Examining Mentor Perception of Competence in an Academic Peer Mentoring Program.

IF 1.6 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Elizabeth Zwilling, Caitlin Jeanmougin, Britt Cole
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引用次数: 0

Abstract

Introduction: Peer mentoring programs can be a valuable support mechanism for new faculty transitioning from clinical practice to academia. Mentors play a crucial role in this process. This study described mentors' perceived competence in 21 areas of the mentor role and their experiences as mentors following the first year of a structured peer mentoring program.

Methods: This study employed a mixed-methods approach, using the Mentoring Competency Assessment-21 alongside open-ended questions. These instruments were electronically administered to a convenience sample consisting of eight mentors with varying experience ranging from 2 to 16 years in the nursing program at a mid-sized university, following an intentional first-year peer mentoring program.

Results: The highest-performing items were "Establishing a relationship based on trust" (M 6.50, SD 0.53), "Considering how personal and professional differences may impact expectations" (M 6.25, 0.83), and "Acknowledging your mentee's professional contributions" (M 6.13, SD 0.99). The lowest scores were focused on estimating scientific knowledge and scholarly productivity. Responses to the Mentoring Competency Assessment-21 indicated that mentors felt at least moderately competent in the various aspects of the faculty mentor role. Mentors valued the professional development and supporting materials provided by the development team. An identified area for improvement was the support provided to assist the mentees' scholarly development.

Discussion: This study underscores the importance of supportive materials, such as handbooks and regular communication, in fostering mentor competence and facilitating successful nursing faculty peer mentoring programs. Future research implications include assessment of mentor competence by mentees and long-term follow-up of program outcomes.

在学术同伴指导计划中考察指导者的能力认知。
导言:对于从临床实践过渡到学术界的新教师来说,同伴指导计划是一种宝贵的支持机制。导师在这一过程中发挥着至关重要的作用。本研究描述了指导者在指导者角色的 21 个领域中的认知能力,以及他们在结构化同行指导计划第一年后作为指导者的经验:本研究采用了混合方法,使用了指导能力评估-21 和开放式问题。这些工具以电子方式施测给8名导师,他们在一所中等规模大学的护理项目中工作了2至16年不等:得分最高的项目是 "建立基于信任的关系"(M6.50,SD 0.53)、"考虑个人和专业差异如何影响期望"(M6.25,0.83)和 "承认被指导者的专业贡献"(M6.13,SD 0.99)。得分最低的是对科学知识和学术生产力的估计。对 "指导能力评估-21 "的回答表明,指导者认为自己至少能够胜任教师指导者角色的各个方面。导师们非常重视发展团队提供的专业发展和辅助材料。需要改进的一个方面是为协助被指导者的学术发展而提供的支持:讨论:本研究强调了辅助材料(如手册和定期交流)在培养指导者能力和促进护理系同行指导计划成功方面的重要性。未来的研究意义包括被指导者对指导者能力的评估以及对项目成果的长期跟踪。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
16.70%
发文量
85
审稿时长
>12 weeks
期刊介绍: The Journal of Continuing Education is a quarterly journal publishing articles relevant to theory, practice, and policy development for continuing education in the health sciences. The journal presents original research and essays on subjects involving the lifelong learning of professionals, with a focus on continuous quality improvement, competency assessment, and knowledge translation. It provides thoughtful advice to those who develop, conduct, and evaluate continuing education programs.
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