Mentoring Model Research Articles

Using senior undergraduate students as coaches in an introductory chemical engineering design course

Senior undergraduate students were hired as Teaching Assistants (TAs) in CHBE 221, an introductory bioprocess design course offered in the Department of Chemical and Biological Engineering at University of British Columbia, and the roles were recast from traditional course support, to being coaches and mentors to a small number of teams working on term-spanning design projects. This was done as a means to provide more personalized support to students working on realistic design problems early in their training, leverage the benefits of peer learning strategies, and provide professional and leadership development opportunities to the TAs ahead of graduation. At the end of the course in which this was implemented, surveys were sent to students asking them to comment on their experience with this mentorship model, and the TAs of the course were interviewed to better understand theirs. This paper presents the results of these surveys and interviews, highlights the benefits and challenges of this approach, and provides recommendations for future implementations of this student support model

Neurosurgery Residents' Satisfaction Toward Their Saudi Training Program: Insights from a National Survey

BackgroundGiven the high-stakes nature of their work, neurosurgery residents face constant pressure and require high-quality training to succeed. We aim to investigate the satisfaction levels of residents with their Saudi Neurosurgery Residency Training Program (SNRTP) and its influential factors. MethodsThis is a nationwide, cross-sectional study that employed a questionnaire, structured based on the relevant literature, which was disseminated to neurosurgery residents, commencing from December 2021 and culminating in September 2022. ResultsA total of 70 out of 143 neurosurgery residents were included, giving a response rate of 48.9%. Most participants (62.9%) aged 24-28 years old, 55.7% were males, and 40.0% were from the Central region of Saudi Arabia. The residents were further divided into juniors (R1-R3; 64.3%) and seniors (R4-R6; 35.7%). Approximately 13.3% of the juniors were satisfied with the SNRTP, whereas only 8.0% of the seniors were satisfied. Dissatisfaction rates over the SNRTP were significantly higher in the seniors (68.0%) compared to the juniors (28.9%; p= 0.006). The frequency of operating room sessions per week and presence of protected research time were the only two factors significantly associated with the junior and senior residents’ satisfaction, respectively. ConclusionsThe SNRTP has a vision to provide the society with elite competent neurosurgeons. However, we found a degree of dissatisfaction among the residents, indicating a need for improving the SNRTP’s policies. We recommend incorporating more hands-on training opportunities, implementing a mentorship model, setting tailored teaching sessions, and establishing resident wellness programs. We hope this study initiate dialogue on promoting residents’ satisfaction and overall well-being.

Thriving in Engineering: A Pilot Peer Mentorship Model for First-Year Students

This paper describes a peer mentorship program piloted in a cornerstone first-year engineering course (ENG 1101: Renaissance Engineer 1) at the Lassonde School of Engineering in York University since fall of 2021. The mentorship program is designed to help first-year students develop the cognitive, emotional, motivational, and relational foundations for success and thriving in an engineering program. Students are brought together in small groups (termed “guilds”) for structured coaching sessions with an assigned upper-year engineering student as a mentor and participate in a total of five sessions, each with their own topic and learning outcomes. The program fosters students’ sense of belonging through participation in meaningful group activities and engaging students in a shared experience. Reflections from students and mentors about the program highlight the importance of building intentional opportunities that promote students’ sense of connection. Program challenges, refinements, and future directions are considered.

Advancing Gerontology through Exceptional Scholarship (AGES): a Mentorship Initiative for Early Career Faculty.

Mentorship is critical to supporting professional development and growth of new and emerging faculty members. Working with the Gerontological Society of America (GSA), we created the Advancing Gerontology through Exceptional Scholarship (AGES) Initiative as a mentorship model to promote productivity and peer support for new and early career faculty members. In this commentary, we highlight the AGES Program as a prototype to facilitate peer support, collective learning, and co-authorship opportunities to advance new and early career faculty members, especially in the field of aging. Moreover, we identify four crucial strategies that cultivated and refined our AGES Program including: i) ensuring flexibility to address mentee needs; ii) establishing check-ins and accountability to enhance productivity; iii) fostering peer support and collective learning; and iv) delivering motivational and educational activities. Drawing on our experience with the AGES Program, this commentary provides recommendations to support other groups looking to develop high-quality mentorship programs to support new and early career faculty members in academia.

