Formal Mentoring Research Articles

A mixed methods investigation of administrators’ and teachers’ perceptions of teacher leadership

ABSTRACT Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadership using a survey and interviews. While there was some overlap in how administrators and teachers perceived teacher leadership, administrators viewed teacher leadership as occurring outside of the classroom while teachers located it inside of the classroom. Teachers also valued formal and informal mentoring. We provide implications for research and practice based on these findings.

Dual Role of Clinician Managers in Healthcare - Challenges and Opportunities

Background: Clinician managers can play a crucial role in healthcare organizations, including hospitals, by combining their clinical expertise with managerial responsibilities. They bring valuable insights and firsthand experience of patient care to managerial positions, contributing to improved patient outcomes and hospital performance. However, they face unique challenges that require careful attention and solutions. Aim: This review aims to critically discuss the role of clinicians as managers, the challenges that they face, and how they exercise their influence in hospital settings. Key findings: The role of clinicians as managers is critical for effective leadership and delivery of high-quality patient care. Described as a two-way window, clinician managers bridge the gap between medicine and management by combining clinical expertise with managerial skills in a hybrid leadership approach. Studies have shown a positive impact on hospital performance, including enhanced quality care, improved patient outcomes, and potentially better financial performance. In addition, they play a vital role in fostering interdisciplinary collaboration and boosting staff engagement. However, challenges such as identity conflicts, and limited formal training, are present, especially for first-time managers. Conclusion: Adapting to the dual role of clinician and manager demands a mindset shift and the development of new skills, necessitating strategic support. This includes leadership education, organizational support, mentoring, and collaborative models to empower clinician managers. Targeted training programs, formal mentoring, and peer support networks equip them with essential skills, while workload management, well-being initiatives, and a culture of balance foster success and growth.

Newly qualified secondary school teachers’ perspectives on workplace learning

ABSTRACT There is a gap between knowledge needed at work and knowledge and skills developed through formal education. Certain aspects can only be learned within the actual workplace. This article focuses on workplace learning for newly qualified teachers’ (NQTs), a learning that is integrated in the processes and experiences gained through work. Through emails and interviews the study follows 15 NQTs during their first year of teaching in Norwegian secondary schools and explores what and how they learn, seen from their own perspectives. Through an abductive analysis of the data the study aims to develop insights that can help improve teacher education as well as the induction phase for NQTs. The teachers in the study experienced steep learning curves and lack of formal mentoring. The first year of teaching was characterised by several features that impeded the professional growth. The majority of reported learning experiences were self-initiated, rendering the acquired knowledge somewhat incidental. The NQTs could have been better prepared for the comprehensive teaching role. Furthermore, both formal and informal workplace learning could have been given more attention and been better supported within the schools.

Entrenching the enterprise message through innovative incubators

Enterprise Education (EE) continues to inspire institutions and champion creativity amongst staff and students. As the taught and researched fields advance, EE activity is now increasingly facilitated and developed within central university-based incubators, where expertise and knowledge meet ambitious ideas and aspirations across subject disciplines. With this combining of expertise and knowledge from within the university environment, key skills and outcomes are evident which move typical forms of EE within classroom contexts beyond pedagogical considerations of content and assessment strategy. This paper investigates the role of incubators with a case study of recently developed incubation spaces at a Scottish university, involving 10 academics, 3 departments, and over 500 students across all academic levels. Reflecting on an academic year of activity, ranging from formal sessions, mentoring and student-focussed events, to engaging with external partners through national programmes, this case study highlights several key themes. Themes of realised attributes, encountered behaviours, and contexts (A-B-C), which appreciate immediate and responsive qualities within the HE sector result in outlined principles. These principles encourage the duties and responsibilities conducive to innovative incubator-specific Assisted Academic Practice (AAP). This marks differences between EE educators and AAP individuals within active incubation spaces. Emphasising the need for consistent enterprising engagement with regional and national partners, seeking alignment with best practice frameworks, and confirming industry recognition, AAP individuals and groups entrench the enterprise message from the university through phases of design, development, and destination. This paper outlines fresh understandings for university educators and incubator professionals, in centralising EE within staff development and ongoing academic practices.

