequently analysed. Results Post‐intervention feedback showed an improvement in the frequency of ward attendance, a reduction in the perceived barriers to independent ward work and an increase in the perceived usefulness of ward attendance. Students who received the handbook reported an improvement in confidence in self‐directed ward work compared with the control group. Discussion We have demonstrated that a simple handbook may assist in the facilitation of independent ward work for final‐year medical students, with widespread improvements in measured outcomes. Our project was limited by size, but we believe that its positive results could be scaled up.

show abstract

Mentorship in the health professions: a review

Cited by 263 publications

References 15 publications

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

Nursing home staff experiences of implementing mentorship programmes: A systematic review and qualitative meta‐synthesis

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

The ‘Nifty Fifty’: medical student ward work guide

Contact Info

Product

Resources

About