Sosialisasi Pengembangan Pembelajaran Berbasis Masalah Berbantuan Geogebra Meningkatkan Kemampuan Berpikir Kritis di SMP 1 Parulian Medan

This community service aims to: (1) Provide education and training regarding Geogebra-assisted learning development to training participants (teachers), (2) Increase motivation and good mental attitude, to develop their own teaching modules. This community service was carried out at SMP1 Parulian Medan. The partner in this activity is SMP Parulian 1 Medan. The methods in this community service are: (1) Analyzing the situation and needs, (2) After analyzing the situation and needs, the next step is to set PKM objectives, (3) Designing training, mentoring and workshop models, (4) Expert validation, (5) Implementation, (6) Evaluation The results of this activity include: (1) the participants understand and can create teaching materials in the form of modules, worksheets, (2) the participants' motivation to create their own teaching modules increases.

Using collaborative autoethnography to investigate mentoring relationships for novice engineering education researchers

Abstract Background The National Science Foundation Research Initiation in Engineering Formation (RIEF) program aims to increase research capacity in the field by providing funding for technical engineering faculty to learn to conduct engineering education research through mentorship by an experienced social science researcher. We use collaborative autoethnography to study the tripartite RIEF mentoring relationship between Julie, an experienced engineering education researcher, and two novice education researchers who have backgrounds in biomedical engineering—Paul, a biomedical engineering faculty member and major professor to the second novice, Deepthi, a graduate student. We ground our work in the cognitive apprenticeship model and Eby and colleagues’ mentoring model. Results Using data from written reflections and interviews, we explored the role of instrumental and psychosocial supports in our mentoring relationship. In particular, we noted how elements of cognitive apprenticeship such as scaffolding and gradual fading of instrumental supports helped Paul and Deepthi learn qualitative research skills that differed drastically from their biomedical engineering research expertise. We initially conceptualized our tripartite relationship as one where Julie mentored Paul and Paul subsequently mentored Deepthi. Ultimately, we realized that this model was unrealistic because Paul did not yet possess the social science research expertise to mentor another novice. As a result, we changed our model so that Julie mentored both Paul and Deepthi directly. While our mentoring relationship was overall very positive, it has included many moments of miscommunication and misunderstanding. We draw on Lent and Lopez’s idea of relation-inferred self-efficacy to explain some of these missed opportunities for communication and understanding. Conclusions This paper contributes to the literature on engineering education capacity building by studying mentoring as a mechanism to support technically trained researchers in learning to conduct engineering education research. Our initial mentoring model failed to take into account how challenging it is for mentees to make the paradigm shift from technical engineering to social science research and how that would affect Paul’s ability to mentor Deepthi. Our experiences have implications for expanding research capacity because they raise practical and conceptual issues for experienced and novice engineering education researchers to consider as they form mentoring relationships.

The Cascadia Coastal Hazards and Resilience Training, Education, and Research (CHARTER) Fellows Mentoring Model for Underrepresented Students

Engaging underrepresented scholars in climate change-related research is not just a matter of diversity and inclusion but a necessity for addressing the complex challenges we face as a global society. While government officials, scientists, environmentalists, practitioners, and other stakeholders have increased calls for collaborative approaches, historically underrepresented communities, specifically students, still need to be included in such initiatives and collaborations. The National Science Foundation (NSF)-funded Coastal Hazards and Resilience Training, Education, and Research (CHARTER) program responds to this gap by explicitly incorporating and supporting historically underrepresented students from K-12, community college, undergraduate, and graduate schools with diverse lived and educational backgrounds into disaster and hazard research and spaces. Through the CHARTER Fellows program, we maintain that our model:1. Assists in combating the barriers that historically marginalized and underrepresented students face by creating a pipeline training cohort system.2. Increases representation in the disaster and hazards field by centering students that reflect the overall population.3. Advances disaster science by including diverse perspectives and creating convergent work among other researchers, practitioners, and educators.4. Creates practical opportunities to produce equitable experiences and educational outcomes for underrepresented groups.This project highlights our experience developing and facilitating this new innovative minority mentoring model. Through this work, we provide program details, lessons learned, and recommendations for faculty to incorporate our model when engaging with underrepresented undergraduate students.

Promoting Positive Development Among Racially and Ethnically Marginalized Youth: Advancing a Novel Model of Natural Mentoring.

