Mentoring Learning Research Articles

Pengaruh metode pembelajaran mentorship terhadap keterampilan pemeriksaan Leopold pada mahasiswa DIII kebidanan

Objective: Penelitian ini bertujuan menganalisis pengaruh metode pembelajaran mentorship terhadap keterampilan pemeriksaan Leopold pada mahasiswi kebidanan di Kabupaten Sidenreng Rappang, Kota Madya Pare, Kabupaten Pinrang, Sulawesi Selatan.
 Method: Penelitian ini dilakukan pada bulan Agustus-September 2019
 Pengambilan sampel dilakukan dengan teknik purposive sampling pada mahasiswa Tingkat I yang aktif di Sekolah Tinggi Ilmu Kesehatan Program Studi D III Kebidanan yang ada di Wilayah Ajateppareng mulai Agustus sampai September 2019, yang dibagi menjadi dua kelompok yaitu kelompok intervensi sebanyak 40 subjek dan kelompok kontrol sebanyak 40 subjek, dan yang berhasil dianalisis sebanyak 80 mahasiswa.
 Results: Hasil analisis didapatkan bahwa rerata nilai keterampilan Leopold pre-test pada kelompok intervensi 56,32 ± 8,695 dan kelompok kontrol 50,68 ± 9,643 dengan nilai p = 0,003, sedangkan nilai rerata keterampilan Leopold mahasiswi post test pada kelompok mentorship 84,70±4,598 dan audiovisual 76,82±6,736 dengan nilai p = 0,000.
 Conclusion: Terdapat perbedaan rerata nilai pretest dan posttest antara kedua kelompok metodek pembelajaran, dimana metode pembelajaran mentorship secar umum lebih tinggi dalam peningkatan keterampilan pemeriksaan Leopold pada mahasiswa DIII Kebidanan.
 
 KEYWORDS: Mentorship; Keterampilan Pemeriksaan Leopold

A comparison of faculty led, mentorship program and peer mentoring on nursing students wound dressing clinical skills

BackgroundThe promotion of clinical nursing education requires using modern educational methods to develop students' knowledge and skills. There are however many different models by which education can be delivered with a wealth of literature supporting varying approaches. This is of particular relevance to clinical education where to date no singular approach has been identified as being the most appropriate. ObjectivesThis study aimed to compare and investigate the effect of a peer education method, a mentor-led education method versus a traditional faculty-led method for instruction regarding surgical wound care skills among nursing students. DesignThis study used an experimental three-group pre- and post-test design. SettingsThe research was conducted within two surgical wards of a university-affiliated hospital in the west of Iran. ParticipantsA total of 102 nursing students (first and second year) were assigned to three groups; peer-led learning group (n = 34), mentorship-led group (n = 34) or a faculty-led control group (n = 34). MethodsTo ascertain performance in surgical dressing skill, data was collected in each group before and after the respective educational intervention. Data was collected using a surgical dressing skills checklist made by the research team which was piloted prior to the study. All statistical analysis was performed using SPSS v.22.0 (SPSS Inc., Chicago, IL). ResultsBased on findings, after the intervention, the mean (SD) scores of surgical dressing and wound care skills were 28.24 (4.63), 31.76 (4.89), and 29.12 (5.33) for the peer-led, mentor-led and faculty-led groups, respectively. There was no significant difference between mentor group and faculty group or between peer group and faculty group (P > 0.05). However, the findings did demonstrate statistical difference in performance in surgical dressings and wound care techniques in the mentorship group method compared to the peer method (P = 0.006). ConclusionsAlthough participants in the mentor group performed best of all groups, our findings demonstrate that those in the peer method group performed as well as those in the faculty-led group in surgical dressing performance. Therefore, it is recommended that peer and mentor learning methods are given consideration by curriculum planners in for use in the development of student nurse clinical skill and competence in surgical wound care.

EXPERIENCE OF BILINGUAL TEACHING BY STUDENT MENTORS

The student mentor learning system can be used in a variety of situations, from teaching fundamental disciplines and critical thinking to helping students solve different situations. Participating student mentors gain academic and professional benefits from this interaction.

Empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students.