Evolution of women physician leadership at the Ottawa Hospital, 2011–2022: a mixed method study by the Women Physician Leadership Committee

Purpose: To assess the evolution of women physician leadership after implementation of initiatives introduced by the Women Physician Leadership Committee (WPLC) from 2011 to 2022 at The Ottawa Hospital (TOH). Methods: We conducted a mixed-methods study using a transformative sequential research design. During phase 1 (2011–2022), we held three rounds of semi-structured interviews with division and departments heads. The results were organized into eight themes, providing insight into TOH’s work environment and culture. In phase 2, we determined the number of women physicians holding privileges and leadership positions at TOH in 2011, 2016, and 2022. Results: Despite an increase in the number of women physicians over the last decade (from 30% (255/862) in 2011 to 42.5% (486/1144) in 2022), the number of women division and department heads did not change significantly. In fact, only one of 12 department head positions has been held by a woman. We compiled comments from division and department heads to capture various perspectives and provide concrete examples of efforts and barriers to women physician leadership. Interpretation: We attribute the progress we have achieved in the last 11 years to the WPLC’s initiatives. Among other positive changes, there has been an increase in the number of formal mentoring opportunities, as well as the number of leaders who consider bringing in a locum when needed to balance the workload. Although progress toward achieving gender parity at TOH is encouraging, it has not eliminated barriers that women in medicine face. Further intentional change is required to counteract deeply rooted societal constructs within TOH culture.

Support, networks, and relationships: Findings from a mixed-methods evaluation of a mentorship programme for early career women researchers in sexual and reproductive health and rights.

Low research output among women researchers in health research has been linked to inadequate mentorship opportunities for early career women researchers and particularly in sexual and reproductive health and rights (SRHR) field. Mentorship has been recognized as a contributor to strengthening research capacity and as beneficial for both mentors and mentees. Women researchers oftentimes experience negative impacts of organizational and structural gender inequities related to formal and informal mentoring. In 2020, the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction at WHO launched a mentorship programme for early career SRHR women researchers from low- and middle-income countries. The programme sought to provide professional skill-building, promote and share networking opportunities, and offer support in navigating personal and professional life. We conducted a convergent parallel mixed-methods evaluation of the 2020 pilot programme, which included 26 participants, through an online survey and semi-structured in-depth interviews (IDIs). Data collection occurred between March and May 2022. Nineteen responded to the online survey (12 mentees, 7 mentors) and 11 IDIs (7 mentees, 4 mentors) were completed. Based on a preliminary framework, we used deductive and inductive methods to identify six themes: views on mentorship; reasons for applying and expectations of participation in the programme; preferred aspects of programme implementation; challenges with the programme implementation; perceived lasting benefits of the programme; and recommendations for improvement. All participants found the initial training useful, most discussed work-life prioritization throughout the mentorship relationship, and most planned to continue with the relationship. There appear to be ample benefits to mentorship, especially when planned and implemented in a structured manner. These attributes can be particularly beneficial when they are conceived as a two-way relationship of mutual learning and support, and especially for women at the start of their research careers as they navigate structural gender inequities.

Association between mentorship and mental health among junior residents: A nationwide cross-sectional study in Japan.