Racism and other forms of oppression threaten the well-being of racially and ethnically marginalized youth. Models of risk and resilience for marginalized youth have stressed the importance of addressing contextual and structural risk while emphasizing promotive factors such as cultural capital within their communities. Increasingly, research has focused on collective antiracist action as a form of coping with structural oppression. Importantly, supportive intergenerational relationships that develop within youths' everyday contexts may play a key role in catalyzing and reinforcing youths' engagement in antiracist action. This review advances a novel model for understanding how supportive nonparental adults from youths' everyday lives (i.e., natural mentors) influence youths' positive developmental outcomes and participation in antiracist action and how collective antiracist action, in turn, fosters liberation and racial justice. The creation of a more just and equitable society contributes to positive development among racially and ethnically marginalized youth.

Promoting a more diverse and inclusive research workforce through the research scholars program

BackgroundNovel and comprehensive approaches are needed to address shortcomings in the diversity and inclusiveness of the scientific workforce. In response to this need and informed by multiple programs and data sources, we created the Research Scholars Program (RSP). The RSP is a yearlong program for early-career faculty with an overall objective to overcome barriers to the academic success, retention, progression, and promotion of groups underrepresented in biomedical and behavioral research. The goal of the RSP is to increase research confidence and productivity, build a supportive research community, and reduce isolation by providing personal and group research enrichment to junior faculty through professional development, mentorship, and networking.MethodsWe adapted evidence-based approaches for our institutional context and vetted the RSP across our campus. The resulting RSP consists of three main elements: (1) five levels of Mosaic Mentorship; (2) group and tailored professional development programming; and (3) scientific and social networking. To determine the potential of the RSP to improve research confidence critical to success, we used a modified shortened version of the Clinical Research Appraisal Inventory (CRAI-12) to assess participants’ confidence in performing a variety of research tasks before and after program participation. We collected information about retention, promotion, and grants submitted and awarded. Additionally, we conducted semi-structured exit interviews with each scholar after program participation to identify programmatic strengths and areas for improvement. Data for Cohorts 1 and 2 (N = 12) were analyzed.ResultsOur assessment finds, with one exception, increasing confidence in participants’ research skills across all items, ranging from 0.4 (4.7%) to 2.6 (40.6%). In their exit interviews, the Research Scholars (RS) described their improved productivity and increased sense of belonging and support from others. Research Scholars noted numerous components of the RSP as strengths, including the Mosaic Mentorship model, professional development programming, and opportunities for both informal and formal interactions. Respondents identified time pressure, a lack of feedback, and unclear expectations of the various mentorship roles as areas in which the program can improve.ConclusionPreliminary findings indicate that the RSP is successful in building the research confidence of underrepresented and disadvantaged early-career faculty. While this report focuses on the development and protocol of the RSP, additional cohorts and data will provide the evidence base to support dissemination as a national model of research professional development. Such programming is critical to ensure sustainable support structures, institutional networks, infrastructure, and resources that will improve discovery and equity through inclusive excellence.

Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era

Mentors support novice teachers in the critical stages of their learning, which has an effect on novice teachers’ ability to engage in teaching and to stay in the teaching profession for years. The mentor teacher also helps the novice teacher become well integrated and develop professionally. The current study aims to examine the factors that motivate mentor teachers to occupy this position, the guidance and support components of the role and their implementation in the mentoring process, and the frequency and planning of the encounters between mentor and novice teachers, in the context of the Israeli education system. Also examined are the attitudes of mentor teachers towards their role and their perceived ability to operate efficiently. The research population comprises 46 research participants who mentor novice teachers in high schools in Israel. Analysis of their attitudes shows that the factors that motivated them to serve as mentor teachers are related to a consciousness guided by a sense of personal mission and intrinsic motivation to promote novice teachers. Also, factors related to realizing their personal values and aims, such as realizing a vision, personal satisfaction, interest, and challenge, were found to be common. According to self-reported findings, mentor teachers were very helpful to novice teachers on issues such as class management, managing and planning teaching, evaluating students, and nurturing a professional identity. They also supported emotional aspects related to the teaching process, including their sense of efficacy and contact with the students. Mentor teachers felt a great deal of satisfaction with the mentoring process and would recommend this experience to other teachers to a high degree. Hence, a teacher who chooses the profession from a sense of a personal mission in the education system will also see their mentoring role as a mission for the sake of the next generation. Leaders in the education system are advised to develop a more holistic mentoring model that incorporates the traditional mentoring model yet guides us towards a mentoring process that is better adapted to the postmodern era, and is based on a long-term strategy for helping retain novice teachers within the education system.

