Effective Mentoring Research Articles

A GROUNDED THEORY OF EXPERIENCING AND PERCEIVING YOUTH MENTORING AS A PROCESS OF “MIXED EMOTIONS”

Many youths from disadvantaged backgrounds globally lack positive role models and meaningful relationships with supportive adults within their families and communities. Youths’ involvement in relationships with caring adults, such as mentors, promotes their well-being. However, little is known about youth mentoring relationships in some parts of the world, particularly Zambia. This constructivist grounded theory study aimed to develop a substantive theory that explains the experiences and perceptions of mentors and mentees in Zambia. The sample included mentors and mentees who had been in relationships for at least one year. Semi-structured interviews were conducted with five mentors aged 31 to 68 and four mentees aged 18 to 20. The inductive, iterative and constant comparative method guided the coding, memoing, and theoretical sampling processes and led to the co-construction of four categories. This paper focuses on one category: “Experiencing and perceiving mentorship as a process of ‘mixed feelings’”. Mentees felt mentoring supported their emotional and psychological well-being, which enhanced their resilience and was perceived as a way of surviving. Mentors expressed that mentoring enabled them to support youths beyond their professional roles and enhanced their self-awareness, knowledge and reputation, which increased their self-worth and confidence and the desire to continue changing youths´ lives. Challenges included meeting time issues, ineffective communication, and confusion in differentiating between the mentor´s professional and mentoring roles, which caused difficulty in mentor-mentee interactions. They felt overwhelmed by their mentees´ difficult circumstances and worked with limited resources. They also felt unrecognised and unsupported. Findings suggest priority issues and potential logical solutions, such as preliminary and ongoing mentor training, recognising and supporting youth mentoring, and providing essential primary resources to disadvantaged youths in Zambia to enable effective mentoring.

Training the trainers: The work of student affairs professionals in leadership training.

Although universities often expect student affairs staff to possess advanced leadership skills, many have not undergone formal training as leadership educators, which often leads to inconsistent outcomes in leadership development programs. Drawing on best practices in facilitating leadership learning -including the use of multiple pedagogies, critical reflection, and the avoidance of superficial or unstructured facilitation-we argue leadership educators require specialized training to effectively facilitate leadership trainings. Moreover, institutions have underinvested in the professional development of leadership educators, despite the significant role they play in shaping student leadership competencies. Through targeted investments in professional development, universities can better equip their leadership educators, thereby ensuring more effective mentorship and impactful leadership experiences for students. This article calls for a paradigm shift in leadership education, advocating for a strategic commitment to developing educators who can fulfill the promise of training the next generation of leaders.

Sustaining the best and the brightest: empowering new early childhood teachers through mentoring

PurposeRetention of early childhood teachers in Australia is a critical issue, particularly for new teachers. The demanding nature of new teachers’ everyday work and high rates of stress and burnout have resulted in teachers leaving the sector. By designing a formal mentoring project, our aim was to support teachers to stay and flourish as respected professionals. This paper presents findings from the perspective of the mentees – new teachers in their first five years of employment in the sector.Design/methodology/approachWe designed and offered a two-phase multi-layered mentoring project to 145 new teachers (mentees) matched with 51 experienced teachers (mentors). It began with a mentor training course implemented by three experienced early childhood education academics and utilised a community of practice approach (Lave and Wenger, 1991). Data collected throughout the project included a pre- and post-survey and a needs satisfaction and frustration scale.FindingsAnalysis of survey data shows that mentee new teachers gained a better understanding of their role and built connections with peers and leaders. Survey data also demonstrates that effective mentoring can successfully contribute to addressing workforce challenges faced by early childhood teachers.Originality/valueThe project makes an original contribution through the design, implementation and evaluation of an innovative online mentoring project for teachers employed across the state of New South Wales, Australia.

