Role Of Mentor Research Articles

Motivasi Berprestasi Dalam Upaya Membangun Karakter Unggul Melalui Literasi Digital Pada Orang Tua Terhadap Pola Asuh Anak di Cirebon dan Indramayu

The impact of the Covid-19 pandemic on the education sector is significant, especially in teaching and learning activities which have been forced to change from offline methods at school to online methods from home. This sudden transition has made many parents unprepared with their main responsibilities and duties as educators, thus affecting children's learning activities at home to be less effective. This activity aimed to determine the extent of achievement motivation possessed by parents in building their superior character as an effort to optimize the role of online learning mentoring. Data collection techniques using observation, interviews, and questionnaires. The training and digital learning modules provided are one of the interventions to increase the insight of parents, especially changing their thinking paradigm as an adaptation to online learning so that they are able to maximize their role when accompanying children to study at home. The results showed that after being given training and digital learning modules, some of the participants became more open-minded and more prepared to become partners with children studying at home. This change also occurred because of the great involvement of the participant coordinator as a support system in helping to monitor, control, and motivate participants on a regular basis in their area. Considering the limited characteristics of the participants, the presence of supporting staff who are ready to assist directly in the field becomes one of the reinforcements for achieving a change, namely adding insight.

Elements of Learning and Integration of Diagnostic Musculoskeletal Ultrasound Imaging Into Practice: Physical Therapists' Educational Journeys

Introduction. Physical therapists (PTs) have the autonomy and expertise to assume a more significant role in the primary care of musculoskeletal conditions, validate diagnoses, and serve as a referral source to appropriate health care providers. Ultrasound diagnostic imaging has been identified as a high-priority area to advance science and innovation in physical therapy. Yet, few PTs are certified to incorporate musculoskeletal ultrasound (MSK-US) as a diagnostic tool into their personal scope of practice. Diagnostic MSK-US has unique benefits compared with other imaging modalities, and recent technological advances have reduced its cost and improved portability. However, no research exists describing the learning experiences and decision-making process of PTs who use MSK-US for diagnostic purposes. In addition, the educational process for learning MSK-US is not standardized. The study's purpose was to describe the learning and practice-based use of MSK-US by PTs registered in musculoskeletal sonography (RMSK). Methods. Using purposive sampling, we attempted to recruit all 21 RMSK-certified PTs currently using diagnostic ultrasound in clinical practice across the United States. Sixteen PTs participated in the study. We employed a qualitative, multiple case study, phenomenological approach. Data were collected using an online demographic survey and one-on-one, semi-structured interviews. Results. Sixteen interviews were conducted with RMSK-certified PTs. Data synthesis resulted in 5 elements: 1) self-directed learning; 2) educational process; 3) honing the skill and the role of mentorship; 4) diagnostic information; and 5) clinical application. Discussion and Conclusion. Participants identified elements critical for post-entry level, life-long, applied learning and integrating diagnostic MSK-US into clinical practice. The participant learning process was self-directed and incorporated various materials and methods to improve diagnostic skills. Participants honed their skills through repetition and one-on-one mentorship. Supportive employment settings were integral for creating environments conducive to learning and integrating MSK-US into clinical practice. Our participants perceived that ultrasound imaging provided them with the missing visual dimension used to improve diagnostic capabilities, supporting the benefits of direct access.

Mentorship in nursing education: A concept analysis

Background and objective: There is a lack of consensus on the definition of mentoring, and a lack of agreement on the role and functions of mentors in nursing education. It is critical to clarify the concept of mentorship in nursing education for mentoring to be used effectively in mentorship programs. The aim of this paper is to provide an in-depth concept analysis on formal faculty-to-faculty mentorship in nursing education.Methods: This study used the Walker and Avant concept analysis model. Results: The analysis identified five defining attributes, three antecedents, and six consequences of mentorship in nursing education.Conclusions: The concept of mentorship in nursing education was clarified and can be applied to nursing mentorship programs. Further research on mentorship’s empirical referents is required to properly evaluate the mentorship relationship, avoid failed mentorship, and consider how the role of age, gender, class, ethnocentric background, and race in shaping the nursing mentorship relationship.

