Mentor Training Research Articles

The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth

Youth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; {bar{x}} age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; {bar{x}} age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.

Strengthening global health security \u2013 lessons learned from public health England\u2019s international health regulations strengthening project

BackgroundCountry experiences of responding to the challenges of COVID-19 in 2020 highlighted how critical it is to have strong, in-country health security capacity. The UK government has invested in health security capacity development through various projects and agencies, including the UK Department of Health and Social Care, whose Global Health Security Programme provides funding to Public Health England (PHE) to implement health security support. This article describes the results and conclusions of the midterm evaluation, undertaken by Itad, of one of Public Health England’s global health projects: International Health Regulations Strengthening, which operates across six countries and works with the Africa Centres for Disease Control. It also highlights some of the key lessons learned for the benefit of other agencies moving into supporting national health security efforts.ResultsThe Itad team found strong evidence that the IHR Project is well aligned with, and responding to, partners’ capability strengthening needs and that the three workstreams – systems coordination, workforce development and technical systems strengthening are implementing relevant and appropriate action to support national priorities. The IHR Project is also aligned with and complementary to other relevant UK development assistance although the Project could strengthen the strategic collaboration with WHO, US CDC and other UK government projects in countries. The Itad team also found that the IHR Project could be more effective if the technical assistance activities were accompanied by relevant materials and equipment while maintaining its supportive role. There was evidence of where technical assistance in the form of training and follow-up mentoring had led to improvements in practice and in IHR compliance, but these were not being systematically captured by the Project’s routine reporting.ConclusionsThere was good evidence that the project was doing the right things and aligning its work in the right way, with more limited evidence at the time of the midterm evaluation that it was making progress towards achieving the right results.

Professional development through reflective practice: The case of Addis Ababa secondary school EFL in-service teachers

The purpose of this research was to examine the reflective practice skills and attitudes that were used by EFL teachers in their professional learning. This study followed a convergent parallel mixed-methods research design. The qualitative data was analyzed first by locating the practice indicators to assess reflective practice. Six indicators were in the teachers’ narratives. Next, both data strands were merged to be discussed together, and three themes were generated from the views of the teachers that were related to some of the reflective teaching skills and attitudes covered in the survey scale. The quantitative data findings showed that EFL in-service teachers believed they often used a considerable number of reflective teaching skills and attitudes during the learning-teaching process. In the qualitative data findings, the teachers’ narratives indicated that they were not engaged in reflective teaching at all, and they held the attitudes of pre-reflection level. This study implies that teacher education and training programs should be budgeted to offer training for teacher educators, mentors, and school principals and provide support for secondary schools. In addition, the professional development staff should provide in-service teachers with professional training about reflective practice and work with the school leaders to produce a culture of inquiry in their schools. The study suggests teachers must give more attention to practical, continued, and open-ended learning engagements that will facilitate reflective learning practices that are very useful for coping with the dynamic and complex nature of the teaching profession.

Barriers and facilitators to primary care research: views of GP trainees and trainers.

BackgroundPrimary care plays an important role in the conception and delivery of transformational research but GP engagement is lacking, prompting calls for the promotion of academic opportunities in primary care.AimTo identify potential barriers and facilitators among GP trainees and trainers in primary care research to inform support given by Local Clinical Research Networks (LCRNs).Design & settingA cross-sectional online survey was developed and distributed by the CRN to GP trainees and trainers in the North East and North West.MethodThe survey covered areas including demographics, career intentions, current and potential engagement with research, as well as their general understanding of research in primary care, which included barriers and facilitators to primary care research.ResultsTrainees had low intentionality to pursue research and half of trainees did not engage with any research activity. Despite one in five trainees reporting intentions to include research in their career, only 1% would undertake a solely academic career. Medical school region was the only strongly associated factor with academic career intention. Just under 30% of trainers reported engagement in research, but far fewer (8.6%) were interested in contributing to research, and only 10% felt prepared to mentor in research.ConclusionAmong trainees, there is limited engagement in and intentionality to pursue research, and this was crucially reflected by responses from trainers. This study identified the need for LCRNs to assist with training in research mentoring and skills, funding opportunities, and to develop resources to promote research in primary care.

Translating mentoring interventions research into practice: Evaluation of an evidence-based workshop for research mentors on developing trainees' scientific communication skills.