Pengaruh Kecerdasan Emosional, Intelektual dan Spiritual terhadap Kinerja Pelajar

This study aims to analyze the influence of Emotional, Intellectual, and Spiritual Intelligence on Student Performance at Klabat University using a quantitative approach and questionnaire involving 317 students. The main variables include emotional, intellectual, and spiritual intelligence measured by valid and reliable instruments. Data analysis was carried out using multiple regression and Structural Equation Modeling (SEM) using SmartPLS, which includes convergent validity, discriminant validity, and reliability tests. The results showed that emotional intelligence was significantly related to student performance (p = 0.002), and intellectual intelligence was also significant (p = 0.044). In contrast, spiritual intelligence did not correlate substantially with performance (p = 0.384). These findings can be used to design more effective learning and mentoring strategies in higher education and increase understanding of psychological factors that influence the student learning process.

Using artefacts as a research method to explore effective mentoring in teacher education

ABSTRACT This article outlines the use of artefacts as a creative and effective qualitative research method when exploring impactful approaches to the mentoring of student teachers in Wales. It’s based on a project involving participants from a range of contexts; both primary and secondary Mentors and student teachers who were given autonomy to choose an artefact which represented effective mentoring. All participants engaged with the process and articulated this well; this led to a wide range of examples and approaches across the Open University in Wales PGCE Partnership. Using artefacts as a tool for research engaged the participants in a richer discussion and enabled them to speak with freedom and clarity, with a real focus on individual experience. It revealed more about the Mentor or mentees and their thoughts and feelings about the relationship and the process of mentoring and was often the most relaxed aspect of the interviews. Artefacts were unique to the participant’s experience and the metaphorical link to this enabled them to discuss their views with insight. Using artefacts in research is a useful and creative approach to data collection which can be applied to a range of contexts, echoing literature in this field.

An evaluation of a mentoring program in Emergency Medicine: A qualitative assessment using semi-structured interviews

Background Mentorship plays a crucial role in professional development, particularly in fields like emergency medicine. However, the dynamics of mentor-mentee relationships in this context remain underexplored. Understanding these dynamics is essential for optimizing mentorship programs and enhancing healthcare outcomes. This research investigates the factors influencing mentorship relationships in emergency medicine within the United Arab Emirates (UAE) context. It seeks to uncover the characteristics and dynamics of these relationships through qualitative analysis, providing insights into facilitators and barriers to success. Methods The study adopts a qualitative approach, conducting interviews with both mentors and mentees. Thematic analysis is employed to identify recurring themes in mentor-mentee interactions. The analysis delves into the supportive, communicative, approachable, knowledgeable, and empathetic traits of effective mentors. It also explores hindrances such as time constraints, resource limitations, random mentor allocation, and gender and cultural differences. Results The research findings underscore the pivotal role of mentors in fostering successful mentorship relationships. Effective mentors exhibit traits such as supportiveness, communication skills, approachability, knowledge, and empathy. Conversely, barriers to these relationships include mentees' behavior, time and resource constraints, random mentor allocation, and gender and cultural disparities. Conclusions While highlighting the importance of mentorship in emergency medicine, the study identifies the need for tailored mentorship approaches. It emphasizes the significance of selecting, training, and supporting mentors and optimizing mentorship programs. The research also suggests developing guidelines, aligning mentorship goals with healthcare priorities, fostering diversity, and integrating mentorship into professional development and quality assurance mechanisms. Ultimately, this study sheds light on the complexities of mentor-mentee relationships in emergency medicine, offering valuable insights for academic research, practice, and policy development in the UAE healthcare context.