To develop and test an empirical model of clinical learning environment and mentoring of culturally and linguistically diverse nursing students. Clinical learning is an essential part of nursing education; nursing students are required to master clinical competences and build a professional identity during their education. The global mobility of nurses requires high proficiency in cultural adaptability as well as the successful integration of cultural diversity into the healthcare system on a national level. The research design was a quantitative cross-sectional study. STROBE statement was used to enhance the quality and transparency of research. Data were collected from eight universities during the 2015-2016. The analysis included data from 187 participants, collected using the CLES+T scale and CALDs. Instrument validity was tested with confirmatory factor analysis, while the hypotheses were tested with a structural equation model. Pedagogical atmosphere was shown to be positively related to cultural diversity (0.66), orientation into the clinical placement (0.54) and the role of the student (0.25), and all of these relationships were statistically significant. These dimensions-with the exception of the role of the student-also showed a significantly positive influence on the mentoring relationship (respectively, 0.32, 0.71, 0.18). Fit indexes demonstrate an adequate model's fit. The model needs to be further piloted and tested in organisational structures of clinical practice of culturally and linguistically diverse nursing students. The dimensions that explain mentoring in clinical learning needed to be further addressed in a theoretically consistent and empirically driven approach, according to these findings. In our study, we found that environmental and relational aspects are the most important for building an effective clinical learning environment. Universities and healthcare organisations can jointly leverage the model to foster clinical learning environments in clinical practice.

Pengembangan Rumah Baca di Pedesaan Dengan Fleming Model (VAK)

The reading garden as a place for learning activities is still quiet of enthusiasts and visitors. In fact, the reading park should be able to become a supporter to increase new literary characters. Taman Baca must support the out-of-school program curriculum. The village reading park must act as a learning tool for the community. The reading garden must be able to be a source of information that provides resources from books and other reading materials. Village reading parks should have reference materials for learning and academic activities. The reading garden must also be a source of entertainment (recreation) that provides recreational reading material to take advantage of leisure time. The activities carried out in the form of socialization and mentoring of learning in Taman Baca Masyarakat (TBM). This program aims to foster reading interest and a love of reading in rural children, thus enriching the learning experience for citizens and adding insight into science and technology. The socialization activities in TBM are about five Basic Principles of Literacy Development and Implementation. While the assistance activities are in the form of applying learning styles with the Fleming Model.

Students’ Perception on the Teacher’s Orientation, Mentoring and Ongoing Support in Project-Based Learning: A Case Study in Vietnam

Project-Based Learning (PBL) has for long been an effective approach in education. It is widely incorporated in various educational contexts. While great emphasis has been put on its positive influences on students’ learning, teachers and students’ perspectives of the approach, and challenges in the process of implementing the approach in various contexts, interest in how students think of the teacher’s contribution remains fairly limited. The current study, therefore, is an effort to fill the gap by placing its focus on students’ perception on the teacher’s orientation, mentoring and ongoing support in Project-Based Learning in a Vietnamese context. Participants in the study are 174 freshmen coming from 4 seperated classes in the same course named Presentation skills in two different school years in Faculty of English Linguistics and Literature, University of Social Sciences and Humanities- Vietnam National University, HCMC, Vietnam. Data is systematically collected from a web-based questionnaire and students’ end-of-course reports in 2018 and early 2019. The results of the study reveal that the majority of the students highly appreciate and benefit from the teacher’s orientation, mentoring and ongoing support in PBL. Suggestions from the participants in the study are also noted as good references for the teacher’s upcoming teaching stratergies. The study contributes to the current understanding of PBL in education and provides solid support for further exploitation of other aspects of the approach in Asian contexts.

“Learning the Hard Way”: Understanding the Workplace Learning of Sports Coach Mentors

The purpose of this study was to understand the workplace learning of sports coach mentors. Semi-structured interviews were conducted with 18 coach mentors employed by a sport governing body (SGB) as part of a formalised mentoring programme. ‘Current’ coach mentors (n = 9) had been employed for a minimum of one year by the organisation and were all interviewed once. ‘New’ coach mentors (n = 9) were all interviewed twice, once at the start of their employment and once again 9 months later. Moreover, regional mentors (n = 8) who oversee the training and practice of the coach mentors participated in one focus group. Data were analysed thematically, with the sociology of Pierre Bourdieu and relevant workplace learning literature used to support the analytical process. The findings highlight how habitus structures coach mentors’ participation in learning opportunities afforded to them in the workplace. In addition, habitus and embodied capital will impact how coach mentors interact with and interpret mentor training, whilst influencing their level of engagement with other employees. It is argued SGB social fields are crucial in the production of promoted norms and ‘legitimate’ knowledge within workplaces, which subsequently influences mentor learning. Recommendations are made for critically transformative approaches to training coach mentors.