A key part of keeping doctoral and postdoctoral trainees in STEM research careers is mentoring. Our previous research indicates that mentoring trainees in scientific communication (SC) skill development increases research career intention through two social-cognitive constructs, self-efficacy in and outcome expectations for acquiring SC skills, as well as science identity. While many mentor training interventions exist, no programs focus on developing SC skills specifically. The “Scientific Communication Advances Research Excellence” (SCOARE) program trains mentors to address trainee scientific communication (SC) skill development as an innovative approach to increase trainee research career persistence. The SCOARE training is a half-day workshop for faculty mentors of research trainees at five sites nationally. Informed by previous research, workshop content focuses on practical, effective mentoring strategies to develop trainee speaking and writing skills. Anonymous evaluation data collected after each workshop indicates participant satisfaction and reported positive increases in skills and knowledge in applying new and various techniques when mentoring trainees (skills) and how linguistic bias influences our perception of others (knowledge). This article outlines the research-based development of the SCOARE program, the first two years’ of workshop evaluations showing positive increases in skills and knowledge, and lessons learned to increase participant satisfaction with the program.

APPLICATION OF DEVELOP DEPLOY CONNECT MODEL IN MANAGING TALENT IN THE INSURANCE SECTOR

Purpose: The Develop Deploy Connect Model is an overall timeline structure that focuses on every stage from acquiring competent talent until how it leads to employee retention. The main objective of this model is to enhance and improve the productivity of the available human capital and promote career development of employees. This model can be used by HR professionals who are passionate about the development of their firm's workforce, educators, trainers, project managers, leads and consultants. The goal of this study to discuss the importance of education and skills on performance of insurance sector. The purpose of this work is to application of develop deploy connect model in managing talent and make recommendations for the insurance sector.
 Methodology: A desktop literature review was used for this purpose. Relevant journal articles for the study were identified using Google Scholar. The inclusion criteria entailed papers that were not over a decade old.
 Findings: From the review, organizations that employ strategic training through skills development among staff, in accordance with job requirements, enhance employee participation to higher grade. It was found that offering induction training, on job training, mentorship training and career development has a significant influence on the employee retention in an organization. In light of this, application of the develop-deploy-connect model enhance and improve the productivity of the available human capital and promote career development of employees.
 Unique contribution to theory, practice and policy: The study recommended that the Hr managers should also capitalize on sourcing and recruiting or holding onto the appropriate skills and capabilities, according to business needs. Additionally, they should engage Motivating and developing the talented personnel to match business requirements for higher levels of job satisfaction. Moreover, deploying and managing talents to match skills and experience with organizational may go a long way in enhancing organizational performance. the study further recommends that training programs should be undertaken after a systematic needs analysis, that emphasis should be placed on training programs for all employees, that the training programs improved employee knowledge skills and attitudes and that there should be a continuous review of training programs and activities to meet the changing needs of the market.

Analysis Of Factors Related To Stunting Prevention In Children Aged 2-5 Years

Background: Nutritional status in Indonesia, especially stunting in toddlers, is still a problem that is influenced by many interrelated factors. This Study aimed to analyze the factors related to prevention of stunting in toddlers.
 Methods: This study used a cross-sectional design. The population was 131 mothers who have children aged 2-5 years at Timbulharjo village, Sewon, Bantul with number of samples are 57 people using purposive sampling technique. The independent variables were prior related behavior, education level, socio-economic status, perceived benefits to action and perceived barrier to action. Dependent variable was prevention of stunting. Data were collected using questionnaire and analyzed using logistic regression with a significance level α 0.05. 
 Results: The vast majority (54.4%) of maternal education is high school (61.4%) with a family income of <1,790,500, most respondents have the benefit of perceived actions insufficient categories (56.1%). High prior related behavior was 1.26 times better at stunting prevention than low prior related behavior. Any change per 1 unit on the previous behavioral variable and a change per 1 unit on the benefit variable of the perceived action, will increase the likelihood of stunting prevention behavior (4.6%).
 Conclusion: Factors associated with stunting prevention behavior are prior related behavior and perceived benefit to action. The dominants factor related to stunting prevention behavior is prior related behavior. This research showed that it is able to add information and improve stunting prevention behavior for the community. This can be realized through collaboration with health workers to conduct integrated service program held an activities, training, workshop, and family mentoring related to stunting prevention.