The Roles of Cultural Mistrust and Mentoring in Latinx Adolescents’ Attitudes Toward School

Using the frameworks of Latino Critical Race Theory (LatCrit) and an integrative model of developmental competencies, this study examined the roles of cultural mistrust toward education and natural mentoring relationship quality in the academic outcomes of Latinx adolescents. Participants were 294 Latinx students (52.9% female; mean age 15 years in 9th grade; 21% first‐generation, 63% second‐generation, and 6% third‐generation immigrants) who completed surveys in 9th and 10th grades. The negative effect of cultural mistrust on educational aspirations was greater for students who had poorer quality mentoring relationships. This study addresses gaps in the literature related to cultural mistrust as a coping strategy and discusses the ways in which mentors can serve a protective role.

The role of educators, mentors, and motivation in shaping dental students to become life-long learners: A pan-Canadian survey.

The core values taught in dental school will arguably stay with the student for their whole career. An instructor has the power to influence a student's education through guidance, mentorship, and encouragement. This influence could be the factor that determines whether a student will become a motivated practitioner. The aim of this study was to identify whether dental schools are providing motivation to students to excel in their career and to become life-long learners. A web-based questionnaire was distributed electronically during 2020-2021 to Canadian dental students via email, social media, etc. The questionnaire included questions on demographics, the dental school environment, instructor evaluation, and dental student perspectives on education. Of the 318 participants, 95.7% indicated their school follows a pass/fail system in some to all courses. Note that 61.2% found didactic components were weighted more heavily than clinical components. A greater number of participants found that their clinical instructors were more invested than their didactic instructors, in seeing their students become successful (53.0%) and excellent (44.6%) in their future careers. A total of 84.7% have not found a mentor, and 76% are not interested. Most participants indicated they are "moderately" motivated by their instructors to take continuing education courses (41.3%) and "not at all" motivated to continue their studies in a hospital (42.1%) or speciality residency program (56.3%). Instructors, educators, and mentors play a vital role in shaping dental student motivation in didactic and clinical courses, and beyond the school environment. Teaching institutions should incorporate opportunities for mentorship and student feedback to improve the delivery of dental education. Further studies may include assessing the role of mentorship at dental schools.

DEVELOPMENT OF PROFESSIONAL COMPETENCIES IN TEACHERS: THE ROLE OF TUTOR AND MENTOR

The purpose of this article is to identify the role played by tutors and mentors in accompanying novice teachers within a specialization course aimed at supporting teachers for the classroom inclusion of students with disabilities. The specific aim of this qualitative research was to investigate the expert teachers’ features and how they (in the role of tutors and mentors) perceive the distinct role they play in the development of novice teachers’ professional competencies through peer review. In particular, the focus was on two different but interconnected activities: a) a direct internship supervised by a tutor; and b) an indirect internship supported by a mentor. Qualitative data were collected through semi-structured interviews with ten expert teachers and were analyzed using a grounded theory approach. Results show a wide proposal of features that characterize a good tutor and mentor in accompanying novice teachers’ growth. Secondly, the collected data provided an important contribution in that they helped identify the most important and useful activities (referring to the direct and indirect internships) for the development of competencies in future support teachers.

