Individual Mentoring Research Articles

Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study

BackgroundThe professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies. AimThe aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI. DesignThis study used a quasi-experimental design. SettingsThe study was conducted at the Department of Health Studies in Croatia. ParticipantsThe 119 first, second, and third year ungraduate nursing students. MethodsStudents were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises. ResultsBoth groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions. ConclusionsDuring the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.

Introduction of an Online Mentoring Program for Final Professional MBBS Students

Background: Mentoring helps in the personal and professional development of mentees and helps them develop self-confidence in their work. Final-year undergraduate medical students face many challenges but they also have to gain the confidence to start working independently and plan their careers in the near future. In the coronavirus disease scenario, many of these challenges were amplified, and final-year students were in greater need of mentoring. Even though mentoring had been introduced under the new curriculum in 2019, formal online mentoring programs were nonexistent in most Indian medical colleges. Therefore, it was aimed to implement and evaluate an online mentoring program for final-year undergraduate medical students. Materials and Methods: This prospective study was conducted with 16 mentees allotted to the principal researcher. A needs assessment survey was conducted before finalizing the program. A mentoring module was designed, and subsequently, five rounds of individual mentoring sessions were conducted on “Google Meets.” Feedback was obtained from the mentees and analyzed. Results: Most mentees (93.8%) agreed that an online mentoring program should be introduced. The mentees were satisfied with the online mentoring program (5-point Likert Scale; median = 4) and felt that they had received motivation and gained confidence to overcome challenges. The majority of the respondents (80%) felt supported during mentoring, whereas 86.67% agreed that they were able to harness their positive attributes and started working toward their goals. Conclusions: The online mentorship program was successful in improving the confidence of the medical students in dealing with academic and nonacademic issues.

The mentee report: outcomes from implementing a mentorship program for international genetic counseling applicants.

The first genetic counseling (GC) graduate training program was established in the United States (U.S.) in 1969 and GC is an emerging field of healthcare in many countries. Each year, at least 7% of applicants to U.S.-based GC graduate programs come from countries outside the U.S. ("international GC applicants''). To address the unique needs of international GC applicants, volunteers from the International Special Interest Group (ISIG) of the National Society of Genetic Counselors (NSGC) launched a semi-structured mentorship program (the "International Genetic Counseling Mentorship Program'' (IGCMP)) in 2021, which provides individualized mentorship and optional group activities for networking and learning. Fifty-two people from 19 countries signed up for the IGCMP across three application cycles. Of these, 47 were eligible to participate as mentees, and most were interested in one-on-one virtual meetings with international GCs in the U.S. (n = 41/47, 87.2%). An assessment form was sent to 17 mentees who applied to GC graduate school after participating in the first or second cycle of the IGCMP. Of the 12 responses received, 10 (83.3%) reported being extremely satisfied with their individual mentor(s), and the one-on-one meeting with a mentor was considered helpful to both the application and interview process by nine (75.0%) respondents. Importantly, feedback about program improvement revealed an interest in connecting with additional international applicants and mentors and all respondents expressed interest in receiving mentorship throughout graduate school. Future directions include collaborating with other mentorship and graduate programs to further enhance support for international applicants.

Menumbuhkan Jiwa Entrepreneur Mahasiswa melalui Pelatihan Kreativitas dan Inovasi

Creativity and Innovation Training to Foster Entrepreneurial Spirit among Students aims to enhance students' knowledge, skills, and confidence in entrepreneurship. The training methods employed include lectures, group discussions, brainstorming, simulations, case studies, workshops, and individual mentoring. Training materials cover entrepreneurship concepts, business opportunities, entrepreneurial characteristics, brainstorming techniques, business model canvas, business plan components, marketing strategies, financial analysis, motivation, self-leadership, and time management. The training outcomes indicate an average increase in entrepreneurship knowledge test scores from 60 to 85. 25 students were able to develop complete business model canvases, and 22 students created comprehensive business plans. Participants also demonstrated improved abilities in generating creative and innovative business ideas, as well as increased confidence levels in initiating and developing businesses. This training shows positive results and can serve as a model for other entrepreneurship training programs to assist students in achieving their career goals as entrepreneurs.

