Mentoring Research Articles

Work Environment and Teachers’ Turnover Interventions in Government Aided Primary Schools in Kagango Division Sheema Municipality

This study investigated the relationship between work environment and teachers’ turnover interventions in government aided primary schools in Kagango division Sheema municipality. The study adopted a cross-sectional research design on a sample of 104 teachers and head teachers. Data were collected using a self-administered questionnaire and an interview guide. Quantitative data were analysed using descriptive statistics namely frequencies, percentages and means and inferential methods that are correlation analysis. The findings revealed that, there was no significant relationship between supportive leadership and teachers’ job turnover interventions in Government Aided Primary Schools in Kagango Division, Sheema Municipality, Sheema District. It was thus concluded that work-life balance contributed 31% of variations in the dependent variable, followed by effective mentorship programs which contributed 13 % of all variations in the response variable, and only 5% of the variations in the dependent variable was attributed to supportive leadership. Overall, 49 % of variations in the response variable (teachers’ job turn over interventions) are attributed to supportive leadership, effective mentorship programs and work-life balance. Therefore, it was recommended that public primary schools in Kagango Division, Sheema Municipality, Sheema District should encourage more supportive leadership. This can be achieved through creation of work teams and assigned specific tasks to tackle. By occasionally doing this, public primary schools will improve on teachers’ cooperation which subsequently raises the contribution of the variable on teachers’ job turn-over intervention. Keywords: Teachers’ turnover, work environment, Government interventions

University experiences of students and graduates with neurodiversity: tools for creating a specialized mentoring program related to working life

IntroductionThe term neurodiversity encompasses a range of conditions, including autism, attention deficit and hyperactivity disorder, dyslexia, and dyscalculia. In higher education, students with these conditions often face barriers that hinder their optimal academic performance. These barriers stem from their specific needs and institutional requirements. This situation can also negatively impact their ability to transition into the workforce. Therefore, it is necessary to design strategies that ensure specialized support for this population, guided by the opinions of neurodiverse students. The objective of this study is to identify the needs, difficulties, and tools related to the transition into the workforce, as reported by neurodiverse students and graduates from the bachelor's degree in psychology program, who present some conditions of neurodiversity.MethodsFor this purpose, a qualitative/phenomenological research was carried out.ResultsThe gathered opinions revealed that the main needs of students include the following: increased awareness and capacity within higher education institutions for timely diagnosis, the implementation of reasonable adjustments for better integration into their activities, provision of supportive environments, the development of strategies to enhance cognitive and emotional aspects, such as planning skills, time management, and emotional regulation skills.DiscussionThe results of this study are consistent with other studies that emphasize the importance of creating a compassionate pedagogy in educational settings. This involves a greater commitment from educators to address and improve pedagogical practices, provide necessary tools, and develop strategies to help students with neurodiversity conditions throughout their careers. The limitations of this study include the small sample size and restricted depth of the interviews. Therefore, future research should increase the number of participants and explore the interviews in greater depth.

Development of a Prepharmacy Underrepresented Mentorship Program for Undergraduate Students

ObjectiveTo describe the development of an innovative prepharmacy underrepresented mentorship program (PUMP) to provide guidance and support to prepharmacy students who are committed to serving underrepresented communities with health disparities. MethodsThree virtual PUMP workshops were designed and delivered per admissions cycle for prepharmacy students who were applying to any school of pharmacy and self-identified as interested in serving underrepresented communities. Faculty, current pharmacy students, staff, and school leadership provided guidance and support on the application and interview process and how to select a program once offered admission. Data collection included the number of students who attended each workshop and were accepted to and matriculated at the school of pharmacy. Preworkshop and postworkshop surveys provided insight into communities that attendees were committed to serving, perceptions of the workshops, and intent to matriculate, if accepted. ResultsDuring the first three admissions cycles, 189 prepharmacy students participated in 8 PUMP workshops. A favorable trend was observed with an increased number of participants annually and an increased number of attendees who matriculated (an average of 34% over 3 cycles). Attendees were committed to addressing health disparities in various communities including but not limited to Southeast Asian; Latinx; Native American; lesbian, gay, bisexual, transgender, queer/questioning, intersex, or asexual; Black/African American; Refugee; and Pacific Islanders. Most attendees (96%) reported that attending PUMP workshop(s) positively changed their impression of the school. ConclusionA pilot prepharmacy mentorship program was developed and implemented. A growth in program participation and matriculation of students over 3 cycles who self-identified as committed to serving underrepresented communities was observed.

