探索指导对精神病学系和神经病学系行为健康专业教师的参与度和留任率的影响。

IF 1.6 3区 心理学 Q3 PSYCHOLOGY, CLINICAL
Susan M Pollart, Elza Mylona, Troy Buer, Jennifer Apps, Valerie Dandar
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引用次数: 0

摘要

指导对教师的成功起着不可或缺的作用。本研究探讨了教职员工获得正式和非正式指导的情况,以及指导如何影响教职员工的参与度。数据来自 2020 年至 2023 年的 StandPoint 教职员工参与度调查。我们将精神病学和神经病学系中拥有博士学位或其他健康博士学位(OHD)的临床活跃教职员工(Doctoral-PN)与这些系中拥有医学博士学位或同等学位的教职员工(Physician-PN)以及其他临床系中拥有博士学位或OHD的教职员工(Doctoral-Other)进行了比较。在这些科室中,积极从事临床护理工作的心理学家占有一定比例,但他们的比例可能因机构而异。44%的博士-护士教员接受过正式指导,65%接受过非正式指导。与没有接受正式指导的教员相比,接受正式指导的教员对专业发展机会更为满意,对晋升的认识也有所提高。他们对自己所在的系也更加满意,并愿意向他人推荐自己所在的医学院。迄今为止的文献都承认,在学术健康中心工作的包括心理学家在内的博士-护士教员在专业成长和晋升方面面临着挑战。本文通过提供与指导这些教师相关的组织成果数据,对以往的研究进行了补充。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the Impact of Mentoring on Faculty Engagement and Retention Among Behavioral Health Faculty in Departments of Psychiatry and Neurology.

Mentoring plays an integral role in the success of faculty. This study explores faculty access to formal and informal mentorship and how mentorship impacts faculty engagement. Data are from 2020 to 2023 administrations of the StandPoint Faculty Engagement Survey. We compare clinically active faculty with a PhD or other health doctorate (OHD) in departments of psychiatry and neurology (Doctoral-PN) with both faculty with an MD or equivalent degree in those departments (Physician-PN), and with faculty with a PhD or OHD in other clinical departments (Doctoral-Other). Psychologists who are active in clinical care are represented in these departments although their representation likely varies by institution. Forty-four percent of Doctoral-PN faculty received formal mentoring and 65% received informal mentoring. Those receiving formal mentoring were more satisfied with professional development opportunities and reported increased understanding of promotion than those who were not. They were also more satisfied with their department and would recommend their medical school to others. The literature to date acknowledges the challenges to professional growth and advancement faced by Doctoral-PN faculty, including psychologists, practicing in academic health centers. This paper adds to previous research by presenting data on organizational outcomes associated with mentoring for these faculty.

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来源期刊
CiteScore
4.00
自引率
4.50%
发文量
93
期刊介绍: Journal of Clinical Psychology in Medical Settings is an international forum for the publication of peer-reviewed original papers related to all areas of the science and practice of psychologists in medical settings. Manuscripts are chosen that have a broad appeal across psychology as well as other health care disciplines, reflecting varying backgrounds, interests, and specializations. The journal publishes original research, treatment outcome trials, meta-analyses, literature reviews, conceptual papers, brief scientific reports, and scholarly case studies. Papers accepted address clinical matters in medical settings; integrated care; health disparities; education and training of the future psychology workforce; interdisciplinary collaboration, training, and professionalism; licensing, credentialing, and privileging in hospital practice; research and practice ethics; professional development of psychologists in academic health centers; professional practice matters in medical settings; and cultural, economic, political, regulatory, and systems factors in health care. In summary, the journal provides a forum for papers predicted to have significant theoretical or practical importance for the application of psychology in medical settings.
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