Strengthening long-term job performance: The moderating roles of sense of responsibility and leader’s support

Drawing upon human capital theory and attachment theory, this study develops a research model that examines how on-the-job training (OJT) effectiveness and work engagement play key mediating roles in the development of job performance. In the proposed model, job performance is indirectly influenced by cultural learning, professional learning, and mentorship learning via the full mediation of OJT effectiveness. At the same time, job performance is also influenced by social interaction, leader support, and self-efficacy via the full mediation of work engagement. Employees’ sense of responsibility and leader support both play moderating roles in the research model. The hypotheses were empirically tested using both primary data from a survey on new employees of a leading financial holding company in Taiwan’s banking industry and secondary data from the company’s database of human resource management (HRM) regarding the training and education of the new employees. JEL Classification: D23, M53, O15

Brief alcohol intervention for risky drinking in young people aged 14–15 years in secondary schools: the SIPS JR-HIGH RCT

BackgroundAdverse effects from young people’s alcohol consumption manifest in a range of physical and psychosocial factors, including neurological issues, cognitive impairment and risk-taking behaviours. The SIPS JR-HIGH pilot trial showed alcohol screening and brief intervention (ASBI) to be acceptable to young people and schools in the north-east of England.ObjectivesTo conduct a two-arm, individually randomised controlled trial to evaluate the effectiveness and cost-effectiveness of ASBI for risky drinking in young people aged 14–15 years in the school setting, to monitor the fidelity of ASBI and to explore the barriers to, and facilitators of, implementation with staff, young people and parents.DesignA baseline survey with a 12-month follow-up. Interviews with 30 school staff, 21 learning mentors and nine teachers, and 33 young people and two parents.SettingThirty state schools in four areas of England: north-east, north-west, Kent and London.ParticipantsYear 10 school pupils who consented to the study (aged 14–15 years, recruited between November 2015 and June 2016), school-based staff and parents of the young people who took part in the study.InterventionsYoung people who screened positively on a single alcohol screening question and consented were randomised to the intervention or control arm (blinded). The intervention was a 30-minute one-to-one structured brief intervention with a trained learning mentor and an alcohol leaflet. The control group received a healthy lifestyle leaflet (no alcohol information).Main outcome measuresThe primary outcome measure was total alcohol consumed in the last 28 days. Secondary outcomes related to risky drinking, general psychological health, sexual risk-taking, energy drink consumption, age of first smoking, quality of life, quality-adjusted life-years, service utilisation and demographic information.ResultsA total of 4523 young people completed the baseline survey, with 1064 screening positively (24%) and 443 being eligible to take part in the trial. Of those 443, 233 (53%) were randomised to the control arm and 210 were randomised to the intervention arm. Of the 443, 374 (84%) were successfully followed up at 12 months (intervention,n = 178; control,n = 196). The results were that the intervention showed no evidence of benefit for any alcohol-related measure when compared with the control arm. At 12 months we found a reduction from 61.9% to 43.3% using the Alcohol Use Disorders Identification Test cut-off point of 8 and cut-off point of 4 (69.0% to 60.7%). These results were not significant. A cost-effectiveness analysis showed that the average net cost saving of the brief intervention was £2865 (95% confidence interval –£11,272 to £2707) per year compared with usual practice, with the intervention showing a 76% probability of being cost saving compared with usual practice. The interview findings showed that school was an acceptable setting to carry out ASBI among staff and young people.LimitationsRecruitment of parents to take part in interviews was poor. Only 18 ASBI sessions were recorded, making it difficult to assess internal validity.ConclusionsAlthough the intervention was ineffective in reducing risky drinking in young people aged 14–15 years, it was well received by the young people and school staff who participated.Future workUniform reporting of the outcomes used for ASBI would generate more robust conclusions on the effectiveness of ASBI in the future. Pilot feasibility studies should include more than one geographical area. Future work on involving parents is needed.Trial registrationCurrent Controlled Trials ISRCTN45691494.FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol. 7, No. 9. See the NIHR Journals Library website for further project information.

The effects of mathematical beliefs and academic achievement via differentiated classes utilizing peer learning mentoring program

The effects of mathematical beliefs and academic achievement via differentiated classes utilizing peer learning mentoring program

Working together within a system: educative mentoring and novice teacher learning

ABSTRACTUsing a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship.