International Language Literacy: Technical Assistance in Proofreading Scientific Articles for Publication in Accredited Journals

This study aims to explore and analyse the process of technical assistance in proofreading scientific articles and measure its impact on the quality of writing and chances of publication in accredited journals. Technical assistance consists of six stages: (1) Needs Identification, (2) Training, (3) Individual Mentoring, (4) Use of Assistance Tools, (5) Evaluation and Feedback, and (6) Application of Results & Submit Articles. This research uses mixed methods, with data collection through questionnaires and documentation. The study population was 20 students, all of whom were sampled using a purposive sampling technique. The mentoring process involved 2 experts and 3 proofreaders. The results showed that this service activity produced 20 articles that were eligible for submission, with an initial score of 420 (70.00%) increasing to 478 (79.67%) at 78.33%. The articles have been written according to the template, corrected, translated, checked for plagiarism, and submitted to Sinta accredited national journals, with details: 1 article to S-5 journal, 14 articles to S-4 journal, 1 article to S-3 journal, 2 articles to S-2 journal, and 2 articles to international proceedings. This research shows that technical assistance is effective in improving the quality of scientific articles and publication opportunities in accredited journals. The findings can serve as a reference for educational and research institutions in developing similar programmes to increase the productivity of scientific publications.

Healthcare professionals' experiences of required competencies in mentoring of interprofessional students in clinical practice: A systematic review of qualitative studies.

To synthesize evidence on healthcare professionals' experiences of competencies in mentoring undergraduate healthcare, social care and medical students during their interprofessional clinical practice. This review was conducted by the JBI methodology for systematic reviews of qualitative evidence. Studies were included if they were based on the phenomenon of interest and used qualitative or mixed methods (qualitative share). The included studies were critically appraised using the standardized JBI Critical Appraisal Checklist. Qualitative research findings were extracted and synthesized using the meta-aggregation approach. Five databases (CINAHL, PubMed, Scopus, Medic and ProQuest) were systematically searched from each database's inception on 28 June 2023. A total of 5164 studies were initially screened, and 25 were identified for inclusion in this review. Three synthesized findings were identified: competencies related to (1) preparing for and developing interprofessional clinical practice, (2) supporting the learning process in interprofessional clinical practice and (3) creating an interprofessional mentor identity. Although competent mentors are essential to implementing and developing interprofessional clinical practice, some mentors find interprofessional mentoring challenging. High-quality interprofessional mentoring requires specific competence that differs from profession-specific and individual mentoring. To ensure that interprofessional clinical practice is of high quality and strengthens students' professional and interprofessional growth, special attention should be given to mentors' interprofessional mentoring competence, and a range of opportunities and organizational structures should be provided for competence development. This systematic review provides insights into the specific competencies required for interprofessional mentoring. These findings can support healthcare professionals, educators and policymakers in developing interprofessional clinical practice and mentoring competence. This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement and ENTREQ reporting guidelines. No patient or public contribution.

Peer support as pressure ulcer prevention strategy in special school learners with paraplegia.

Adults with spinal cord injuries perceived peer support as beneficial in preventing secondary health conditions, but the role of peer support among adolescent learners with paraplegia in special schools is still unknown. To explore the perspectives of current and previous learners with paraplegia on peer support to prevent pressure ulcers in a special school. A qualitative, exploratory, descriptive study design was used. The authors conducted 12 semi-structured telephonic, audio-recorded interviews and a focus group discussion with current and previous learners with paraplegia attending a special school. The interviews were transcribed verbatim and translated, and data were organised using the Nvivo-12 Pro program. Through conducting an inductive thematic analysis categories, sub-themes and themes were identified from the participants' narratives. The participants' perspectives included positive and challenging aspects of peer support reflected in four sub-themes: group-based support, individual peer mentoring, challenges with peer support and the roles of the school physiotherapist regarding peer support. Learners saw peer support as a crucial strategy in preventing and reducing pressure ulcers. Establishing a peer support system with group and individual components in special schools could be a game-changer to end pressure ulcers among learners with paraplegia and ensure better health and educational outcomes. Physiotherapists in special schools should support peer support initiatives among learners with paraplegia to ensure successful pressure ulcer prevention.