Local wisdom-friendly youth health services for students of Citra Bangsa Junior High School, Limo District, Depok

Adolescent health services for junior high school (SMP) students are very important in the effort to create a drug-free young generation, because they are the nation's next generation who will determine the nation's future fate. The primary objective of this program is to improve students' knowledge, attitudes, and behavior about drugs and adolescent health; develop the character of healthy, drug-free teenagers; and develop junior high school students' creativity in peer education as a promotional effort to create drug-free schools. Health education, training, mentoring, monitoring, and evaluation are some of the methods used. The assessment revealed a 98.2% increase in knowledge, a 94.7% increase in attitude, and a 93% increase in behavior. At Citra Bangsa Junior High School, the youth health service program "BERSINAR" (Bersih Narkoba) has also proven to be effective as a peer companion program. The outcome of this program suggest that schools and health centers play an active role in ongoing coaching, mentoring, monitoring, and evaluation activities.

Exploring the learning environment afforded by an Aboriginal Community Controlled Health service in a rural longitudinal integrated clerkship

ABSTRACT Objectives Despite the extensive literature regarding longitudinal integrated clerkships (LICs), there is very little evidence about this model in non-traditional settings, such as Aboriginal Community Controlled Health Organisations (ACCHOs). This study explored the key elements of the learning experience in a rural LIC programme, within an ACCHO from the perspective of multiple stakeholders including medical students, the general practice supervisory team, Aboriginal health workers (AHWs) and cultural mentors. Methods The study was conducted using a qualitative case-study design. Participants included Year 3 medical students and the health care team (general practitioners, practice nurse, AHWs, and a practice manager in the role of cultural mentor) from an ACCHO in regional Queensland. Data was collected through semi-structured interviews and analysed using inductive thematic analysis. Results Three key features were identified within the learning experience of students undertaking an LIC in the ACCHO setting. This study showed it was a safe context for learners to learn about ‘culturally safe practice’, ‘putting relationships at the centre’, and to ‘try new things’, reinforcing ACCHO as an invaluable site for learning. Conclusion The extended clinical placement in an ACCHO setting afforded an increase in the number of opportunities to develop students’ cultural safety, communication skills and relationships with patients and the supervisory team, including AHWs and cultural mentors.

Patient perspectives on diabetes shared medical appointments before, during, and after the COVID-19 pandemic.

Context: Shared Medical Appointments for diabetes (SMAs) are an evidence-based strategy improve health outcomes. However, which elements of SMAs are important remain unknown. Invested in Diabetes studied two implementation approaches (standardized [STD] vs. patient-driven [PTD]), using a curriculum focused on mental health and skill building in addition to diabetes self-management. Objective: To understand patient experiences and preferences, including care team and peer mentor involvement, and how teaching style affected satisfaction. Those completing SMAs after the COVID pandemic began discussed their experience with virtual SMAs. Study Design: Semi-structured interviews, conducted between 2019-21. Setting: 21 primary care practices in Colorado and Kansas. Population: Patients with type 2 diabetes who attended SMAs at participating sites. Outcome Measures: Transcripts were analyzed using qualitative thematic analysis (data triangulation and a constant comparative technique). Results: Forty-one patients from 14 participating clinics agreed to participate (25 STD, 16 PTD). All patients completed their 6-class cohort. Both newly diagnosed patients and those living with diabetes for longer found classes useful. Patients generally enjoyed the content, with nutrition favored most. Opinion on mental health topics and skill building varied, but overall deemed valuable. The social aspect of SMAs was seen as the biggest benefit. However, the peer mentor role (PTD only) was not always appreciated. Patient topic order selection and behavioral health as part of the care team (PTD only) were viewed as helpful but not necessary, though guest lecturers were supported by all. Facilitators were mostly seen as supportive and their teaching style agreeable, which contributed considerably to positive experiences. Those who did virtual SMAs had mostly positive views. The format allowed continuation of care that may have been halted due to the pandemic, let people with busy schedules to participate, and in some instances made sharing easier to do. Some would still have preferred an in-person class. Conclusions: Patients found SMAs beneficial, favoring classic diabetes self-management topics over mental health and skill building. The peer mentor role was not always well received, likely due to variations in the peer mentor. Teaching style was very important to satisfaction, and all patients wanted guest speakers with varied expertise. A virtual format was acceptable. .