Addressing ovarian cancer research gaps in under-resourced settings using individual initiatives: The OVANORDEST pilot project in Morocco.

183 Background: In Morocco, ovarian cancer (OC) is a neglected women’s cancer. To bridge this gap, early-career cancer researchers might develop and engage in individual initiatives to enhance research outcomes. In this perspective, I recently launched the OVANORDEST project as an individual initiative. This plan outlines a three-step strategy designed to promote OC research, highlighting specific milestones. This abstract presents the findings from the initial feasibility study, which focuses on real-world evidence, implementing inexpensive precision medicine approaches, supporting women in oncology, and enhancing meta-research. Methods: Initially, a bibliometric study was conducted to find research gaps in the field of OC in Morocco. A 16-year real-world retrospective study was conducted at the Hassan II Oncology Center (October 2005-June 2020). To implement precision medicine approaches, quality evidence on several potentially inexpensive blood-based biomarkers such as Pan-Immune Inflammation-Value (PIIV) were explored using a PROSPERO-registered umbrella systematic review and then investigated in an original cohort. Cox regression analyses were applied to identify the effects of different biomarkers on survival outcomes. Meta-research was developed by publishing two special thematic issues and one edited book on OC biomarkers. The project also included a mentorship program designed to empower women oncologists. Results: A total of 258 patients with OC were included. Most patients had advanced FIGO stages at diagnosis. The median overall survival (OS) for the entire cohort was 32 months, with a median progression-free survival (PFS) of 14.6 months. CA-125 positivity, advanced disease stage, and presence of residual disease after surgery were prognostic factors that adversely affected survival. In the multivariable analysis after adjustment for the FIGO stage, high PIIV was an independent predictive factor of OS (HR= 1.83; 95% CI: 1.18-2.84, p=0.007). Two specialized thematic issues were published alongside a book dedicated to ovarian cancer biomarkers. Additionally, careers of a group of women oncologists were boosted and a local patient advocacy group was supported in adopting supportive strategies for patients. Conclusions: Engaging early-career cancer researchers through individual initiatives in under-resourced settings may considerably improve research outcomes. In this context, I propose that sharing this experience, which has been successfully applied in Morocco, could empower health systems and facilitate the generation of research outputs in low- and middle-income countries.

The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes

BackgroundNursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics. PurposeThis work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions. MethodThis cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate. ResultsThirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains. ConclusionIdentifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.

Analysis of the Implementation of Training and Development Programs for Teachers in the Context of Curriculum Change: Evaluation and Recommendations

The implementation of training and development programs for teachers plays a crucial role in enhancing their skills and capabilities, especially in the context of curriculum change. This study conducts a comprehensive analysis of such programs, focusing on their effectiveness, challenges, and areas for improvement. Through a literature review approach, various scholarly works, empirical studies, and best practices are examined to evaluate the impact of training and development initiatives on teacher performance and student outcomes. The evaluation encompasses aspects such as program design, delivery methods, content relevance, participant engagement, and organizational support. It delves into the strategies employed to address the evolving needs of teachers amid curriculum transformations, considering factors like technological integration, pedagogical innovations, and curriculum alignment. Furthermore, the study explores the role of continuous professional development in sustaining teacher motivation, fostering a culture of lifelong learning, and adapting to dynamic educational landscapes. Based on the analysis, several recommendations are proposed to enhance the efficacy of training and development programs for teachers. These recommendations encompass tailored professional development pathways, collaborative learning communities, mentorship programs, feedback mechanisms, and resource allocation strategies. The findings of this study contribute valuable insights to educational policymakers, administrators, and stakeholders involved in designing and implementing teacher training initiatives within the framework of curriculum change.