The next generation of physician-researchers: undergraduate medical students’ and residents’ attitudes, challenges, and approaches towards addressing them

BackgroundUndergraduate medical education and residency training are critical periods for conducting research. Medical diagnoses and therapies are direct results of successful research efforts that have advanced several scientific fields. This review highlights the importance of incorporating scientific research training into the curricula of undergraduate medical education and residency programs.MethodsWe utilized key databases such as PubMed, Web of Science, and Google Scholar to conduct a narrative review of English-language articles published between 2002 and 2024. Ultimately, we selected 49 studies that examined the attitudes of undergraduate medical students and residents toward research, the common challenges they encounter while participating in research activities, and the strategies that support and encourage their involvement, all in alignment with our study objectives and keywords. In addition, we identified several relevant themes, including the value of research experience in shaping well-rounded medical professionals; the integrity of research practices in residency selection, which addresses concerns such as the arms race and misrepresentation, as well as the balance between quality and quantity; striking a balance between research and clinical training while promoting equity and inclusion; and effective programs and mentorship strategies to enhance research engagement.ResultsTranslating the positive attitudes of undergraduate medical students and residents into improved knowledge and practice necessitates the development of structured mentoring programs and advanced training systems. Institutions must provide the necessary tools, guidance, and support to overcome research barriers. This will help establish an environment in undergraduate medical education and residency training that values research, facilitates access to it, and integrates it into the curriculum.ConclusionsTo address the critical shortage of physician-researchers and improve evidence-based medical practice, it is crucial for medical schools to focus on research education and create avenues for student involvement. By tackling research challenges and implementing supportive strategies, these efforts empower the next generation of physician-researchers to embrace research, contribute to medical progress, and uphold the highest standards of patient care.

HPB SO44 - From Electives to Career-Changing: A Cross-Sectional Survey exploring the impact of International Medical Electives in Hepato-Pancreatic-Biliary Surgery Unit

Abstract Background International medical graduates (IMGs) are crucial in addressing NHS workforce shortages, representing one-third of staff. Reliance on IMGs is likely to continue. Electives offer IMGs a valuable opportunity to overcome work culture and clinical skills challenges, difficult to address through PLAB tests alone. These experiences can aid in passing the exam. Entering a new culture and service can be daunting; electives help build confidence by increasing familiarity with the NHS and UK medical traditions. This survey was designed to gain insight into IME experiences, the educational value perceived by participants, and their influence on personal growth and career direction. Method A cross-sectional survey was sent to 26 IMGs who completed an IME rotation in the HPB department at University Hospitals of Leicester NHS Trust since 2019. The survey included quantitative and qualitative questions to gather demographic details, insights into experiences, educational values gained, and career impact. Medical education and HPB surgery experts evaluated the survey for content validity and alignment with learning outcomes.Conducted via Google Forms®,recruitment emails were sent anonymously with weekly reminders for four weeks to ensure high response rates. Quantitative data were analysed using descriptive statistics, and qualitative data underwent thematic analysis. Results 18 out of 26 participants (62.2%) responded. Ages ranged from 23-30, with 61.11% between 23-25 years. The gender split was 61.11% male and 38.89% female. Most (66.67%) were medical students during their elective, while 33.33% were Foundation Doctors. 72% of respondents are preparing for or have taken GMC registration exams, with 44% are already fully registered. The survey revealed overall positive responses, highlighting the welcoming and educational environment. However, participants suggested improving the induction program and providing a more defined daily schedule for elective students. These insights offer opportunities to enhance an already valuable program. Conclusion The study revealed a successful international medical elective program in the HPB department. Most respondents found the experience met their expectations, achieved learning objectives, and positively influenced their careers. All participants were satisfied and would recommend the elective, with 94% considering NHS careers. The program provided effective teaching, mentorship, and hands-on clinical experience for most participants. Many have begun or completed GMC registration, indicating lasting impact. This initiative is valuable in attracting and preparing IMGs for the NHS and should be replicated across the UK, with a structured program and ensuring necessary exposure and guidance.

Creating a Model for Advanced Practice Provider Mentorship.