KENDALA GURU DALAM MENERAPKAN MODEL-MODEL PEMBELAJARAN BERDASARKAN KURIKULUM 2013 PADA SD NEGERI 62 BANDA ACEH.

This study aims to determine the constraints faced by teachers at implementing learning models based on the 2013 curriculum at SD Negeri 62 Banda Aceh. The approach used at this study is qualitative. The subject of SD 62 Banda Aceh teacher research was 20 people. Data collection is done by observation techniques through mentoring learning and interviews. Furthermore, all data is processed with the stages of qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. Based on the results of data analysis, the constraints faced by teachers at implementing the 2013 curriculum learning model is in preparing the lesson plan (RPP) the teacher writes the learning model, but the teacher does not write down the syntax in the model, this is because the teacher does not understand the learning steps accordingly the syntax that exists in the learning model. so that teachers are less able to stimulate students to find out for themselves the problems that exist in the learning material, in fact the role of teachers is more dominant than students. Students are not given the opportunity to find their own concepts that are being discussed, as well as in the classroom management teachers are less able to direct students who are less able to be actively involved, and teachers do not get around the available time. The conclusions of this study are that the teacher has not applied the suggested learning in the 2013 curriculum because the teacher does not understand the existing syntax so they less motivated to implement it.

A qualitative exploration of school-based staff's experiences of delivering an alcohol screening and brief intervention in the high school setting: findings from the SIPS JR-HIGH trial.

BackgroundWhilst underage drinking in the UK has been declining in recent years, prevalence is still higher than in most other Western European countries. Therefore, it is important to deliver effective interventions to reduce risk of harm.MethodsSemi-structured interviews with staff delivering an alcohol screening and brief intervention in the high-school setting. The analysis was informed by normalization process theory (NPT), interviews were open coded and then a framework applied based on the four components of NPT.ResultsFive major themes emerged from the analysis. The majority of participants felt that the intervention could be useful, and that learning mentors were ideally suited to deliver it. However, there was a feeling that the intervention should have been targeted at young people who drink the most.ConclusionsThe intervention was generally well received in schools and seen as an effective tool for engaging young people in a discussion around alcohol. However, in the future schools need to consider the level of staffing in place to deliver the intervention. Furthermore, the intervention could focus more on the long-term risks of initiating alcohol consumption at a young age.

Revisiting a Classic: A Qualitative Analysis of Differential Opportunity Theory and Its Utility in Explaining Residential Burglary

Cloward and Ohlin’s (1960) differential opportunity theory made several significant contributions to criminology, including the emphasis on illegitimate means and the idea that social structure influences criminal opportunity. The problem, however, is that the field largely misinterpreted Cloward and Ohlin’s intent as a simple variation of strain theory instead of a critical refinement of the existing perspective. Generally, the theory has not received much scholarly attention in terms of testing of its key propositions. Using semi-structured personal interviews with 105 active residential burglars in St. Louis, Missouri during 1989-1990, the current study uses qualitative measures to analyze differential opportunity theory as it applies to residential burglary. Results show support for the theory, including access to criminal learning environments and mentoring, the importance of criminal connections, neighborhood influence on offenders’ risk perceptions, and the overall salience of neighborhood context on what are termed “front-end” and “back-end” opportunity structures. Emerging themes, practical implications, and directions for future research are discussed.

IPTEKS BAGI WILAYAH (IBW) DI KECAMATAN KLOJEN KOTA MALANG

Development in the city of Malang is directed to bring the people of Malang City to the welfare that is distributed evenly. This condition is characterized by increasing economic growth, declining unemployment and decreasing the poor in Malang. In addition, it will also lead people to increasingly cultured conditions, with religious-tolerant values marked by an increasing understanding of traditional values, religious values, mutual respect for differences, and the absence of conflict and violence on behalf of SARA in the city of Malang. The objectives of IbW Program are: (1) To identify potential, actual condition / situation, human resources and realistic resources in Klojen Sub-district, Malang City; (2) To formulate the potential of human resources and natural resources so that it can be used as a pre-eminent commodity of the region; (3) Conducting training activities in the framework of technology transfer generated by Higher Education to the community, so that the community has the knowledge and skills in managing the potential around them. Activities were carried out using survey methods, and observations. Meanwhile, to arrange the action program is done through worshop activity with the hope of action program as needed by society. To that end, in this IbW activity the community is involved from program planning, program implementation, utilization of results and evaluation of program implementation. In this way, the action program is a program that fits the needs of the community. In addition, the implementation of community empowerment activities is carried out using field assistance method. The results of IbW program activities that have been implemented are: (1) Health Sector; Drug hazard counseling; (2) Education Sector; Improved quality of educators with Class Action Research (PTK) training; Mentoring learning for underprivileged students; (3) Economic Program; Entrepreneurship Training "Aneka Handicraft of Maize Maize", (4) Environmental Empowerment Program; Making TOGA, Greening