Identifying and addressing mentorship gaps in European trauma and emergency surgical training. Results from the Young European Society of Trauma and Emergency Surgery (yESTES) mentorship survey

PurposeEuropean training pathways for surgeons dedicated to treating severely injured and critically ill surgical patients lack a standardized approach and are significantly influenced by diverse organizational and cultural backgrounds. This variation extends into the realm of mentorship, a vital component for the holistic development of surgeons beyond mere technical proficiency. Currently, a comprehensive understanding of the mentorship landscape within the European trauma care (visceral or skeletal) and emergency general surgery (EGS) communities is lacking. This study aims to identify within the current mentorship environment prevalent practices, discern existing gaps, and propose structured interventions to enhance mentorship quality and accessibility led by the European Society for Trauma and Emergency Surgery (ESTES).MethodsUtilizing a structured survey conceived and promoted by the Young section of the European Society of Trauma and Emergency Surgery (yESTES), we collected and analyzed responses from 123 ESTES members (both surgeons in practice and in training) across 20 European countries. The survey focused on mentorship experiences, challenges faced by early-career and female surgeons, the integration of non-technical skills (NTS) in mentorship, and the perceived role of surgical societies in facilitating mentorship.ResultsFindings highlighted a substantial mentorship experience gap, with 74% of respondents engaging in mostly informal mentorship, predominantly centered on surgical training. Notably, mentorship among early-career surgeons and trainees was less reported, uncovering a significant early-career gap. Female surgeons, representing a minority within respondents, reported a disproportionately poorer access to mentorship. Moreover, while respondents recognized the importance of NTS, these were inadequately addressed in current mentorship practices. The current mentorship input of surgical societies, like ESTES, is viewed as insufficient, with a call for structured programs and initiatives such as traveling fellowships and remote mentoring.ConclusionsOur survey underscores critical gaps in the current mentorship landscape for trauma and EGS in Europe, particularly for early-career and female surgeons. A clear need exists for more formalized, inclusive mentorship programs that adequately cover both technical and non-technical skills. ESTES could play a pivotal role in addressing these gaps through structured interventions, fostering a more supportive, inclusive, and well-rounded surgical community.

Comparative Analysis of Networking and Mentorship in Enhancing Soft Skills AmongDental Undergraduates, A Quantitative Study in a private dental college.

Introduction: The acquisition of soft skills is essential for undergraduate Bachelor of Dental Surgery (BDS) students, enhancing their ability to communicate, collaborate, and adapt in the dynamic field of dental practice. While networking and mentorship are both recognized as valuable methods for developing these skills, their comparative effectiveness remains unclear. This study aims to evaluate the impact of networking and mentorship on the development of soft skills among BDS students in a private dental college. Methodology: A cross-sectional quantitative approach was used, involving a survey administered via Google Forms. The study population comprised 250 participants, including current BDS students, alumni, and faculty members from Liaquat College of Medicine and Dentistry. Data were collected over six weeks, focusing on participation in networking and mentorship activities, and self-assessment of soft skills development. Statistical analysis was conducted using SPSS 25 to compare the effectiveness of these two approaches. Results: Of the 250 respondents, 64% participated in networking activities, while 48% engaged in mentorship programs. Networking activities primarily included student organization gatherings and professional conferences, whereas mentorship was mostly one-on-one. Participants rated their competencies in various soft skills on a scale of 1 to 5. Networking was found to be more effective in enhancing communication, teamwork, problem-solving, and adaptability, with 48% of participants favoring it over mentorship. Mentorship, although less impactful in certain domains, provided significant individual guidance and career support. Conclusion: The study highlights the complementary roles of networking and mentorship in developing soft skills among BDS students. Networking was particularly effective in enhancing communication and teamwork, while mentorship offered personalized support. Integrating both approaches into dental curricula can provider a supportive learning environment, promoting comprehensive professional growth. Future research should consider diverse sampling and objective measures to validate these findings. This study highlights the importance of structured networking and mentorship programs in dental education, benefiting students, practitioners, and faculty alike.

Effective Training Programs for Room Attendants in the Hospitality Industry

This study examines the effectiveness of training programs for room attendants in the hospitality industry, focusing on their impact on performance, job satisfaction, and retention. Using a qualitative approach, in-depth interviews were conducted with 20 room attendants and 10 housekeeping managers across various hotel segments. The findings reveal that while initial training typically covers basic cleaning techniques and safety protocols, it often lacks depth in advanced methods and customer service skills. Challenges such as time constraints and reliance on informal learning are common, affecting the consistency and quality of training. Effective training programs were identified as those that provide comprehensive, ongoing instruction and incorporate innovative methods like virtual reality and gamified learning. The study also highlights the importance of mentorship programs and regular feedback to enhance training outcomes. Recommendations for improving training programs include developing detailed curricula, addressing time constraints, and adapting to emerging trends. By implementing these strategies, hotels can enhance room attendants' skills, satisfaction, and overall service quality, leading to improved guest experiences and operational success.