Contribution of peer group supervision to nursing practice: An interpretive phenomenological study

AimTo provide insight into peer group supervision practices through understanding the lived experience of community health nurses. BackgroundThe recent Covid-19 health crisis highlights the importance of supportive mechanisms to sustain and retain nurses in the workforce. While the support of quality clinical supervision for registered nurses is recognised, the benefits and challenges of peer group supervision are less clearly articulated. DesignNurses’ experiences of peer group supervision in an Australian tertiary health service were explored using a Gadamerian philosophical hermeneutic approach. MethodSemi-structured in-depth interviews were conducted in 2021 and provided nurses with the opportunity to share their experiences of using the New Zealand Coaching and Mentoring Model of peer group supervision. The study included a total of 31 nurse participants across multiple community health contexts. Interview data were analysed using a hermeneutic approach from which themes arose. FindingsThe findings demonstrated that strong peer group supervision foundations that include personal and professional preparation and active participation are essential. Dual pillars of “the unique individual” and “the unique group” with responsibilities identified in each pillar that enable interactions and worthiness in peer group supervision practice. The foundations and pillars support peer group supervision in nursing practice to provide a mechanism for reflection, support and professional guidance. ConclusionsPeer group supervision is a worthy, contributory process in community health nursing when implementation processes are supported and teams are educated and prepared. Perceptions of peer group supervision are unique and varied across individuals. The individual experience has an impact on the group experience and vice versa. Knowledge of the process and group by participants is required to enable professional reflection through nursing peer group supervision.

P16 Centre of excellence on antimicrobial stewardship in Central Uganda

Abstract Background Supported by a Commonwealth Partnership for Antimicrobial Stewardship (CwPAMS 2) grant, our partnership team comprising members from Makerere University, Nottingham Trent University, Buckinghamshire Healthcare NHS Trust and Entebbe Regional Referral Hospital (ERRH) seeks to scale up and enhance sustainability on antimicrobial stewardship (AMS) in Central Uganda. Building on the achievements of our previous CwPAMS projects, this current initiative aims at strengthening, human, animal and environmental health practitioners’ capacity on AMS in health facilities and the community, as well as promoting increased use of microbiology and prescribing data to inform clinical decisions. Objectives To establish a centre of excellence on antimicrobial stewardship in Central Uganda using a One Health approach with a focus on capacity building, mentorship of lower-level facilities, and knowledge transfer. Methods This project uses a One Health approach involving professionals from the domains of human, animal and environmental health. ERRH, the project hub, is currently mentoring lower health facilities (spokes) in AMS. AMS champions have been identified in each of these health facilities who are leading ongoing activities. The project has also employed CwPAMS AMS assessment tools during scoping visits to assess the baseline conditions at seven lower-level health facilities (one regional referral hospital, two district hospitals, three health centre IIIs and two health centre IIs). AMS workshops have so far been held in two districts (Nakaseke and Butambala) including two general hospitals. Results The project held inception meetings that brought together different stakeholders in AMS. Scoping visits and AMS assessments have been successfully completed across seven health facilities, highlighting different AMS practices, challenges and intervention strategies. Furthermore, mentorship has so far resulted in establishment of AMS committees, identification of AMS champions, and adoption of the prescribing companion app at five of the seven mentored lower-level health facilities. AMS workshops held in the two districts resulted in increased knowledge on antimicrobial practices among the participants. The post assessments from the workshops showed that 73.4% of the participants had learnt the key importance of surveillance in AMS, 89.6% of the participants recognized the role of public awareness in promoting AMS, and 79.8% understood the value of infection prevention and control in promoting AMS in comparison with 51.7% at the pre-assessment (Figure 1). In addition, the online Community of Practice on AMS we established for health professionals in Uganda has seen a notable increase in membership, growing from 420 to over 600 members. Conclusions By engaging directly with front-line health practitioners using a hub and spoke mentorship model, the early stages of this project have provided more information on the prevailing AMS challenges in Uganda, particularly knowledge and training gaps, while revealing promising opportunities such as the existing health care structures and supportive policies. AMS capabilities of health practitioners have been improved by participation in the project, but further work is needed to limit the development of AMR in Uganda.