Advanced practice providers (APPs), widely considered essential to the delivery of healthcare, are one of the fastest-growing workforces in the United States. However, the APP role is evolving, and professional growth and advancement programs for APPs are still emerging at many institutions. Professional mentorship has been long embraced by other healthcare disciplines and numerous organizations because of the benefits gained from helping employees increase knowledge, enhance skills, and achieve scholarly goals, such as retention. Thus, there is a dearth of evidence on building effective APP mentorship models. This article details the development of an APP mentorship model and program designed to support both the mentor and mentee across the career trajectory.

An investigation into how preservice EFL teachers perceive their mentors' pedagogical knowledge

This study aimed to explore pre-service EFL teachers’ perceptions and expectations of their mentors’ pedagogical knowledge in light of the five-factor mentoring model. Data was collected in two phases during pre-service teacher field studies. The participants were 10 purposively selected pre-service EFL teachers and 5 cooperating teachers, and 107 pre-service teachers were purposively selected from one Teacher Education College. The five mentors also participated in a semi-structured interview. A questionnaire was administered to 107 pre-service teachers. The data gathered was analyzed based on descriptive statistics using SPSS version 16. The finding revealed that effective mentoring practices arm mentees with pedagogical knowledge that enhances their professional expertise. Besides, mentors who demonstrate well-organized pedagogical knowledge give mentees access to a lot of benefits. Nevertheless, some mentees felt uncertain regarding their mentor's pedagogical knowledge. This study proposed implications for pre-service EFL teachers mentoring programs and forwarded recommendations for improving the professional development of mentors' mentoring programs. Keywords: Mentors; pedagogical knowledge; perception; pre-service teachers

Seeing isn't believing? Mixed effects of a perspective-getting intervention to improve mentoring relationships for science doctoral students.

Effective mentoring relationships are fundamental for promoting the success of doctoral students in science, yet not all mentoring relationships are high quality. This study assessed the effectiveness of a brief perspective-getting intervention (where students are given the perspective of what it is like to be a research mentor) that aimed to protect science doctoral students from blaming themselves for negative interactions with faculty mentors and maintain their research self-efficacy. Results showed that on average across all students, the intervention did not affect students' self-blame for negative interactions or their research self-efficacy. However, the intervention did help students with less satisfying mentoring relationships maintain their self-efficacy. Thus, perspective-getting shows some promise for protecting science doctoral students from harm that can be caused by negative interactions with faculty mentors.

Enduring impacts of collaborative workplace music mentoring for early childhood generalist teachers, music mentors and students

ABSTRACT This study documents the enduring impacts of a workplace music mentoring programme for generalist classroom teachers in early childhood school settings in Australia. The study draws on follow-up interviews with mentors, teachers and principals from five of 11 participating schools one year after the programme. This study identifies participant perceptions of enduring outcomes, enduring effective mentoring, and effective mentor qualities. Two researchers undertook thematic analysis independently and conducted iterative discussions to refine the emerging themes. Enduring outcomes for mentors, teachers and students included: (1) music mentoring as collaborative self-development; (2) identification and realisation of individual and collective goals for music teaching; (3) reflection, feedback and joint planning informing learning; (4) integration of music into daily activities, lesson transitions, school culture; (5) creating a community of music practice in and across schools; and (6) improved classroom climate and enhanced student engagement and positive behaviours. Enduring qualities of effective music teaching included: (7) building teacher confidence and competence for music leadership; (8) observation of expert practice as a learning tool; (9) focused feedback informing lesson planning and implementation; and (10) specialised, collaborative workplace mentoring. Enduring qualities of effective music mentors included sensitivity, responsiveness, situational awareness, flexibility, and subject and pedagogic expertise.

A Follow-Up Study of an Early Childhood Mentoring Program: Sustaining Impactful Change for Mentors and Mentees

Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) reported personal and professional growth over the period of the program. Subsequently, their enriched knowledge, skills and understanding of mentoring impacted their own, other individuals and wider practices within their workplaces. Enablers to participation were a supportive director and the scheduling of the program out of hours. The predominant challenge for ongoing enactment of learnings was time constraints due to daily demands of early childhood workplaces. Recommendations for sustainability of effective mentoring practices are proffered and warrant the attention of governments, employers and the sector.