Development оf Special Intellectual Abilities of Education Applicants to Study the Fundamental Sciences: The Main Advantages

The purpose of the article is to present the peculiarities of the development of special intellectual abilities of education applicants to study the fundamental sciences. The article emphasizes that the development of special intellectual abilities of education for the study of fundamental sciences has its own peculiarities, which is reduced to the choice of individual approach, enrichment of knowledge, development of creative abilities, study of relevant methods of teaching, intellectual and emotional support. The research methodology is based on the fact that the main individual methods and forms of work that can be used for the development of intellectual abilities include individual consultations and mentoring, individual projects, individualized training program, mentoring, organization of intellectual competitions at the all – Ukrainian and international levels. Scientific novelty is that the study of fundamental sciences requires the education of analytical, critical and creative thinking. Special teaching methods should contribute to the development of intellectual abilities of education applicants. Working in small groups, project activities, laboratory work, practical classes are just a few examples of methods that are effective for such development. Yes, special teaching methods contribute to the development of intellectual abilities of the applicants. At this stage, it is important to understand the peculiarities of using interactive teaching methods, individual approach, game methods of teaching, modern technologies. The fundamental sciences are a key component of education, contributing to the development of intellectual abilities of students in general secondary education. Their study stimulates critical thinking, analytical skills, and the ability to solve complex problems. The development of special intellectual abilities is a necessary prerequisite for effective study of fundamental sciences.

The role of mentoring in developing leaders’ emotional intelligence: exploring mentoring types, emotional intelligence, organizational factors, and gender

Emotional awareness, emotional regulation, empathy, and resilience are key components of emotional intelligence. Twenty-first-century leaders require such competencies, and prior research establishes a positive impact of emotional intelligence on leadership and well-being. The mechanisms through which leaders develop these competencies remain unclear. Mentoring, a developmental tool linked with well-being, has not been extensively studied for its role in emotional intelligence development. The current study investigates this relationship within the context of vocational education and training in South Africa. The mentoring framework includes individual, peer group, and key performance area mentoring. In previous research on this mentoring framework, leaders perceived emotional well-being as the most important outcome of mentoring and development, constituting another vital factor. Data were collected from a treatment group of leaders who have participated in the mentoring framework and a control group of leaders and lecturers (N = 139). The present study used exploratory and confirmatory factor analysis to validate the Schutte Self-Report Emotional Intelligence Test within this context. In the next step, we employed descriptive analysis to answer which mentoring type was best perceived to support emotional intelligence. Using the Mann–Whitney U test, we tested for significant differences in the identified factors between treatment and control group. Mediated and moderated mediation analyses explored variables such as gender, occupational role, organization, and work sector. Results indicate a six-factor structure of emotional intelligence, with significant differences observed between groups in the factor empathy difficulty. Peer group mentoring emerged as an effective method for emotional intelligence development among leaders. The perceived importance of emotional intelligence for one’s job position, the organization, and the work sector mediated five of the six factors. The moderated mediation analyses showed an indirect effect of gender, where being male was associated with more trustworthy visionary and empathy. The findings underscore the significance of peer mentoring practices and organizational factors in nurturing emotional intelligence, highlighting its value for personal and organizational well-being. Overall, the study sheds light on developing emotional intelligence at all organizational levels to support individual and collective well-being.

Mentoring Support Quality in Group and Individual Mentoring Approaches during Nursing Clinical Training: A Quasi-Experimental Study.

Clinical training is an essential element in nursing education, the outcomes of which are directly related to the quality of mentoring support. This quasi-experimental study aimed to examine whether the group or individual form of the mentoring approach used and the order of application of the mentoring approach contribute to the quality of mentoring support provided to students. The study comprised two measurement points with 130 nursing students, divided into two groups with different orders of application of the mentoring approach. The validated Mentoring Support Quality Evaluation Questionnaire (MSEQ) was used. Students in both groups rated the quality of mentoring support as higher following an individual mentoring approach. A significant interaction was found between the mentoring approach used and the order in which the mentoring approaches were applied (p = 0.002). The individual mentoring approach contributed significantly to a higher quality of mentoring support after the second round of clinical training (p = 0.021), while after the first round, the difference between the group and individual approaches was not as clear. The results suggest that not only the form of the mentoring approach but also the sequence of changes in the mentoring approach should be planned when implementing clinical training.

