The Challenges and Benefits of Distance Mentoring

Lach, Helen W.; Hertz, Judith; Pomeroy, Sherry H.; Resnick, Barbara; Buckwalter, Kathleen C.

doi:10.1016/j.profnurs.2012.04.007

Cited by 24 publications

(24 citation statements)

References 25 publications

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“…Some participants in our study continue their relationship with the supervisor, whom they describe as a mentor. There is growing evidence for mentoring positively influencing leadership development, including networking, team‐building, and making research connections, which further positively influenced their research productivity and career development (Al‐Nawafleh, ; Gennaro, Deatric, Dobal, Jemmott, & Ball, ; Hafsteinsdóttir et al, ; Heinrich, ; Lach et al, ). The postdoctoral nurses in our study also described how their own identity as a researcher developed through the years, which is in line with the findings of Heinrich (), who reported that it took postdoctoral nurses up to 5 years to internalize a doctoral identity and find their way in the academic world.…”

Section: Discussionmentioning

confidence: 99%

Postdoctoral Nurses’ Experiences With Leadership and Career Development: A Qualitative Study

Lange

Kars

Poslawsky

et al. 2019

J of Nursing Scholarship

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Purpose:The purpose of this study was to explore the experiences and perceptions of Dutch postdoctoral nurses working in research with leadership and career development. Methods and Design: A generic explorative qualitative design with semistructured in-depth interviews was used. A criterion sample of 13 postdoctoral nurses working in research in the Netherlands was included. The data were analyzed using thematic analysis. Findings: Three themes were identified: (a) developing leadership and identity as a PhD nurse, (b) becoming a valuable member in the scientific world of academe, and (c) continuous search for progression while balancing worlds and tasks. Postdoctoral nurses experienced their leadership and professional development as a serious and conscious process. Their vision of nursing, health care, and research was an important motive regarding future career choices. Although the scientific world of academe was perceived as honorable, the nurses experienced it as a complex work environment. All the postdoctoral nurses had to deal with the demands and pressures of the scientific world. Coping with the tension between enjoying work and handling high workloads and academic achievements was described as challenging. Searching for balance was important, especially because of the different part-time employment or working activities with various commitments. Conclusions: This study demonstrates that postdoctoral nurses do show considerable progression in their leadership and career development; however, they experience the scientific working environment as challenging. The findings of this study indicate the need for more academic positions, the strengthening of the infrastructure for nursing research, and the development of supportive leadership and mentoring programs for postdoctoral nurses to provide optimal evidence-based and high-quality care for patients. Clinical Relevance: Postdoctoral nurses need to develop strong leadership competencies to strengthen research, education, and evidence-based practice in clinical care to improve patient and healthcare outcomes.de Lange et al.

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Section: Discussionmentioning

confidence: 99%

Postdoctoral Nurses’ Experiences With Leadership and Career Development: A Qualitative Study

Lange

Kars

Poslawsky

et al. 2019

J of Nursing Scholarship

View full text Add to dashboard Cite

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“…These included open communication, mutual respect, collaborative interactions, and personal connection (e.g. DeCastro et al, 2014 ; Lach et al, 2013 ; Stewart and Carpenter, 2009 ; Straus et al, 2013 ), making time to meet including face-to-face when possible (e.g. Lach et al, 2013 ; Mbuagbaw and Thabane, 2013 ; Stewart and Carpenter, 2009 ), and having clear plans, goals, and expectations (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…The scant literature on distance mentoring shows that it is possible to have effective distance-mentoring relationships for physical therapists ( Stewart and Carpenter, 2009 ), information sciences students ( Earl et al, 2004 ), nurses ( Lach et al, 2013 ), global health consortiums ( Cole et al, 2016 ), and postdoctoral fellows involved in clinical trials ( Mbuagbaw and Thabane, 2013 ). However, some evidence suggests that mentoring from a distance may, in some circumstances, be less effective for the protégé and less satisfying for the mentor ( Luckhaupt et al, 2005 ).…”

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confidence: 99%

Distance mentoring of health researchers: Three case studies across the career-development trajectory

Schneider

DeSorbo-Quinn

et al. 2017

Health Psychology Open

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Despite the crucial role of mentoring, little literature exists that addresses distance mentoring among health researchers. This article provides three case studies showcasing protégés at different stages of career development (one in graduate school, one as an early-stage researcher, and one as an established researcher). Each case study provides a brief history of the relationship, examines the benefits and challenges of working together at a distance, and discusses the lessons learned from both the mentor and the protégé over the course of these relationships. A mentoring model, examples of mentoring communications, and potential promising practices are also provided and discussed.

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“…[5,10,11,14,15] This shortfall of nursing faculty mentors and researchers supports how the mentoring of current doctoral students in nursing is at a demanding crossroad. [10,11,[14][15][16] A new approach to mentoring within nursing education is necessary to offer assistance to not only doctoral students who desire to move into a nursing education position but also to support current nurse educators who wish to further the science of nursing education. Virtual mentoring may be this new method to mentoring in nursing education yet very little is known about the concept.…”

Section: Introductionmentioning

confidence: 99%

“…[7,9] This shortfall of nursing faculty is happening simultaneously with the growth of doctoral programs in nursing, resulting in an increased demand on a limited number of experienced faculty mentors and researchers. [10,11] The growth of doctoral programs in nursing coincides with the Institute of Medicine [12] recommendation to double the number of doctorally prepared nurses by 2020. Within one year, student enrollment in research-focused nursing programs increased by 3.2% and student enrollment in practice-focused nursing programs increased by 26.2%.…”

Section: Introductionmentioning

confidence: 99%

Virtual mentoring in nursing education: A scoping review of the literature

Clement

Welch

2017

JNEP

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Background and objective: Large numbers of nurse educators are retiring, creating a paucity of experienced advisors and research investigators to mentor nurse educators. The guiding of doctoral students in nursing is at a demanding crossroad. A new mentoring approach is needed within nursing education to support doctoral students who wish to transition to nursing education and current nurse educators who wish to further the science of nursing education. A scoping review was conducted to determine what is currently known from the existing literature about virtual mentoring in nursing education. Methods: Literature published between 2012 and 2017 was reviewed from two electronic databases using the key words virtual mentoring, e-mentoring, cyber mentoring, online mentoring, tele-mentoring, nursing education, and college or university or higher education. The framework from Arksey and O'Malley was utilized for this study. Results: Two themes have been identified: Technological Support for the Virtual Mentoring Role and Evolving Virtual Mentoring Programs in Nursing Education. Conclusions: The available current research fails to adequately answer the research question. Further research into doctoral nursing graduates lived experience of a formal virtual mentoring program and building upon the virtual mentoring experience is needed.

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The Challenges and Benefits of Distance Mentoring

Cited by 24 publications

References 25 publications

Postdoctoral Nurses’ Experiences With Leadership and Career Development: A Qualitative Study

Postdoctoral Nurses’ Experiences With Leadership and Career Development: A Qualitative Study

Distance mentoring of health researchers: Three case studies across the career-development trajectory

Virtual mentoring in nursing education: A scoping review of the literature

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