Restorative Justice in Child Rape Perpetrators: A Case Study on Perpetrators With Intellectual Disability

The main role of probation officers is implementing restorative justice for the juvenile. However, a rape perpetrator with intellectual disability will encourage a different approach. Therefore, this study aims to explain how the application of restorative justice by probation officers on youth offenders with intellectual disabilities. The method used in this study is an empirical normative method. Primary legal materials were obtained through interviews with probation officers tasked with assisting in the investigation, prosecution, and examination in court, to assist in implementing decisions. Another source of legal materials was also obtained through the document of community research. Finally, secondary legal materials were obtained from various sources such as legislation, library books, and scientific journals. The results show three primary points. First, probation officers have realized restorative justice through their role in community research and mentoring. Second, probation officers provide recommendations for the rehabilitation of offenders. Third, probation officers reinforce other law enforcers such as police, prosecutors, and judges to conduct psychological diagnoses to ensure the child’s condition. However, this study also finds that not all law enforcers can understand and handle children with intellectual disabilities.

Burnout and scholarly productivity among junior counseling faculty: Mentoring as a moderator

AbstractWe examined the relationship between burnout and scholarly productivity, as well as mentoring as a moderator, among 145 full‐time junior counseling faculty members in universities across the United States. Results showed that faculty burnout was negatively associated with participants’ scholarly productivity (r = −0.63). Findings also supported the moderating role of faculty mentoring in the association between burnout and scholarly productivity. Authors addressed implications for employment within counseling programs and institutions.

Effective mentoring in a work-integrated learning (WIL) program

ABSTRACT Work-Integrated Learning (WIL) programs play an important role in the learning experience of students in higher education and are widely used in many institutions. Within a large public research-intensive university in Australia, WIL approaches are used in many faculties, although this paper is focused on WIL within the tourism discipline. One of the capstone subjects in the undergraduate and postgraduate tourism programs utilise a WIL framework, whereby mentors assist groups of students to conduct projects for industry clients during a 13-week semester. This study aims to explore effective mentoring processes within the WIL program environment by interviewing mentors to identify their guidance and coaching experience, skills and capabilities and their self-development in this mentoring process. This study’s outcome can assist to better understand the role of mentor in WIL for the design of future WIL programs.

Usability of augmented reality technology in tele-mentorship for managing clinical scenarios-A study protocol.

Tele-mentorship is considered to offer a solution to training and providing professional assistance at a distance. Tele-mentoring is a method in which a mentor interactively guides a mentee at a different geographic location in real time using a technological communication device. During a healthcare procedure, tele-mentoring can support a medical expert, remote from the treatment site, to guide a less-experienced practitioner at a different geographic location. Augmented Reality (AR) technology has been incorporated in tele-mentoring systems in healthcare environments globally. However, evidence is absent about the usability of AR technology in tele-mentoring clinical healthcare professionals in managing clinical scenarios. This study aims to evaluate the usability of Augmented Reality (AR) technology in tele-mentorship for managing clinical scenarios. This study uses a quasi-experimental design. Four experienced health professionals and a minimum of twelve novice health practitioners will be recruited for the roles of mentors and mentees, respectively. In the experiment, each mentee wearing the AR headset performs a maximum of four different clinical scenarios in a simulated learning environment. A mentor who stays in a separate room and uses a laptop will provide the mentee remote instruction and guidance following the standard protocols for the treatment proposed for each scenario. The scenarios of Acute Coronary Syndrome, Acute Myocardial Infarction, Pneumonia Severe Reaction to Antibiotics, and Hypoglycaemic Emergency are selected, and the corresponding clinical management protocols developed. Outcome measures include the mentors and mentees' perception of the AR's usability, mentorship effectiveness, and the mentees' self-confidence and skill performance. The protocol was approved by the Tasmania Health and Medical Human Research Ethics Committee (Project ID: 23343). The complete pre-registration of our study can be found at https://osf.io/q8c3u/.