Building Program Evaluation Capacity of Non-Governmental Organizations Practitioners in Hong Kong

Purpose: Despite the growing interest in program evaluation capacity building (PECB), its impacts have been rarely studied in the existing literature. This study aims to evaluate a PECB initiative in Hong Kong called the Jockey Club MEL Institute Project. Methods: A pretest–posttest quasi-experimental design was adopted to compare the changes between the training ( N = 226) and comparison groups ( N = 213). Focus groups with training participants, mentors, and trainers were also conducted. Results: The quantitative results reported that the training group showed greater improvements in all three core aspects of program evaluation capacity—evaluation mindset, evaluation implementation, and evaluation communication—than the comparison group. The qualitative findings further indicated how NGO practitioners benefited from the project. Discussion: The findings provide support for the positive impacts of PECB on NGO practitioners. As such, implications for researchers and evaluators in effectively conducting PECB activities are also discussed.

1000HPK Training For Cadres and Pregnant Women To Prevent Stunting In The Bungursari Health Center Work Area Of Tasikmalaya City In 2020

Bungursari Health Center in 2018 had stunting toddlers as many as 219 out of 1140 toddlers (19%). In 2018 there were 28 stunted toddlers with chronic malnutrition conditions, as well as pregnant women who experienced KEK as many as 23 people, as many as 56% of mothers who breastfeed exclusively and mothers as much as 74% have provided complementary breast milk since the age of 4 months and many mothers provide breast milk companion food with a menu that does not meet the STANDARD 4 quadrant WHO. This community service aims to carry out 1000 HPK mentoring training for cadres so that there is an increase in the knowledge and skills of cadres in escorting 1000 HPK so as to prevent stunting. Community Service training of 1000 HPK followed by 30 cadres for 2 days involving expert sources in their fields, namely the Head of Health Center, Midwife Coordinator, Nutritionist and Promkes and Midwife with the expertise of breastfeeding counselors, training is carried out face-to-face question and answer discussion methods and practicums. The results of the activities obtained are in the improvement of the knowledge and skills of cadres in controlling 1000 HPK.

The pitfalls of work placement learning: perceptions of mechanical engineering students from a South African university

ABSTRACT This article reports on a qualitative multi-case study exploring the challenges mechanical engineering students experience during work placement. The study collected data from 34 purposively selected mechanical engineering students. It found that constraining learning environments, ineffective industry mentors, low quality work affordances and negative student characteristics can compromise students’ work placement learning outcomes. It suggests that the coupling of ineffective mentors and constraining learning environments tends to be associated with low quality work affordances. Industry mentors were considered ineffective if they could not perform the dual role of work supervisors and teachers. It further suggests that some student attributes can also compromise work placement learning outcomes. It found that students who are not proactive or assertive often experience low quality work affordances. To remedy these shortcomings, universities should provide pre-placement training for students and industry mentors in the form of a seminar for industry mentors and simulated work placement for students.

Female Mentors and Gender Dynamics in Athletic Training

Purpose: Female athletic trainers face barriers in accessing female mentors due to the small numbers of same-gender leaders in athletic training. The purpose of this study is to explore the experiences of clinically practicing female athletic trainers with mentorship. Method: Twenty-three (23) athletic trainers who identified as female and had at least 3 years of clinical experience. Interviews occurred using a semi-structured interview script. All teleconference interviews were audio-recorded and transcribed verbatim. A 3-person research team analyzed the data and coded it into domains and categories based on the consensual qualitative research process. Credibility was established with multiple researchers, an external auditor, and member checks. Results: Three domains emerged from the data: (1) foundations of mentor relationships, (2) the benefit of mentor relationships, and (3) the influence of female mentors. Participants identified mentor behaviors they value such as not judging, communicating openly and regularly, guiding, challenging, trusting, and supporting. Participants indicated they benefited from their mentor relationships with an evolving friendship, career advancement, administrative support, relationships management, confidence, and empowerment. Participants identified unique influences of female mentors, specifically helping them manage gender-specific challenges and modeling work-life integration. Participants stated an obvious lack of female mentors in athletic training. Conclusions: Findings suggest those that are identified as mentors, regardless of gender, demonstrate foundational behaviors that yield benefits to their mentees. However, the findings also suggest a significant absence of female mentors in athletic training. With the limited number of females in leadership or mentor roles in the field, it is difficult for females to access same-gender mentorship. With this lack of same-gender mentorship, female athletic trainers may face more significant obstacles in managing gender-specific dynamics and challenges in clinical practice.