Mentorship is a dynamic, reciprocal relationship in which an advanced careerist (mentor) encourages the growth of a novice (mentee). Mentorship may protect the mental health of residents at risk for depression and burnout, yet despite its frequent use and known benefits, limited reports exist regarding the prevalence and mental effects of mentorship on residents in Japan. We conducted a cross-sectional study involving postgraduate year 1 and 2 (PGY-1 and PGY-2) residents in Japan who took the General Medicine In-Training Examination (GM-ITE) at the end of the 2021 academic year. Data on mentorship were collected using surveys administered immediately following GM-ITE completion. The primary outcome was the Patient Health Questionaire-2 (PHQ-2), which consisted depressed mood and loss of interest. A positive response for either item indicated PHQ-2 positive. We examined associations between self-reported mentorship and PHQ-2 by multi-level analysis. Of 4929 residents, 3266 (66.3%) residents reported having at least one mentor. Compared to residents without any mentor, those with a mentor were associated with a lower likelihood of a positive PHQ-2 response (adjusted odds ratio [aOR] 0.75; 95% confidence interval [95% CI] 0.65-0.86). Mentor characteristic significantly associated with negative PHQ-2 response was a formal mentor (aOR; 0.68; 95% CI 0.55-0.84). A mentor-based support system was positively associated with residents' mental health. Further research is needed to determine the quality of mentorship during clinical residency in Japan.

Development and talent management in the hr management system

An exhaustive review of strategies, methods and practices related to talent management in organizations is presented. It analyzes modern approaches to attracting, developing and retaining talented employees, and also explores key problems, challenges and trends in this area. The importance of talent management and its role in creating a competitive advantage for organizations is reviewed. Various methods of attracting talent are considered, including active search and recruitment of candidates, the use of network resources and social media, as well as building an effective employer brand. Special attention is paid to the development of talents. Learning and development strategies are analyzed, including formal training programs, mentoring, coaching and online training. Methods of assessing the potential and productivity of employees, as well as ways to develop individual development plans and career growth are also considered. An important aspect is talent retention. Strategies for creating a favorable corporate culture, developing reward and incentive systems, as well as providing a variety of opportunities for professional and personal growth are considered. Special attention is paid to maintaining motivation and effective management of career expectations of talented employees. The challenges faced by organizations in the field of talent development and management, such as globalization, rapidly changing technologies and changing expectations of the younger generation of employees, are discussed. Trends are also discussed, including the development of flexible forms of work and the use of data analytics for decision-making in the field of talent management. This paper presents a complete and comprehensive study of the topic, offering readers extensive information and recommendations for effective talent management in a modern organization.

Experiences of Visible Minority Librarians and Students in Canada from the ViMLoC Mentorship Program

Objective – The purpose of this research is to examine the experiences of mentors and mentees in the formal mentorship program offered by the Visible Minority Librarians of Canada Network (ViMLoC) from 2018-2022. Findings from this research will help mentors and mentees understand how to establish an effective mentoring relationship. Professional library associations and libraries can also gain valuable insights to support the visible minority library professionals within their own mentorship programs. Methods – Between 2018 and 2022, 113 mentors and 145 mentees participated in four sessions of the ViMLoC mentorship program. The ViMLoC Mentorship Committee designed and delivered a survey for mentors and a survey for mentees at the end of each session. Over four sessions, 81 mentors and 82 mentees completed the surveys, representing a 72% and 57% completion rate, respectively. Fisher's Exact Tests were performed to examine if there were significant differences between mentors and mentees in their perceptions regarding ease of communication, relationship, helpfulness of mentorship, likeliness of keeping in contact, and importance of having a visible minority partner. Results – The mentees perceived mentoring support to be more helpful than the mentors perceived it themselves. The mentees were more likely to keep in contact with their mentors beyond the mentorship program while the mentors did not show as much interest. The mentees who had a positive experience from the formal mentorship program were found to be more likely to mentor others in the future, whereas the same effect did not hold true for the mentors. On the other hand, some findings were the same for both mentors and mentees. Both stated that effective communication would facilitate a good mentoring relationship, which in turn, would lead to positive outcomes and greater likelihood of keeping in contact beyond the mentoring program. There was also consensus of opinion about the most important areas of mentoring support and some essential skills for building a successful mentoring relationship. Conclusion – This research contributes to the literature by using an empirical research method and comparative analyses of the experiences between mentors and mentees over four sessions of the ViMLoC mentorship program. The study focuses on the perceptions of participants regarding their communication, relationship, helpfulness of mentorship, associations between their past and present mentoring experiences, areas of support, importance of having a visible minority partner, and essential skills for building a successful mentoring relationship. Mentors and mentees differed significantly in how they perceived the helpfulness of mentorship support and how likely they would like to maintain the ties beyond the program. For both sides, effective and easy communication was found to be critical for building a good mentoring relationship and achieving a satisfactory experience.

