Peer and Faculty Mentoring for Students Pursuing a P<scp>H</scp>D in Gerontology

Webb, Alicia K.; Wangmo, Tenzin; Ewen, Heidi H.; Teaster, Pamela B.; Hatch, Laurie Russell

doi:10.1080/03601270902917869

Cited by 38 publications

(33 citation statements)

References 10 publications

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“…This in turn helped them towards positive learning outcomes. Sharing frustration and problem solving has also been seen in previous studies, [14,17] but helping each other in the work in terms of peer-support so that it could be accomplished was emphasized in our study. Mental support was promoted by open interaction between peers.…”

Section: Open Interaction and Challenges In Giving Feedback In Terms supporting

confidence: 53%

“…[6] There are also some studies on academic doctoral dissertation writing processes in group or pair contexts. [14,17] Most studies have focused on university students' learning outcomes and their experiences related to peer-support, although it is claimed that there are only a few studies of university students' experiences of peer group working. [24,28] Other previous studies have focused on interaction between students during group supervision, [7] and nursing students' peer-support.…”

Section: Introductionmentioning

confidence: 99%

“…[18,22] Peer support further adds to students' self-confidence and critical thinking [5,24] when students are able to share their fears of failure and their frustrations. [10,14,17,25] Supportive feedback leads to motivation and self-confidence. [14,25] Peer-support provides motivation, which makes the students' experiences of writing their Master's theses less lonely.…”

Section: Introductionmentioning

confidence: 99%

“…This helps with knowledge structuring [16] and with sharing key ideas and findings. [12,17] Peer-support promotes students' learning [14,15] and has been found beneficial for the learning process, both in practical and academic thesis work. [12,18,19] Acting as a peer and providing support to other students has been shown to have a positive effect on problem solving skills [20] and creates a supportive environment, which enables open group interaction.…”

Section: Introductionmentioning

confidence: 99%

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Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students' (n = 8) experiences of peer-support from other students during their Master's thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master's thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students' feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master's thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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Section: Open Interaction and Challenges In Giving Feedback In Terms supporting

confidence: 53%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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“…When recent studies on faculty mentoring outcomes are examined, it is seen that these studies mostly focus on the protégé and such outcomes as satisfaction, increase in the number of publications and presentations, socialization of the student and improvement in student's skills (Lechuga, 2011;Lunsford, 2012;Mansson & Myers, 2012;Ogunyemi, Solnik, Alexander, Fong, & Azziz, 2010;Paglis, Green, & Bauer, 2006;Webb, Wangmo, Ewen, Teaster, & Hatch, 2009). Lumpkin (2011) summarizes the potential benefits of faculty mentoring as follows: (i) it facilitates the recruitment, retention and improvement of the faculty; (ii) it socializes the protégé into the culture of the academic unit; (iii) it increases collegial cooperation and forms a network between the protégé and the mentors; (iv) it increases the productivity of the protégé and the mentor; and (v) it encourages career advancement and professional improvement for both the protégé and the mentor.…”

Section: Mentoring Outcomesmentioning

confidence: 99%

The Effect of Faculty Mentoring on Career Success and Career Satisfaction

Anafarta¹,

Apaydın²

2016

IES

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Mentoring has received considerable attention from scholars, and in the relevant literature, a number of studies give reference to the mentoring programs developed at universities and to the mentoring relations in higher education. Yet, most of these studies either only have a theoretical basis or deal with the mentoring relationships between academic advisors and undergraduate or masters' students. Very few studies have been conducted so far on the mentoring or protégé experiences of academicians in the university setting, and the relationships between career satisfaction and career success. The aim of the current study is to examine the effect of mentoring on career success and career satisfaction of faculty members in Turkish higher education system. Participants included 445 faculty members from various universities in Turkey. The results of the study reveal that academic and psychosocial mentoring have an impact on faculty members' career satisfaction and career success. Also, psychosocial mentoring affects career success more compared to academic mentoring.

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Faculty Mentors' Perspectives on E‐Mentoring Post‐Professional Occupational Therapy Doctoral Students

Doyle

Jacobs

Ryan

2016

Occupation Therapy Intl

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E-mentoring is a viable option for mentoring students in occupational therapy educational programs. The objective of this study was to investigate faculty perspectives of faculty-to-student e-mentoring in an online post-professional doctor of occupational therapy program. In a retrospective mixed-method design, nine faculty members described features and outcomes of e-mentoring 48 doctoral students. Online survey results were analysed quantitatively for descriptive statistics; transcripts from structured interviews were analysed using qualitative content analysis. The results showed that successful, satisfactory e-mentoring is student-centered, flexible, frequent, academically and psychosocially supportive; faculty members must be skilled in adapting e-mentoring to the needs and objectives of each mentee; e-mentoring provides opportunities for faculty members and students to achieve academic and professional objectives and growth. The findings suggest that implementation of e-mentoring may be a useful model in other occupational therapy programs. There is a need for future studies with broader participant pool, observable measures of e-mentoring, standardized measures of satisfaction and success and comparison between e-mentoring with and without web camera. Copyright © 2016 John Wiley & Sons, Ltd.

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Peer and Faculty Mentoring for Students Pursuing a PHD in Gerontology

Cited by 38 publications

References 10 publications

Students experiences of peer-support during a Master’s thesis process

Students experiences of peer-support during a Master’s thesis process

The Effect of Faculty Mentoring on Career Success and Career Satisfaction

Faculty Mentors' Perspectives on E‐Mentoring Post‐Professional Occupational Therapy Doctoral Students

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