Актуальные направления развития новых моделей тьюторства и наставничества

The article updates the mentoring issues and models, defines the specifics of mentoring in the digital society, shows the connection between tutoring and mentoring, illustrates the model of tutor-psychological support for students, and describes the mentor educational program. Mentoring as a social phenomenon fits into a wide social spectrum and interfaces with other phenomena and processes. This article defines the functions of a tutor and a mentor. The position of a tutor in college includes the functions of a psychologist, social worker, group supervisor, and mentor. When developing the model of complex support of student's educational and professional development, the key principles are taken into account, such as creation of conditions for involvement of students in the development of their own active position as a subject not only of the educational process, but also of the process of life activity; assistance to students in the implementation of value choices, personal self-determination; taking into account the needs and interests of the student in the educational space of the college. The article defines the tasks of tutoring and psychological support to help students adapt to a new stage of education and develop the necessary learning actions, including in the digital environment; to clarify the professional choice and trajectory of professional development; to maintain and develop educational and professional motivation of the subjects of the educational process. The analysis of the college's activity on the implementation of the projects "Sustainable Development Zone" and "Territory of Development and Well-being" is presented. The purpose of the Tutoring and Psychological Support Centre is professional support in the digital environment: from the organisation of online educational work to psychological education; supervision and intervision.

НАСТАВНИЧЕСТВО КАК ИСКЛЮЧИТЕЛЬНАЯ ОСОБЕННОСТЬ СОЦИАЛЬНО-ЛИЧНОСТНОГО РОСТА

In modern society, the value feature of a person's life, in most cases, no longer depends on himself, but on the system of socio-social processes. Therefore, improving the quality of life of the population is the task of the whole society. The article touches on a currently relevant phenomenon – the organization and actions of mentoring activities on the basis of the correctional educational institution OGBOU "Boarding school for students with hearing impairments". The publication contains a description of the correctional-pedagogical, socio-personal model of mentoring, which is difficult to overestimate, which provides support to young teachers during the period of mastering the profession, as well as provides assistance to parents, legal representatives during the accompaniment of pupils with disabilities in the work of the auditory analyzer. The article considers the practical orientation of mentoring technologies, expanded methods and methods as an extension of the educational space, taking into account the individual characteristics of children with hearing impairments, support for young teachers, education of the parent community, interaction with professional organizations, network pedagogical communities. The author of the article describes the experience of organizing mentoring activities in a correctional institution and beyond. The material indicates the construction of direct values of cooperation, the replication of mentoring practices, the universality of forms, techniques and tools of curation. The publication describes both the main activity of the tutor and the position of personal mentoring practice at school, which has certain role situations. The presented article highlights the pedagogical experience of mentoring in the process of accompanying students with special educational needs – hearing impairment. The article describes the directions of development and diversity of forms of mentoring activities with students, young teachers, parents, and the public. Depending on the conditions for the implementation of mentoring activities in an educational institution, each form of mentoring has its own purpose and specific tasks. Thanks to the mechanism of mentoring – the transfer of professional pedagogical experience, knowledge of correctional pedagogy, skills on how to do this or that action more effectively - young teachers, parents will avoid mistakes in raising children.

Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education

The child-centered beliefs held by educators in early childhood education (ECE) are important in high-quality interactions between children and adults and are central to the recent policy emphasis on childcare quality. Using a national ECE workforce sample of home- and center-based centers from the 2019 National Survey of Early Care and Education (N=7,505), this study examined the relationships between professional development experiences and ECE educators' child-centered beliefs measured by a revised Parental Modernity Scale. We focused on the three PD models of mentoring and coaching, workshops, and college courses, and found that attending college courses was related to greater child-centered beliefs in home-based educators. Mentoring and coaching were found to effectively promote center-based educators’ beliefs. In terms of the contexts that support PD participation in home- and center-based childcare programs, our findings suggest that providing more opportunities to participate in coaching and college courses can offer effective support and thus improve ECE quality. The policy and practical implications of the findings are discussed.

A Conceptual Framework for Mentorship Support to Early-Career Black Women Academics in South Africa A Conceptual Framework for Mentorship Support to Early-Career Black Women Academics in South Africa

Globally, career development is a challenge for women academics at higher education institutions. In South African higher education institutions, Black women academics still lag in terms of career progression and their representation in leadership positions compared to their male counterparts. While structural and systemic challenges contribute to this, a lack of formal mentorship support for Black women academics is among the underlying reasons. Against this background, using various mentorship models applied in higher education institutions as the theoretical lens, this book chapter explores a conceptual framework for mentorship support to early-career Black women academics, which will often happen in a cross-cultural context due to historical imbalances. Through a qualitative research approach, a narrative literature review is provided based on content analysis of literature, both peer-reviewed and non-reviewed. Through a conceptual framework, this chapter provides insight regarding the type of mentorship support that is required to advance the career development trajectory of early-career Black women academics in South Africa, considering the paucity of women’s mentorship programs at most of our higher education institutions. Recommendations propose how mentorships can be integrated into the formal career development trajectory of these academics.