The faculty-to-faculty mentorship experience: a survey on challenges and recommendations for improvements

Faculty at research institutions play a central role in advancing knowledge and careers, as well as promoting the well-being of students and colleagues in research environments. Mentorship from experienced peers has been touted as critical for enabling these myriad roles to allow faculty development, career progression, and satisfaction. However, there is little information available on who supports faculty and best ways to structure a faculty mentorship programme for early- and mid-career academics. In the interest of advocating for increased and enhanced faculty mentoring and mentoring programmes, we surveyed faculty around the world to gather data on whether and how they receive mentoring. We received responses from 457 early- and mid-career faculty and found that a substantial portion of respondents either reported having no mentor or a lack of a formal mentoring scheme. Qualitative responses on the quality of mentorship revealed that the most common complaints regarding mentorship included lack of mentor availability, unsatisfactory commitment to mentorship, and non-specific or non-actionable advice. On these suggestions, we identify a need for training for faculty mentors as well as strategies for individual mentors, departments, and institutions for funding and design of more intentional and supportive mentorship programmes for early- and mid-career faculty.

Talent development in the digital age: implications for self-employability in films and television industry

Talent development in the modern age needs to translate into self-employability. The study aims to investigate the relationship between Talent Development and Self Employability amongst Actors in the creative industry of South Africa and how Talent Development impacts Employability amongst this group. This study is important for Actors to have a framework to assist them with developing their talent for employability purposes. Underpinned by the post-positivism philosophy and using a deductive reasoning approach, the study chose a quantitative research design and Cagne’s Expanded Model of Talent Development as the theoretical framework of the study. The population of the study was the film and television Actors (N=325) as the study’s participants and accounting for the entire population. Simple random probability sampling was chosen (n=150) as it seeks to generalize the findings of the study to the entire population. The data collection tool was a 5-point self-administered structured questionnaire. The data collection instrument was pre-tested using a small sample and the data gathered was analyzed using quantitative data analysis methods which will be used for the main analysis, aided by Statistical Package for Social Sciences (SPSS) version 27. The study found a clear association between Talent Development and Self-perceived Employability with both constructs having a positive medium correlation. The main elements making a significant contribution were the Actors' cognitive abilities as well as their motivation and they needed to work on their mentorship. The finding of the study seeks to improve the theoretical understanding of talent development and further recommendations for managers within the creative industry to create formal mentorship programmes to aid upcoming Actors.

Facilitating academic and social integration among first-year university students: is peer mentoring necessary or an additive measure?

ABSTRACT Peer mentoring has shown beneficial effects in facilitating academic and social integration among first-year students in higher education. Previous research is, however, limited by the exclusion of a comparison group, to examine whether the integration process still occurs among non-mentored students, independently of peer mentoring. By using Tinto´s theoretical framework, we examine the effects of a formal peer mentoring program, comparing these effects on integration with non-mentored students. Data was gathered from focus group interviews and analyzed using thematic analysis. Our findings show that peer mentoring supports the integration process among first-year students, although the results suggest that it is not a necessary condition to ensure that integration occurs. Future studies should further extend the research to also include an evaluation of other activities taking place at the institution, to expand the knowledge of which measures facilitates the integration process.