Creating a Child and Adolescent Psychiatry Organization for Medical Students

Background: We developed CAP+ (Child and Adolescent Psychiatry Plus), a student organization dedicated to help students discover their specialty interests, successfully match into psychiatry/CAP, foster community outreach, and increase awareness about local mental health resources. Methods: CAP+ hosted six lecture events and organized four service events. CAP+ created our school’s first psychiatry mentorship program between senior medical students and junior students and hosted a mentorship game night. Additionally, CAP+ organized clinic shadowing in developmental psychiatry to increase awareness of CAP and provide mentorship opportunities for pre-clerkship students. Results: CAP+ has members in the email list (n=46) and GroupMe chat (n=74). The mentorship program consisted of 11 mentorship pairs (8 mentors, 11 mentees), with three mentors taking two mentees. Speaker events featured IM/Psychiatry, Psychiatry/Pediatrics/CAP, and CAP. Positive feedback was obtained regarding developmental psychiatry shadowing. Through community outreach, we distributed local mental health resources and engaged children and families in emotional labeling. Conclusion: We hope to continue to create a supportive environment to engage trainees in CAP and community outreach.

Evaluating the impact of a year-long external mentorship pilot program in classical hematology

AbstractEffective mentorship is a pivotal factor in shaping the career trajectory of trainees interested in classical hematology (CH), which is of critical importance due to the anticipated decline in the CH workforce. However, there is a lack of mentorship opportunities within CH compared with medical oncology. To address this need, a year-long external mentorship program was implemented through the American Society of Hematology Medical Educators Institute. Thirty-five hematology/oncology fellows interested in CH and 34 academically productive faculty mentors from different institutions across North America were paired in a meticulous process that considered individual interests, experiences, and background. Pairs were expected to meet virtually once a month. Participation in a scholarly project was optional. A mixed-methods sequential explanatory design was used to evaluate the program using mentee and mentor surveys, a mentee interview, and a mentee focus group. Thirty-three mentee-mentor pairs (94.2%) completed the program. Sixty-three percent of mentee respondents worked on a scholarly project with their mentor; several mentees earned publications, grants, and awards. Mentee perception that their assigned mentor was a good match was associated with a perceived positive impact on confidence (P = .0423), career development (P = .0423), and professional identity (P = .0302). Furthermore, 23 mentees (66%) accepted CH faculty positions after fellowship. All mentor respondents believed that this program would increase retention in CH. This mentorship program demonstrates a productive, beneficial way of connecting mentees and mentors from different institutions to improve the careers of CH trainees, with the ultimate goal of increasing retention in CH.

The impact of social capital on the intention of Moroccan university students to engage in social entrepreneurship

PurposeThis research seeks to analyse the process by which undergraduate students make decisions on social entrepreneurship intention (SEI) using the theory of planned behaviour (TPB) model, as well as to comprehend the influence of social capital (SC) on their SEI.Design/methodology/approachThe sample was obtained from the Faculty of Legal, Economic and Social Sciences of Agdal in Rabat, consisting of third-year students enrolled in a bachelor’s or master’s degree programme. The study involved a total of 300 pupils. The authors used the multivariate analytic method known as partial least squares (PLS) to investigate the correlation between different components of our theoretical framework.FindingsSC has demonstrated indirect influences on the development of intentions in the field of social entrepreneurship (SE). The perceived knowledge of the support network has a substantial impact on behavioural control and subjective norms, but it does not influence attitudes. In contrast, the perceived support from the friends and family network has a substantial impact on all three components of the model.Research limitations/implicationsDespite the study’s extensive coverage of several ideas and their consequences in both the theoretical and practical realms, it is important to acknowledge its inherent limitations. The cross-sectional design and use of a student sample may be perceived as restricting considerations.Originality/valueThis research provides valuable insights that support the investments in education, resources and human endeavours made by governmental entities, universities and the private sector. It also supports the initiatives undertaken by management and business schools, as well as trade associations. When individuals establish an intention to engage in SE, whether they act on it immediately or later on or whether they never act on it at all, there is a good signal that mentorship programmes and training in SE have an influence on the process of transitioning towards taking action.