The influence of mentorship in workplace on teachers' professional development a meta-analysis based on 66 experiments

PurposeThis paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.Design/methodology/approachUsing data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.FindingsThe authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.Research limitations/implicationsThe results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.Practical implicationsBased on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.Originality/valueThis is the first meta-analysis evaluating the association between mentorship and TPD.

The Impact of Schoolpreneur Model on Effectiveness of Entrepreneurship in Malaysian Secondary School

Purpose: The implementation of entrepreneurship development among youths can commence early in their education, particularly targeting secondary school students. Thus, forming a comprehensive entrepreneurship model in secondary schools would facilitate the systematic and organised conduct of entrepreneurial activities. The primary objective of this study is to determine the relationship between the schoolpreneur model and the effectiveness of entrepreneurship in secondary schools. Methods: The research encompassed a sample of 391 student participants chosen from 14 MRSM and 50 PROTUNe schools in the Perak, Selangor, and Negeri Sembilan regions in Malaysia. Result and Conclusion: Research has proven that the schoolpreneur model has six distinct components: individual personality, incubators, role models, mentors, talent skills, and family background. This model has also demonstrated a significant relationship towards the effectiveness of entrepreneurship in secondary schools. Research Implications: This finding indicates that the school entrepreneurship model has the potential to act as a guideline to drive strategies aimed at increasing the practicality of executing entrepreneurial activities in secondary schools. Originality/ Value: Schoolpreneur model improves the design of entrepreneurship program at secondary school.

Analysis of The Implementation of Differentation Learning in Class V Primary Schools Based on The Independent Curriculum

<p><em>This research is descriptive qualitative research using observation, interview and documentation study methods which aims to analyze the implementation of differentiated learning in class V elementary school based on the independent curriculum at SDN Jimbaran 01 Bandungan. The research subjects were the principal and class V teacher at SDN Jimbaran 01. The research results showed that 1) teachers had difficulty carrying out initial diagnostic assessments, especially for quiet children. 2) teachers have difficulty integrating differentiated strategies into learning steps in preparing teaching modules. 3) There is a slight misperception that differentiated learning is creating a learning design that is similar to individual mentoring. Based on the results of the analysis of observations and interviews with teachers, it can be concluded that in analyzing differentiation there are still some difficulties, especially in implementing differentiated learning in the classroom. So there is a need for further training for teachers who have implemented the independent curriculum in the learning process in their classes, especially class V.</em></p>

Early career teacher mentoring in England: a case study of compliance and mediation

ABSTRACT This paper reports the findings from a small-scale study of ten mentors’ experiences of supporting Early Career Teachers (ECTs) in secondary schools in England following the introduction of the Early Career Framework (ECF) in 2021. Data were collected via semi-structured interviews with individual mentors based in London, Manchester and York, UK. The findings suggest that mentors experience some challenges supporting ECTs through the use of mandated training materials. The data report the contradictions of being required to support trainees through a programme governed by the statutory requirements of the Department for Education (DfE) in England, whilst also being part of a complex, nuanced school community. The authors examine mentors’ experiences as they balance the compliance requirements of the ECF alongside seeking to support ECTs with the realities of classroom life in their own settings. The paper discusses the emergence of a mediated mentor professionalism as mentors seek to navigate competing demands. We argue that this case study illustrates the potential for the international sector to challenge postulated solutions of homogenised mentoring curricula and practices to the recruitment and retention of ECTs.

Effectiveness of peer mentoring in the study entry phase: A systematic review

AbstractPeer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well‐established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non‐digital, and group‐based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university‐life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non‐digital peer‐mentoring. Both individual and group‐based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first‐year students, particularly concerning academic and social integration. To holistically address the diverse needs of first‐year students additional approaches may be considered.