Challenges of Novice Nurse Educators’ Transition from Clinical Practice to Academia in Ghana: A Qualitative Study

Background: The recruitment of experienced clinical nurses into vacant faculty positions is a global strategy for preparing, employing, and retaining competent nurse educators. As clinical nurses transition to academia, many struggle with unique challenges that affect their adaptation to the academic setting. Thus, understanding novice nurse educators’ transitional challenges is critical to addressing this threat. Aim: This study aimed to explore the challenges of novice nurse educators’ transition from clinical practice to academia in Ghana. Methods: A descriptive qualitative study design was employed for this study. A purposive sampling technique was used to recruit 12 novice nurse educators from three health training institutions in the Upper East Region of Ghana. A semi-structured interview guide was used to collect data through in-depth individual interviews. The interviews were audio-recorded, transcribed verbatim, and thematically analyzed. Results: Four themes emerged: poor administrative support, poor preparation, increased workload and stress, and role ambiguity. Novice nurse educators lacked formal orientation, formal mentorship, formal education in teaching, and post-graduate education. Novices were also challenged by increased workload and role ambiguity. Conclusion: Supporting novice nurse educators' transition from clinical practice would be better served by college administrators’ creation and implementation of formal orientation and mentorship programs.

Best Practice in Peer Mentoring Programs: Reflecting on the Role of Student Writing Mentors

Many Australian universities have introduced formal peer mentoring programs, with one more common model focusing on undergraduate students’ learning development, specifically their academic writing. Deakin University’s Writing Mentor Program provides one-to-one ‘drop in’ sessions where Writing Mentors (WMs) work with a peer, and it is coordinated by Tertiary Learning Advisers (TLAs). The Program’s overall aims include helping students interpret academic expectations, and better understand how they can succeed with their studies. However, this Writing Mentor Program also aims to facilitate WMs’ learning from their peers, through reflections on their interactions with students. This study aimed to inform the professional development program for WMs by identifying the perception of the role of WMs held by both WMs and TLAs at the commencement of the program, and also the perceived differences between the roles of WMs and TLAs. Findings from the study highlighted the need to include reflective practice as a topic in on-going training sessions. The study also suggested the need for a more structured approach to developing a ‘shared understanding’ of the roles of WMs.

Workforce Training: A Tool to Boost Academic Performance of Selected Tertiary Institutions in Abia State

The study focused on workforce training: A tool to boost the academic performance of selected tertiary institutions in Abia State. The study sought to ascertain the impact of coaching and mentoring on academic performance in selected tertiary institutions in Abia State. The study adopted a survey research design. The study employed a primary source of data. The population consisted of 2934 employees from the academic staff of the selected tertiary institutions in Abia State. The sample size of the study was 352 which was determined with the Taro Yamane formula. 15 copies of the questionnaire were lost, while 337 copies were retrieved, that is, 95.8% which formed the basis for the study. The stratified Random Sampling technique was used for the study, while the regression model was used to test the selected hypotheses. The findings of the study revealed that there is a significant relationship between coaching and mentoring on the academic performance of selected tertiary institutions in Abia State, with p-value = .004 < .05 significance level. The study recommended that institutions under the study should make sure that they improve on mentoring through training, seminars and workshops, on-the-job mentoring and conferences or formal mentoring programmes across many disciplines where academic resources should be allocated to identify reality.

Growing Novice Nurses to Perianesthesia Care: Formation of a Post-Anesthesia Care Unit (PACU) Fellowship

PurposeTo provide a proof of concept of a structured, replicable perianesthesia fellowship program for nurses with less than 2 years of experience and new graduate nurses. DesignAn immersive learning experience was implemented as a pilot quality improvement project using the Plan-Do-Study-Act method. MethodsThis 24-week fellowship program used blended learning approaches and the Tiered Skill Acquisition Model (TSAM) to develop foundational Post Anesthesia Care Unit (PACU) skills. Nurse Fellows (4) acquired knowledge in stages, with each week in the program reinforcing and building upon the prior week's learnings. Settings included an initial 10 weeks in the ambulatory PACU, then the acute care PACU (weeks 11-20), and the final 4 weeks were spent in the primary unit where the Fellow would transition into a PACU Staff RN. Through each phase, the Professional Practice Department’s Clinical Mentor Nurse promoted preceptor development, facilitated learning experiences and provided bimonthly evaluations of the Nurse Fellow’s progress via our institution's clinical rounding tool. We used the Nursing Anxiety and Self-Confidence Associated with Clinical Decision Making (NASC-CDM) scale to assess novice nurses’ anxiety and self-confidence associated with making clinical decisions at designated intervals. FindingsAll Nurse Fellows completed the program and remained in PACU positions 2 years post-fellowship. They reported discomfort and increased stress transitioning to different PACUs; however, they later indicated reduced anxiety and greater confidence in clinical decision-making, as noted in subsequent evaluations of the NASC-CDM scale. ConclusionsPerianesthesia fellowship programs incorporating blended learning, skill reinforcement, and formal mentoring on a primary PACU unit build confidence and competence in the novice nurse, making this once-excluded population of nurses a viable option for recruitment directly into the PACU environment.