Women cannibalized! The troubling link between Queen Bees and mentoring in Pakistani academia

ABSTRACT This article problematizes informal mentoring as a feminist praxis in Pakistani academia, highlighting the potential for exploitative control by some women academic leaders. We contend that informal mentoring is susceptible to misuse at the hands of self-serving Queen Bee academics to reinforce their influence over their women colleagues which can entail suppressing them. This challenges the notion that mentoring can be used as an empowering feminist praxis. Through a self-designed questionnaire administered to academic leaders in 55 universities in Pakistan’s Khyber Pakhtunkhwa and Punjab provinces, followed by focused group discussions with early, mid-career and senior academics, we expose contradictions between the benign self-perceptions of women academic leaders and the experiences of their coworkers. These contradictions reveal an absence of genuine empathy and support extended by women academic leaders and detrimental internal hierarchies among women, thus hindering the collective growth of women. This study also exposes abusive forms of exploitation of early and mid-career academics by their women line managers to stifle competition and sustain disempowering asymmetries. To combat these issues, we propose collaborative mentoring built on equal respect and freedom to dissent ensured through well-regulated mentoring programs overseen by Pakistan’s Higher Education Commission to preempt abuse within mentor–mentee relationships.

Experiences of Senior High School Mathematics Teachers in Out-of-field Teaching

The research article focuses on Out-of-field teaching that demands urgent attention from school leaders and administrators due to its impact on instruction quality and student learning particularly in Leyte Division, Philippines. This study describes the challenges as well as the coping mechanisms of out-of-field mathematics teachers. The phenomenological approach was employed to examine the experiences of fifteen senior high school math teachers. Data were gathered through in-depth interviews, digitally recorded, transcribed, and was analyzed using the Moustakas method. The results showed that mathematics educators faced challenges when teaching subjects outside their expertise due to lack of content and pedagogical knowledge, resources, student motivation, and training. Despite this matter, they overcame these circumstances through self-learning and adaptive methods. This study determined that teaching subjects without adequate knowledge was problematic as it created interconnected problems. Effectively, a retooling and mentoring program led by subject experts would be beneficial in improving the content and pedagogical knowledge of out-of-field teachers. Meanwhile, school leaders and administrators may conduct profiling to identify the needed teachers and should allocate more school funds for teaching, learning resources, and other materials necessary for instructional delivery

Feeling Valued as a Mid-Career Nurse: A Scoping Review.

Retaining mid-career nurses is a priority to address the nursing shortage exacerbated by COVID-19. Nurses are more likely to stay if they feel valued. This scoping review revealed a variety of intrapersonal, interpersonal, and external factors that influence how mid-career nurses feel valued. Nursing professional development practitioners can influence satisfaction and retention by implementing mentoring and professional development programs for nurses and managers. More research is needed to understand the impact of the mid-career nurse-nurse manager relationship.

The Impact of a Peer Mentoring Program on Undergraduate Graduation Rates: A Matched Control Group Design

The Impact of a Peer Mentoring Program on Undergraduate Graduation Rates: A Matched Control Group Design

Exploring a pilot alcohol and other drug (AOD) nurse practitioner mentoring program: Empirical research mixed methods: A pilot nurse practitioner mentoring program.