Fostering diversity and a culture of inclusion in clinical research by training and hiring community members as clinical research assistants.

The University of Pittsburgh (Pitt) Clinical and Translational Science Institute (CTSI) and the nonprofit Bidwell Training Center co-developed a new program for translational workforce diversification and development to foster diversity and inclusion in clinical research. The STricklAnd Research Training (START) program provides students in the Medical Assistant program at Bidwell a career path in clinical research. We created a 12-hour didactic package that covers responsible conduct of human subjects research and good clinical practice as an add-on to existing vocational curriculums. Students have the option of completing a clinical research-related externship at Pitt, which includes mentoring, shadowing, and protocol-specific training on a study team whose intention is to hire them as a clinical research assistant. Those who accept a position at Pitt receive continued mentorship, education, and professional development through Pitt CTSI. In the first three cohorts, two of which had access to research externships at Pitt, 92% of students successfully completed the instruction in clinical research. We plan to expand START to new venues to train and hire local community members from diverse backgrounds who can bring their lived experience to research programs.

Impact of a Mentorship Training Course on the Prevalence of Burnout in Nurse Leaders Working in a Regional Healthcare System

Impact of a Mentorship Training Course on the Prevalence of Burnout in Nurse Leaders Working in a Regional Healthcare System

The Experience of a Mentorship Training Program Amid the COVID-19 Pandemic: The Views of Midwifery Practitioners

The Experience of a Mentorship Training Program Amid the COVID-19 Pandemic: The Views of Midwifery Practitioners

Does Attending a Peer Mentor Training Workshop Impact the Willingness to Mentor Scale Scores of the ADN Students?

Does Attending a Peer Mentor Training Workshop Impact the Willingness to Mentor Scale Scores of the ADN Students?

Mentors Needed: Predictors of Self-Assessed Mentoring Competence in Agricultural Faculty

Despite an overwhelming amount of research in recent years on the importance of mentoring in higher education, little data exists on what factors predict faculty self-evaluations of mentoring competence in agricultural faculty. This is important because as research on mentoring has increased there has been a proliferation of different training programs for faculty in academia to improve mentoring outcomes, with little regard for what variables predict self-perceived mentoring skill. This study used a cross-sectional survey design to collect faculty self-evaluations of mentoring competence from a national sample of agricultural faculty. Regression analysis was used to determine what factors, identified as potentially important from prior research, predicted positive self-evaluations of mentoring competence. Results showed that discipline self-efficacy, feelings of impostorism, average mentoring frequency, and prior mentor training were all significant predictors, while gender was almost significant. The implications of these findings and avenues for future research for mentoring in higher education are discussed.

Efekat mentorskog rada na samoefikasnost nastavnika redovnih škola u implementaciji inkluzivne edukacije na nivou osnovnog obrazovanja

Impaired teachers' self-efficacy has contributed to delays in the implementation of inclusive education in Nigeria. Unfortunately, several efforts established towards ensuring the actualization of the Salamanca Declaration in Nigeria are yet to produce desired results. Although some past studies identified a mentor-mentee approach as a model that promotes the efficient implementation of established policies, paucity of research evidence exists on the implication of mentor-mentee approaches on the construction of teachers' self-efficacy for inclusive education, particularly at the basic level of education. Objectives. This study was conducted to investigate the effect of mentorship on in-service regular teachers' self-efficacy towards the implementation of inclusive education at the basic education level in Gombe State, Nigeria. Methods. A quasi-experimental research design was adopted for the study, while a purposive sampling technique was used to select 42 participants aged between 20 and 45 (M = 33.90, SD = 6.35) from two local government areas of the Gombe South Senatorial District. Participants were assigned to treatment and control groups, with 21 participants in each group. The Teachers' Sense of Efficacy Scale (a = .81) was used for data collection. Data collected was analysed with an independent sample t-test. Results. Findings showed the efficacy of a mentoring training program on the self-efficacy of in-service regular teachers towards effective implementation of inclusive education at the basic level of education. Also, male and older teachers had higher self-efficacy for the implementation of Inclusive education at the basic education level. Conclusion. Mentorship programs significantly facilitate the achievement of inclusive education, particularly at the basic level of education. Welldesigned mentorship programs for early career in-service regular teachers would equip them with an orientation that would guide them towards effective implementation of inclusive education at the basic level of education. Based on the outcome of the study appropriate mentorship strategy for novice teachers was recommended.