The role of mentoring programme coordinator: professional development meta-facilitator?

ABSTRACT This paper addresses an under-researched role in the professional development in education and mentoring in education literature, that of the mentoring programme coordinator. It draws on a multi-method study which includes a review of international research literature and a secondary analysis of existing datasets. The findings synthesise the sparse empirical research on mentoring programme coordinators by identifying key responsibilities associated with the role, together with factors which enhance and impede effective mentoring programme coordination. The findings are discussed in relation to the growing body of literature on professional development facilitators, and it is suggested that mentoring programme coordinators exemplify an original category of professional development meta-facilitators. Implications of the study for policy, practice and further research are presented, including research-informed recommendations for mentoring programme providers and organisational leadership teams who wish to enhance mentoring programme coordination, with a view to strengthening the impact of mentoring programmes and the professional learning and development of the educators such programmes support.

What are the needs of beginning teachers in primary education and how can mentors help them?

Beginning teachers face numerous challenges when entering the profession. Their needs range from classroom management to emotional support, and mentors play a crucial role in addressing these challenges. This article explores the primary needs of novice teachers and how effective mentoring can help them navigate their first years in primary education. Drawing on both international research and Romanian educational practices, this paper highlights the importance of structured, supportive mentorship programs in shaping successful teaching careers.

Bridging the diverse leader gap in public relations through accreditation: examining US diverse practitioners’ motivations, challenges and leader development

PurposeThis study aims to examine the impact of the Accreditation in Public Relations (APR) certification on the leader development of US diverse practitioners.Design/methodology/approachThe study involved six online focus groups with 64 APRs who identified as diverse practitioners and APR chairs who supported and mentored diverse candidates.FindingsDiverse practitioners identified specific knowledge, skills and abilities (KSAs) that they developed through the APR study process, which are consistent with those desired in leaders such as technical, relationship management and conceptual skills. Not only did diverse practitioners become more strategic thinkers and skilled in the public relations planning process, but they also were promoted or hired into management positions. Effective mentors were key to their success. These findings confirm that the APR can be a form of leader development for diverse public relations practitioners that opens doors to management positions. However, employers need to provide instrumental support for diverse practitioners to be successful, such as covering costs associated with the exam, providing study time and supporting their membership in professional associations.Originality/valueBased on the theoretical framework of self-efficacy and a lifelong learning mindset, the study reveals the value of the APR in preparing diverse practitioners for leadership roles, which can be a resource to address the gap in diverse leaders in the public relations industry.

The role of teamwork and mentorship in pediatric and congenital heart surgery.

Pediatric and congenital cardiac surgery, characterized by its complexity and high-stakes nature, demands superior technical expertise and multidisciplinary teamwork. With limited surgeons worldwide, the role of continuous skill refinement and collaborative practice is crucial for patient safety and successful outcomes. A literature search was performed using the PubMed, Cochrane, SCOPUS and Web of Science databases for studies published until September 2024. Articles were analysed to summarize findings on the impact of mentorship and teamwork within pediatric and congenital cardiac surgery. This article explores the dual importance of teamwork and mentorship in shaping the next generation of pediatric and congenital cardiac surgeons. The study examines the impact of mentorship on reducing learning curves and improving surgical outcomes whilst highlight the unique challenges faced by surgeons in low-income countries (LICs). Effective mentorship can serve as a bridge between knowledge and practice, ensuring that surgeons in resource-constrained environments can confidently adapt to challenges and improve patient outcomes despite the limited resources. By emphasizing a culture of innovation and collaborative teamwork, pediatric and congenital cardiac surgery continues to achieve increasingly better patient outcomes on a global scale. This study highlights how continuous mentorship and teamwork not only enhance technical proficiency but also drive advancements in surgical techniques and overall care, contributing to the ongoing global progress in pediatric and congenital cardiac surgery.