To explore the effectiveness and acceptability of a pilot mentoring program for alcohol and other drug (AOD) nurse practitioners (also known globally as addiction nurse practitioners). Mixed method evaluation. Two-phase evaluation comprising survey (demographics, pre- and post-program perceived competency and confidence) with 15 participants completing the pre survey and 10 participants completing the post survey, and qualitative interviews after the program with 10 participants. The quantitative results indicate statistically significant increases in some domains of perceived competence and confidence in treatment. Qualitative findings indicate that participants valued peer support and mentoring from experienced nurse practitioners. Where formal residency or internship programs for nurse practitioners do not exist, informal mentoring programs may address issues inherent in nurse practitioner transition that may impact retention. We recommend further exploration of mentoring programs with larger sample sizes to determine if self-reported clinical improvements are noted. Nurse practitioners are a vital part of the healthcare system; their advanced skills and knowledge place them in an ideal position to address prescriber shortages and access to care for populations underserved by healthcare. However, literature indicates that they are often underutilised, and transition to autonomous practice remains a challenge. Our exploration of a pilot mentoring program for nurse practitioners shows that their knowledge and perceived skills are high, yet peer assistance is valued in transitioning from advanced practice registered nurse to autonomous nurse practitioner. We recommend further trialling and evaluation of nurse practitioner mentoring programs to both increase supply of nurse practitioners and provide greater access to quality healthcare for underserved populations. What problem did the study address? The ability of nurse practitioners to offer advanced practice interventions such as diagnosis and medication management potentially provides a solution to healthcare resource shortages. However, current literature indicates that advanced nurses transitioning to nurse practitioner roles suffer transition shock, leading to burnout and poor retention. What were the main findings? Although this pilot mentoring program shows significant improvements in survey responses on confidence and capability, qualitative data shows that neophyte nurse practitioners value peer support and mentoring from more experienced practitioners. Participants described maintaining ongoing connections with both mentors and fellow mentees, which aided transition to the role of autonomous nurse practitioner. Where and on whom will the research have an impact? The results of this pilot mentoring program indicate that there is benefit to these programs for neophyte nurse practitioners in many specialties. This paper indicates that mentoring programs for nurse practitioners may provide a community of practice and may have a positive impact on transition shock. Good Reporting of a Mixed Methods Study (GRAMMS) checklist. No patient or public contribution.

The Intentional Resiliency Club: A Pilot Mentorship Program for OT Students on Level II Fieldwork

Abstract Date Presented 03/22/24 This pilot study explored the impact of an intentional relationship model (IRM)–informed club mentorship program during Level II fieldwork and its influence on student perceived stress and interpersonal growth. Primary Author and Speaker: Courtney J. Taylor Additional Authors and Speakers: Ana K. Brussa, Kate Barlow

Cancer Nurses’ Voices and Recommendations to Address Workforce Challenges: A Qualitative Analysis

ObjectivesAmidst the fulfilment of making a positive impact on patients’ lives, cancer nurses also contend with high workloads, limited resources, and barriers to career advancement. Understanding the perceptions of cancer nurses is essential in addressing these challenges and fostering an environment that promotes both professional satisfaction and optimal patient care.Our aim was to explore Australian cancer nurses' experiences and perspectives of workforce challenges and their proposed solutions to address them. MethodsThe Cancer Nurses Society Australia workforce cross-sectional survey was distributed online in 2022 through professional networks and social media. Free text responses to open-ended questions were analyzed using qualitative content analysis and inductive processes. ResultsResponses from 601 cancer nurses highlight the intricate interplay between rewards and obstacles experienced by the profession and identify key areas for improvement. Positive and negative quotes highlight the passion of cancer nurses which were summarized into themes and subthemes:1) Finding fulfilment while struggling against the tide. While feeling undervalued and facing workload pressures, burnout and limited opportunities for career progression, nurses express love for their jobs, finding it rewarding yet emotionally challenging.2) Grassroots solutions versus organizational inertia. Proposed solutions included addressing nurse-to-patient ratios, proactive succession planning, more specific education, dedicated time for learning, and mentorship and career development programs. Perceived barriers to initiatives included lethargic management and resistance to change. Networking opportunities, appropriate remuneration, and interdisciplinary teamwork with an appreciation of individual expertise are desired. ConclusionsOur findings give a voice to the cancer nurses of Australia. Nurses identified a range of solutions to address workforce challenges. Implications for nursing practiceAddressing the systemic issues that contribute to high workload and impede nurses’ well-being and their recognition, and promoting policies to support professional growth will increase satisfaction, enhance patient care outcomes, and contribute to a sustainable workforce.

Impact of an OT Mentorship Program on Student Success in Higher Education

Abstract Date Presented 03/22/24 This study aimed to determine the impact of an OT mentorship program on student success for a diverse student population on academic probation. Findings indicate that an OT mentorship in higher education can support student success and well-being. Primary Author and Speaker: Brianna Marie Ramos Additional Authors and Speakers: Isabella Piedrahita Garcia, Menesis Peguero, Sruthi Shaji Contributing Authors: Catherine Cavaliere, John A. Damiao