Are we there yet? An intersectional take on Black women academics' experiences in a South African university

In this paper, we adopt an intersectional lens to explore and theorise the complex experiences of Black women academics in a research-intensive university in South Africa. We purposively recruited 10 Black women academics, ranging from early career academics, lecturers, to senior professors in the field. We relied on intersectionality to theorise Black women academics' challenges in navigating and negotiating their being and belonging in the university. We used semi-structured interviews as a data generation method to elicit the narratives/ stories/experiences of the Black women academics. The findings revealed two things. Firstly, they revealed that a large number of the research participants were "accidental academics" in higher education due to the nature of their entry and access to the university. Secondly, the findings also showed the important role that formal and informal mentoring plays in higher education as a catalyst for helping Black women academics access, negotiate, and succeed at university. We conclude this paper with some thoughts on the need for formalised and well-structured mentoring systems in higher education to support Black women academics' access, being, and belonging in the university.

6 Feasibility and Perceived Benefit of an Interdisciplinary Rehabilitation Approach within a Tertiary Pediatric Hematology/Oncology Setting

Objective:Medulloblastoma is the most common pediatric malignant brain tumor. Approximately 29% of medulloblastoma patients experience postoperative posterior fossa syndrome (PFS) characterized by impairments in speech, motor, and mood. An interdisciplinary rehabilitation approach is associated with greater rehabilitation gains than a single discipline approach for brain injury patients with significant rehabilitation needs. However, literature regarding the feasibility and utility of this approach within a tertiary care pediatric hematology/oncology setting is lacking. The Acute Neurological Injury (ANI) service was developed to coordinate care for neurologically complex hematology/oncology patients receiving active cancer treatment, including those with PFS. ANI care coordination includes bimonthly interdisciplinary team meetings, interdisciplinary goal implementation for each patient, parent psychoeducation about applicable brain-behavior relationships (including PFS) at treatment initiation, neuropsychological assessment at transition times throughout treatment, cognitive remediation, and coordinated end of treatment transition planning. We gathered caregiver perspective on this approach within a tertiary care pediatric hematology/oncology setting.Participants and Methods:Parents of children and young adults (ages 4-20) with PFS after medulloblastoma resection who received coordinated care as part of the ANI program (n=20) were interviewed at least 4 months following completion of cancer treatment. 75% experienced postoperative mutism while the remainder experienced significantly decreased speech without mutism. All received cranial-spinal irradiation and focal boosts to tumor sites followed by chemotherapy per multi-institutional treatment protocol. Caregivers were interviewed regarding perceived feasibility and utility of ANI program components including parent psychoeducation, neuropsychological assessment, cognitive remediation, and interdisciplinary team coordination/goal setting, as well as parental supports. Yes/no responses were gathered as well as responses regarding the perceived utility of aspects of the interdisciplinary ANI program approach via a five-point Likert scale.Results:Surveys were completed by 66% of families contacted. Mean age at first contact with neuropsychology as part of the ANI program was 9.45 years (SD=4.4 years). Mean time between end of treatment and parent interview was 3.20 years (SD=2.01 years). Most parents reported that initial psychoeducation about PFS helped to decrease their concerns (81%) and increased their understanding of their child’s functioning in the context of PFS (88%). They reported benefit from neuropsychological assessment reports prior to initiating adjuvant treatment (92%), at end of treatment (90%), and one year following initiation of cancer treatment (100%), though they perceived less benefit from assessments intended to inform provider interventions during treatment (81% and 66%). Reports were shared most often with schools (75%), behavioral therapists (50%), physicians (50%), and rehabilitation specialists (25%). Parents indicated that the interdisciplinary ANI program approach was helpful (94%) and the coordinated interdisciplinary goal was beneficial (92%). Most parents favored the weekly frequency of cognitive remediation sessions (83%). Much interest was voiced in establishing a formal mentoring program to offer peer support by parents whose children have previously experienced PFS to those acutely managing a new PFS diagnosis (95%). Of note, all participants indicated that they would be willing to serve in a peer mentor role (100%).Conclusions:The interdisciplinary ANI program approach is feasible with perceived benefits to families managing new PFS and medulloblastoma diagnoses and receiving active cancer treatment.