МЕНТОРСТВО ЯК ІНСТРУМЕНТ РОЗВИТКУ ПРОФЕСІЙНИХ МОЖЛИВОСТЕЙ ПРАЦІВНИКІВ ПІДПРИЄМСТВА

The aim of the article is to unveil the potential of mentorship and the specifics of models for developing the professional capabilities of enterprise employees. Mentorship is a method of leveraging the potential of experienced employees who have accumulated a wealth of knowledge and experience, embodying values and attitudes crucial for the enterprise. It has been established that mentorship inherently includes the following primary functions: providing psychosocial support and offering career or professional support, which encompasses tasks related to developing the enterprise's potential. It is proven that mentorship is effective when mentors and mentees trust each other, share their achievements and failures, and interact sincerely. Stability in work, the mentee's self-confidence, and understanding of future steps are criteria for the success of a mentorship program. The article outlines the features of identifying the effectiveness of mentorship with the onset of the war in Ukraine. A significant portion of current mentorship focuses on stabilizing the enterprise's operations and providing psychological support to employees. Effectiveness is determined by the mentee's ability to move forward. The risks associated with implementing mentorship include the possibility of deteriorating interpersonal relationships due to feelings of unfairness among mentees; creating a sense of threat in the mentor, who fears that the mentor-mentee relationship undermines their authority; and the potential for perpetuating unacceptable elements of the enterprise's organizational culture. Possible obstacles to implementing mentorship in an enterprise may include a mentor's unwillingness to share knowledge; generational misunderstandings; low awareness of the mentorship concept; and an inability to transfer knowledge effectively. It is substantiated that the main models of behavior for mentees and mentors that yield results include individual mentorship (one-on-one), group mentorship, reciprocal mentorship, online mentorship, reverse mentorship, and competency-based mentorship. The article presents the advantages, disadvantages, and potential uses of each model. Each of these models can be adapted to the specific needs of the enterprise or individual mentees. The choice of mentorship model depends on the goals, resources, and context of the interaction.

Vocational education and training in South Africa: leaders' perceptions of a mentoring framework in a professional development programme

PurposeThe South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders in the education sector needs to include support structures such as mentoring.Design/methodology/approachThe present study sought to investigate how VET managers in South Africa perceive three different types of mentoring – individual, peer group and expert-based key performance area (KPA) mentoring – during a part-time professional leadership development programme. Using interactive qualitative analysis (IQA), the authors collected and analysed data from focus group discussions (n = 24) and individual interviews (n = 21) from two cohorts of the programme.FindingsThe results revealed that individual mentoring represented the most important driving mechanism, followed by peer group mentoring and expert-based KPA mentoring. Participants identified leadership as a prerequisite for their development. Emotions formed the final outcome of the mentoring framework.Research limitations/implicationsBased on the findings, the authors suggest investigating the role played by leaders' interpersonal competences such as emotional competence in the workplace. Additionally, research needs to clarify if and how mentoring can support leaders to develop interpersonal competences in formal and informal settings.Originality/valueThe study offers empirical evidence on a three-pillar mentoring framework adopted in a professional development programme for leaders in VET in South Africa. It highlights the importance of individual, social and emotional factors.

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.

Women as Industry 4.0. entrepreneurs: unlocking the potential of entrepreneurship in Higher Education in STEM-related fields