Quality Assurance through Experiential Learning in A Distance Education Context: the Views of Major Stakeholders

The quality of experiential learning in distance education is a dominant concern of all major stakeholders and the public at large. Institutions of higher learning which train school teachers at a distance are often blamed for the poor quality of teachers and teaching. The perception among some sections of the society is that teachers trained at a distance are of poor quality compared to those trained via the conventional face-to-face mode. While this perception can be disputed it gives distance education institutions food for thought. Debunking the wrong perception is to ensure quality in the training of teachers at a distance. Students of the University of South Africa (UNISA) are scattered all over the country and beyond and this makes effective and quality organization, managing, supervision, mentoring and evaluation of experiential learning quite daunting. Effective experiential learning cannot be organized and managed effectively without the involvement of key stakeholders. This paper used the qualitative research approach to explore the views of major stakeholders from two Provinces in South Africa on quality assurance of experiential learning for teacher trainees in distance education. The findings indicate that all the major stakeholders involved in providing experiential learning in the UNISA teacher training program support the idea of collaboration as the basis of quality teacher training.

The Place of CLIL in (Bilingual) Education

This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of learning outcomes. CLIL holds a pivotal position for reframing its potential as a pedagogic, rather than a linguistic, phenomenon within the (plurilingual) education agenda. Focussing on 3 fundamental strands—i.e., language, literacies and learning—an emerging pluriliteracies approach to teaching for deeper learning is presented. This approach not only maps out how content and language are interrelated, but also recognizes conditions supporting learner self-efficacy and teacher mentoring of student learning that prioritize pedagogic principles to guide classroom practice. The potential for CLIL as a contributor to sustaining deeper learning, suggests it may have a significant role in moving pedagogic thinking forward—beyond bilingual classrooms.

DIGITAL CITIZENSHIP

Digital media and digital infrastructures keep playing an important role in promoting social interaction and responsible citizenship. The Internet has been a vital space for interaction, mentoring, and informal learning. Digital citizenship refers to the ability to participate in online society. It promotes equality and equal participation in all areas of life regardless of race, gender, and ethnicity. This paper provides a brief introduction to the concept of digital citizenship, its opportunities and challenges.

Enhancing Learning for Participants in Workplace Mentoring Programmes

This study examined learning for matched pairs of mentors and proteges who participated in a formal workplace mentoring program in the United States. The use of matched pairs enabled the analysis of how affective trust, perceived organizational support, and mentoring received were related to the learning by both the proteges and the mentors. Protege learning was positively related to protege affective trust and the amount of mentoring received by the protege. Mentor learning was positively related to mentor affective trust and protege perceived organizational support. Recommendations are offered to enhance the learning for participants in workplace mentoring programs.

Learning teacher-research-mentoring: stories from Turkey

The continuing developmental process of learning mentoring, specifically regarding supporting teacher research, has received relatively little attention in fields such as English language teaching, and this qualitative case study addresses the gap. It explores how three teacher-research-mentors, who were experienced classroom practitioners but novices in research-mentoring, grew into their new role while supporting teacher research projects in different English language higher education contexts in Turkey over a one-year period. Vignettes reveal that they became conscious of needing to provide psychological support to sustain teacher-researchers’ motivation from starting their research projects to completing them successfully, presenting findings and writing them up, and that they also developed in other roles, but as subject-specialists sharing knowledge about research to a lesser extent. Outcomes, in terms of the quality of research produced by the teacher-researchers in their contexts, appeared influenced by the different characteristics of their institutions and the degree of external support in the form of mentor-mentoring the teacher-research-mentors could access. Given the increasing interest around the world in teacher research as an empowering form of professional development, there is a growing need for teacher-research-mentors, and these findings, through shedding light on research-mentors’ developmental needs, might be of interest to teacher educators.