CONTINUOUS EDUCATION OF NURSES AND PHYSIOTHERAPISTS AS A PREREQUISITE FOR ENHANCING COMPETENCIES IN PLANNING AND ORGANIZATION

Background: Nurses and physiotherapists play a pivotal role in providing high-quality healthcare and patient rehabilitation, underscoring the importance of possessing a high level of expertise in planning and organizing their activities. The healthcare sector continually evolves and refines itself due to technological advancements, making it imperative for professionals to remain open to continuous learning and adapt to new information and techniques. Consequently, the maintenance and development of essential competencies through continuous education play a crucial role. Aim: To examine the significance of continuous education for nurses and physiotherapists in the context of enhancing their competencies in healthcare service planning and organization. Results and Discussion: The findings demonstrate that continuous education is essential for maintaining relevance and improving skills in the dynamic environment of contemporary professions. However, it is frequently accompanied by challenges such as financial constraints, time limitations, motivational issues, and technological adaptation barriers. Regarding the methods of continuous education available to nurses and physiotherapists, these encompass formal education, professional workshops, seminars, practical training, online education, and mentorship. A combination of these methods can contribute to the development and enhancement of healthcare professionals and competencies in their practice. Furthermore, attention is directed toward key competencies in healthcare service planning and organization, encompassing time management, teamwork, communication skills, decision-making, and problem-solving. Conclusion: It can be inferred that continuous education not only contributes to improved practice and patient care but also ensures that healthcare professionals stay aligned with changes within the healthcare system and the latest techniques and technologies.

Effects of formal mentoring support onnewcomer–protégéaffective organizational commitment: aself‐concept‐based perspective

AbstractThe study proposes and tests a self‐concept‐based perspective for the effects of formal mentoring support on affective organizational commitment (AOC) via multiple mediators. Using time‐lagged multi‐source dyadic data (n = 203), we demonstrate that formal mentoring support significantly influences newcomer–protégés' AOC through an underlying self‐evaluative mechanism indicated by organization‐based self‐esteem (OBSE), even in the presence of a well‐established alternative mediator (perceived organizational support; POS). Moreover, we further demonstrate when or under what circumstances such effects might be attenuated or exaggerated by introducing a salient boundary condition to such a process (i.e., perceived mentor organizational prototypicality). As the findings reveal, by making newcomer–protégés feel good about themselves in the workplace (i.e., perceive self‐value) formal mentoring support can also promote organizational commitment, effects that are likely to be amplified when the formal mentor is perceived to be prototypical of the organization. Thus, bridging the mentoring and socialization literatures, the inclusion of our proposed mediators and moderator and testing their relationships simultaneously not only provides a more nuanced view of the underlying mechanisms through which the effects of formal mentoring support are channeled to influence newcomer–protégés' work attitudes but it offers new theoretical elaboration and contextual understanding that we hope will prompt future research and be of benefit to human resource practitioners. Implications to theory, practice and future research directions are discussed.