Industry 4.0 is the realization of digital transformation including enhanced productivity and flexibility due to real-time decision-making, which is possible due to the high-speed internet, the internet of things, and smart machines capable of autonomously exchanging information, triggering actions, and controlling each other independently. A high level of education and skills is increasingly more important in the job market over the next years necessitating finding a balance among behavioural, technological, analytical, and entrepreneurial skills. EU and governments worldwide should invest in closing the gender gap in science, technology, engineering, and mathematics (STEM) education as this will directly impact the economic growth. Even though there is some progress in the hiring percentage of women in large technological companies, a clear glass ceiling in leadership roles is still remains. Here, we have undertaken a pilot study at University Complutense of Madrid (UCM, Spain) aimed at empowering women in academia to transition from the “publish or perish” paradigm towards creating and protecting their intellectual property to close the gender gap in STEM fields and leadership roles as well as training to fuel the development of innovative start-ups addressing societal challenges. A total of 20 participants inclusive of UCM staff and postgraduate and postdoctoral researchers were enrolled after successfully obtaining at least a score of 5 out of 10 in custom-made Entrepreneurial competency test provided by Business and Professional Women Association (BPW, Spain) and theGrowBox Innovation Ltd. The study, approved by the UCM ethical committee, was conducted after participants engaged and completed a training programme on “Enterpreneurship in STEM-related fields in Higher Education” aimed to introduce the participants to the entrepreneurial world. This involved a structured training programme covering the (i) business canvas design; (ii) development of minimum viable product (MVP); (iii) market evaluation; (iv) finance analysis using the Growbox platform; (v) introduction to venture capital; and (vi) human resources management followed by individual mentoring sessions prior completion of their business plans that were pitched to a panel of mentors and BPW representatives. Finally, all participants completed an anonymous survey of 12 open questions to evaluate the impact of the training in awakening the entrepreneurial spirit in academic researchers in Higher Education in STEM-related fields. Three-quarters of participants were novices in terms of Entrepreneurship, but all participants after the programme presented a complete business plan. The three points that women identified as prohibitive factors were lack of self-confidence, ambition, and knowledge in the fields of patent filing, finance and marketing. Participants were likely to initiate their own start-up in the next five years, but had mixed fillings regarding the complexity of the process. Nine months after the course ended, four out of 20 participants have been successful in attracting initial funding to support the initiation of a start-up involving protected intellectual property and managed to secure an award to provide them with office space to build their company. The long-term impact of this training programme will need to be followed up. Entrepreneurial training is crucial to be embedded in curricula for postgraduate and if possible undergraduate students to pursue a major transformation targeting the STEM-related fields in Higher Education to enable women in becoming key participants and leaders in the Industry 4.0 era.

Funding Opportunities Designed to Promote Antiracist Change Across a Health Sciences University

As health professionals acknowledge the historic and current influences racism has on patient care and health outcomes, leaders must develop antiracist activities to disrupt current narratives. To examine the outcomes of antiracism funding opportunities for development, implementation, and evaluation of initiatives across a multi-health professions academic university. This mixed-methods cohort study involved the evaluation of 17 antiracism projects conducted at a midsize single academic university in the Pacific Northwest with schools of dentistry, medicine, nursing, pharmacy, and public health. Projects were designed by students, faculty, staff, and community members, many of whom were from diverse backgrounds. Data collection and analyses were conducted between January and December 2022. Influence and reach of institutionally funded antiracist projects and best practices for funding them. Key metrics included project types, allocation of funds, level of community engagement, number of individuals engaged, demographic characteristics of project leaders, and project facilitators and barriers. Forty-two proposals were submitted, and 17 were selected for funding, representing 3 of 5 health profession schools. Study teams included women (15 of 19 [79%]), gender queer (1 [5%]), Asian American (5 [26%]), Black or African American (2 [11%]), Hispanic or Latinx (1 [5%]), Middle Eastern, North African, or biracial (4 [21%]) and White (7 [37%]) individuals. Four of 17 teams (24%) returned funds because their proposed projects exceeded their workload. Eight projects (47%) were fully implemented, most in the School of Medicine. Community engagement surveys were completed by 10 projects (59%), and 1741 participants engaged in 1 or more funded events. Two focus groups were attended by 7 of 17 projects (41%), which reflected diversity among grantees. Participants noted that facilitators of antiracist activities included strong community engagement, improved well-being, and sense of support by both the community and the institution. Barriers to advancing antiracist initiatives included restrictive timelines, being unprepared for the time needed for their efforts, distrust from community members due to previous experiences with diversity and inclusion projects, and difficulties navigating complex institutional systems and processes. The findings of this study suggest that efforts needed to implement antiracist change should not be underestimated. Engagement should be inclusive across academic health centers and communities. Future efforts need to support innovator full-time equivalent support, individual mentorship, and institutional sponsorship.