Students\u2019 perception of educational environment based on Dundee Ready Education Environment Measure and the role of peer mentoring: a cross-sectional study

ObjectiveThe curricular reform at Tehran University of Medical Sciences (TUMS), Iran, has been implemented since 2011 when peer mentoring program started. The program is believed to have a crucial role in students’ perception of the educational environment (EE). We aimed to determine how students perceive the educational environment and compared the mentees and non-mentees’ perception of EE.MethodsA cross-sectional descriptive study was conducted among 190 first-year medical students enrolling at Tehran University of Medical Sciences from March to September 2019. A questionnaire was used to collect information on students’ age, gender, marital status, dormitory status, and their mentoring status including satisfaction of mentor-mentee relationship. The study also employed Dundee Ready Education Environment Measure (DREEM). The collected data were then entered and analysed using SPSS version 20. To compare the perception of EE between mentees and non-mentees, we used independent t-test.ResultsThe mean (SD) for total DREEM score for EE was 144.1 (19.3), which signifies a more positive than negative educational environment perception. Nonetheless, the mean scores of total DREEM was not significantly different between students with or without mentors (P =0.390). The overall mean score for student perceptions of learning for mentees was 32.47 (4.5) while for those without a mentor, the score was 31.70 (4.9) (P =0.491). The items concerned with “emphasizing factual learning” and “teacher-based teaching” were rated the least. The item “having an appropriate support system” was scored significantly different between students with or without mentors (P =0.009).ConclusionsSince having an appropriate support system was significantly different between groups, we suggest curriculum designers focus on the above-mentioned issue under caption for improvement during the reform programs.

Testing the efficacy of a near-peer mentoring model for recruiting youth into computer science

ABSTRACT We developed a near-peer mentoring model for high school youth to mentor middle school youth on how to program using MIT App Inventor. The purpose of this study was to investigate (a) the effectiveness of the near-peer mentoring model for the mentees and (b) how the mentees’ vicarious experience with the near-peer mentors led to changes in their self-efficacy in computer programming. Findings provide evidence for the effectiveness of the model in improving self-efficacy. A moderation analysis showed how mentor role modeling and perceived similarity contributed to the changes in self-efficacy. Explanations to the findings and their implications are discussed.

Retiring From Pediatric Emergency Medicine Too Soon?: A Survey to Discover the Reasons and Start a Conversation About Solutions.

ObjectivePediatric emergency medicine is a subspecialty known for high acuity, high stress, and variable scheduling that may be difficult to maintain as one gets older. This survey sought to gain information on the reasons or plans for early retirement in pediatric emergency medicine and offer ways to address these concerns to improve longevity in the field.MethodsA cross-sectional survey was sent via email to board-certified pediatric emergency medicine physicians who were older than 50 years to assess preretirement and postretirement considerations. Results were collected from October 3, 2019, through March 15, 2020.ResultsPediatric emergency medicine physicians who find it more difficult to perform simple procedures are 3.02 (1.23–7.36) times more likely to retire before the age of 66 years. In addition, women were significantly more likely to report an intention to retire before the age of 66 years versus men (50% vs 31%, P = 0.022).DiscussionThe topic of retirement in a field that requires a wide range of procedural skills as well as constantly evolving technology is important. Understanding when and why physicians choose to retire may identify strategies to make it possible for pediatric emergency medicine physicians to prolong their careers. This may involve changes in work hours, a shift in responsibilities to a greater educational or mentor role, and/or providing opportunities to maintain skills.ConclusionsPerceived basic procedure skills deterioration significantly increased the risk for early retirement. In addition, women were significantly more likely to express intention to retire before the age of 66 years. Further research should be directed toward obtaining more detailed information to develop strategies to retain pediatric emergency medicine physicians in a capacity that benefits the physician, their institution, and their patients.