МЕНТОРСТВО ЯК ІНСТРУМЕНТ РОЗВИТКУ ПРОФЕСІЙНИХ МОЖЛИВОСТЕЙ ПРАЦІВНИКІВ ПІДПРИЄМСТВА

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

Exploring Mentoring Strategies in Developing Christian Leadership Within the Pentecostal Assemblies of God (PAG) Church in Turkana Region, Kenya

This study examines the mentoring strategies used to develop Christian leadership within the Pentecostal Assemblies of God (PAG) Church in Turkana Region, Kenya. Mentoring, rooted in biblical principles such as discipleship, plays a vital role in shaping church leaders, particularly in regions like Turkana, which face socio-cultural and geographical challenges. The study identifies key mentoring models, including spiritual guidance, role modeling, and group mentoring, and assesses their effectiveness in leadership development. Challenges such as geographical isolation, limited educational resources, and cultural factors were also explored to understand their impact on mentoring practices. A descriptive survey design was utilized, targeting 143 church leaders within various PAG districts. Using stratified random sampling, a sample of 59 leaders participated in the study. Data collection was conducted through structured questionnaires and interviews, and the data were analyzed both quantitatively, using descriptive statistics, and qualitatively, through thematic analysis. The findings revealed that spiritual guidance and role modeling are highly valued as mentoring strategies. However, peer mentoring and social support were moderately recognized, suggesting underutilization in some leadership contexts. Notably, gaps in formal mentoring structures were identified, along with a limited understanding of more advanced mentoring techniques such as coaching and sponsorship. The study recommended the implementation of more structured and comprehensive mentoring frameworks, along with enhanced mentor training programs to address these gaps. By addressing these challenges, the PAG Church can improve its leadership development strategies, ultimately fostering a more inclusive and effective mentoring environment.

Priority Factors to Support the Adaptive Mentorship Model in Higher Education

In higher education, student mentors’ support significantly improves students’ confidence, satisfaction, and productivity and facilitates their personal and academic growth. This research aimed to determine the accompaniment factors that students at Tecnologico de Monterrey (Mexico) perceived as most significant to propose a mentoring model that adapts to each student by considering their progress in the academic program. To achieve this, we collected data from 1,686 students employing a Likert-scale assessment instrument whose reliability was proved by Cronbach’s alpha coefficient. The results indicated three factors that students identified as priorities of the student mentor’s work: their support in enriching their professional career (curriculum studied), their ability to solve problems related to student life, and their ability to listen and be emotionally available. The main development avenues of the student mentor were identified as knowing and connecting the university’s student life activities according to the individual’s interests, knowing the areas of development of the academic program, and having counseling skills.

Mentors Supporting Nurses Transitioning to Primary Healthcare Roles: A Practice Improvement Initiative.

Effective primary healthcare services have been identified by the World Health Organization as the most equitable approach to enhancing universal healthcare. Robust models of mentoring for registered nurses (RNs) transitioning to primary healthcare roles have yet to be described in the Australian context. A robust mentoring model can support RNs to fulfill their potential, bridging the gap between theory and practice. In 2015, the peak body for nurses in primary health care (PHC) began developing a transition to practice program, including embedded mentoring to support newly graduated and more experienced registered and enrolled nurses. This quality improvement study reports the experiences and perspectives of nurses participating as mentors in two separate offerings of the program delivered between 2019 and 2021. A two-phase concurrent mixed methods evaluation utilized data from pre- and post online surveys and post program meetings. Quantitative items underwent descriptive analyses. Thematic analysis of free-text responses and comments was conducted independently by two researchers. Mentors voluntarily provided self-report data and were informed that data is routinely collected to support continuous quality improvement processes for all programs. An Information Sheet informed mentors of data usage, confidentiality, and options to withdraw without penalty from the program at any time. Seventy-nine mentors were recruited to support two groups of nurses (N = 111). Mentor self-rated overall satisfaction with program participation was 86.67% (very or extremely satisfied). Mentors described being "witness to mentee growth," "having facilitated access to learning" and receiving "unexpected benefits" including personal and professional growth and enhanced enthusiasm for their role in PHC. The embedded mentoring reported in this article combined a focus on skills acquisition and professional identity with the provision of a range of resources and support activities. Sustainable mentoring programs will be an important mechanism for supporting the expanding roles required of nurses working in primary health.