Intentional mentoring should increase inclusivity in ecology

AbstractHigh‐quality mentoring relationships can be pivotal to recruitment, retention, and long‐term persistence in ecology majors and careers. The graduate–undergraduate student mentoring relationship can become uniquely important during activities like ecological fieldwork. However, graduate students often have little experience as research mentors, which can lead to negative research experiences for undergraduate mentees. Given the potential for mentoring relationships to impact people's decisions on pursuing ecological studies and/or careers, we created and piloted a mentoring professional development program designed around intentional mentoring. Intentional mentoring requires that mentors preemptively identify what skills and knowledge their mentee should develop as well as the practices to help mentees develop these competencies. Our rationale for using intentional mentoring was that it has the potential to increase mentors' and mentees' awareness of issues around diversity, equity, inclusion, and social justice in research experiences, in addition to developing professional competencies. To evaluate our program, we conducted focus group interviews with graduate and undergraduate student participants following a multi‐week mentoring training workshop, the primary aspect of the program. Participants described an increased valuation of intentional mentoring and a desire to be more intentional in their mentoring relationships. Graduate student mentors described an increased desire to be more intentional mentors, whereas undergraduate mentees described an increased desire to seek mentors with whom they could develop intentional relationships. Undergraduates also better recognized the importance of academic mentors. Based on our evaluation, we posit that intentional mentoring can increase the retention and persistence of students with diverse identities in ecology by fostering a sense of belonging. We advocate the implementation of mentoring training workshops as a part of academic ecological programs to increase inclusion in our discipline.

Training nurse mentor trainers in modern nursing education in Kazakhstan

The aim of this educational design-based development process was to create a Mentor Trainer Education (MTE) programme, which would ensure consistent competencies mentor trainers nationwide in Kazakhstan. In addition, the aim was to describe the fundamental design principles for MTE.Educational design research is an approach to studying and developing educational interventions as a solution to complex educational problems. The method is a cyclical development process which consists of preliminary research and development in real life settings. One characteristic of the development process is circularity, and this includes analysis, design, evaluation, and iterative revision. Modifications for the final educational product are based on continuous feedback gathered from the participants of the development project. The final phase of the educational design research is to describe the design principles for the educational product or problem. In this educational design research, the data consisted of a literature review, the feedback of participants in mentor trainer education and the perceptions of the educators regarding MTE. After three iterative cycles the MTE programme was finalized. The educational product consists of learning outcomes, training content and adjustable teaching methods in student-centred learning. Furthermore, the fundamental design principles for MTE were defined. The defined 13 design principles are essential for planning and guiding the implementation of MTE. Conclusions. Mentor trainer education is one of the means to enhance the quality of clinical learning in modern nursing education. Mentor trainers are needed for organizing systematic mentor training for nurses and for developing unified practices for clinical learning. With proper numbers of competent mentor trainers systematic nurse mentor education is possible to accomplish. The MTE programme was produced to enhance mentor trainers’ competencies nationwide in Kazakhstan as a part of nursing education modernization.Keywords: Education, nursing, mentoring, preceptorship.

Optimasi Budidaya dan Pemasaran Maggot Black Soldier Fly di Kelompok Peternak Labung Raya untuk Bahan Pakan Sumber Protein

The main problem of livestock farming is still providing qualified feed at lower costs. Commercial feed prices are not suitable for traditional farming, thus increasing production costs more. The Labung Raya farmer's group understood that the provision of maggot larvae of Black Soldier Fly (BSF) could meet the protein needs of the livestock, such as poultry and catfish. The problems raised so far were that the growth of maggot produced was not maximized, such as few eggs, small larval body size, maggot coming out of the bucket, and not optimal fermentation of maggot feed. The activity began with a brainstorming event about the negative impact of the Covid-19 pandemic on the community. The implementation of the activities was continued with the method of counselling, training, and continuous mentoring. This community engagement was welcomed by the general community and the Labung Raya breeder group's partners. The practice of cultivating Maggot BSF is straightforward for anyone to do. The cultivation process only requires simple technology and low cost but requires breeding skills for optimal results. Maggot as a product is expected to be used as an alternative protein-rich animal feed ingredient in soaring prices for conventional feed, especially for poultry.