Part 2. Mentoring Beyond the Nursing Profession

In my last column,1 I discussed mentoring, which included definitions from the American Organization for Nursing Leadership’s Nurse Executive Competencies.2 We learned that mentoring is both a leadership and a professionalism competency, and nurse leaders are expected to fulfill dual mentoring roles—to be mentored as the protégé, and to mentor as the experienced adviser providing guidance, motivation, emotional support, and role modeling. While nurse leaders are all familiar with mentoring other nurse leaders, the nursing profession has much to gain if those same nurse leaders would commit to mentoring professionals in other industries.

Is Same-Gender Mentorship Important for Division III Female College Athletes?: An Application of the Mentor Role Theory

In the last twenty years, opportunities for women in intercollegiate athletics have grown exponentially. Unfortunately, women still represent a small number of head coaches in intercollegiate athletics, creating a disparity in numbers between female college athletes and female head coaches. This disparity has led to an imbalance for female college athletes searching for female role models and mentors. This study investigated the mentoring experiences of NCAA Division III female college athletes based on their lived experiences with both male and female head coaches. Using Mentor Role Theory (MRT), a set of qualitative responses were collected and analyzed. The participants highlighted career and psychosocial functions of MRT, with responses emphasizing positive and negative experiences with their past and present head coaches. Overall, female college athletes noted the importance of both career and psychosocial functions in their experiences with both male and female coaches. However, the college athletes’ experiences with their female head coaches were predominately positive, whereas, the participants were found to hold mixed experiences (both positive and negative) with their male coaches. The authors discuss the implications of these findings for Division III athletics, mentor role theory, and the importance of the coach/athlete relationship.

Neural Mechanisms of Subliminal Mentor-Student Relationship Stimuli Processing: An ERP Study.

In educational contexts, mentorship roles often complicate the mentor-student relationship because mentors act not only as the closest academic ally of graduate students but also their program supervisors who can affect their timely graduation. This study examines how graduate students react to their mentors’ names when subliminally presented. A total of 63 graduate students (31 male; Mean Age = 23.450) were asked to perform an irrelevant color judgment task of valenced words (positive vs. negative relationship words) after a subliminal presentation of three different types of names (i.e., mentors, authorities, and friends). Results show that mentor and friend names elicit a greater P2 peak than authority names, whereas mentor names evoke a reduced N2 and P3 amplitude than friend and authority names. In addition, participants with a history of abusive supervision tend to have an overall decline in P2 amplitude. These event-related potential (ERP) findings suggest that mentors are perceived by students as familiar while attention-inducing figures.

GROWing in dentistry: mentoring the dental professional.

Introduction Mentoring plays a key role in supporting individuals and organisations. It is a journey in which the mentor aids the development of their clients by setting achievable goals and realistic plans, monitoring progress and providing feedback or assisting reflection. The mentor assists the learner in solving problems and providing personal support and motivation. As the relationship develops over time, the mentor will need to utilise various skills, knowledge and behaviours in order to facilitate successful outcomes. Effective mentoring relies on a process known as the 'mentor life cycle.' This involves the matching process, contracting, use of mentor models or diagnostic tools, appraisal, peer and group supervision.Methods A literature review was performed (keywords were 'coaching' or 'coach', 'mentoring' or 'mentor' and 'dentistry'). Guidance, institutional publications and original research were considered. Limits were applied (2013 onwards, English only). The evidence was appraised to inform a best practice guide for use in mentoring, applicable to dentistry.Conclusion Mentoring can create a positive culture that can help team members share knowledge, cultivate new ideas and improve team working. This paper explores the role of mentoring in a dental healthcare setting and the use of the 'mentor's toolkit' to promote professional development of the individuals involved. It also highlights the stages of the mentoring process, use of the GROW model and the role of supervision to support mentors in mutual growth and learning. When used effectively, the mentoring process positively impacts on both the organisation and the individuals within it, ultimately resulting in better patient care.