EFEKTIFITAS PENGELOLAAN PEMBERIAN TUNJANGAN PROFESI DALAM OPTIMALISASI KINERJA PROFESIONAL GURU

The objectives of this research are 1) What is the effectiveness of providing teacher professional allowances on teacher professional performance; 2) What is the management strategy for providing professional allowances in optimizing teacher professional performance; dna 3) What are the supporting and inhibiting factors for providing teacher professional allowances on professional performance. This research uses a qualitative method with a descriptive approach. The subjects in this research were 13 people. Data collection techniques using interviews, observation and documentation. The data validity checking technique uses the Triangulation technique. The results of the research findings are that providing professional allowances provides additional motivation for teachers to continue to improve the quality of their teaching. Overall, the provision of TPG has had a positive impact on increasing the competency and professionalism of teachers at SMP Negeri 4 Lhoksukon, North Aceh Regency. Of the 11 certified teachers on average, 3 of them received the good predicate for their performance assessment. Another finding is that delays in disbursement of funds and differences in data are the main obstacles that must be overcome to increase the effectiveness of TPG. To overcome this problem, it is necessary to improve the administration system, increase coordination between related parties, and better handle data. On the other hand, compliance with regulations, good evaluation mechanisms, and effective socialization and mentoring are supporting factors that strengthen the provision of TPG.<p> </p>

Unlocking Success: Malaysian PolyCC Lecturers’ Altruism, Enthusiasm and Harmonism in Sparking and Sustaining Student Startups Business

This study investigates the personalities of lecturers as mentors to startup entrepreneurs at higher education institutions (HEIs). The problem stems from the need to understand how specific personality traits contribute to effective mentorship. The objective is to explore how altruism, enthusiasm, and harmonism in lecturers influence their mentoring roles. A qualitative approach was employed, utilizing semi-structured interviews with Malaysian Polytechnic and Community College (PolyCC) lecturers who were finalists in the Best Entrepreneurship Mentor Award Category of the Ministry of Higher Education Entrepreneurship Award (MEA) 2021. These lecturers mentor student entrepreneurs who have successfully sustained their businesses. Thematic analysis was conducted using ATLAS.ti 9 to identify patterns and interactions. The resulting Entrepreneurial Mentor Personality Competency Model Framework, with a high inter-rater reliability (Cohen's Kappa value of 0.99), highlights key personality traits essential for effective mentorship. Additionally, the transferability of this model was validated by an entrepreneurship mentoring expert from Coventry University, United Kingdom (UK). This framework aims to guide HEI lecturers in fostering student entrepreneurship, providing a comprehensive guideline to help students achieve their entrepreneurial aspirations.

Mentoring Women in Corrections: Encouraging the Next Corrections Executive

Mentoring can positively influence the mentee, the mentor, and the organization in which both are employed. Mentoring can help employees to overcome workplace challenges, including barriers to advancement, while increasing job satisfaction, enhancing career development, and producing a greater sense of value within the organization, often leading to increased productivity. While mentoring clearly has a multitude of benefits, women have traditionally had difficulty establishing mentorships in the workplace, which appear especially problematic in traditionally male-dominated careers, such as corrections. Based on surveys and interviews with members of the Association of Women Executives in Corrections (AWEC), this study investigates the role of mentorship in women’s advancement within corrections departments. Data show that support, particularly from one’s supervisor, is critical as women consider advancement, regardless of the supervisor’s gender. These results imply that when there are few women in the administrative ranks, limiting the opportunity for female mentorship, women can find equally effective mentorship from male superiors. Moreover, mentorships do not necessarily have to be formalized to be effective and can develop from outside one’s department when none exist within. Corrections agencies interested in diversifying their administrative ranks should plan to establish more opportunities to foster mentoring relationships, which would benefit all employees.