Mentoring Support Research Articles

Early Childhood Special Education STARS: A Five-Point Model for Addressing the Teacher Shortage

There is currently a crisis-level shortage of qualified early childhood educators, including early childhood special educators. Teacher preparation programs must address the shortage through effective teacher recruiting, training, and retention strategies. We recommend a five-point STARS model that includes: (a) Supplemental funding during field placements, (b) Teacher preparation that leads to early childhood education and early childhood special education dual licensure, (c) Advocacy at the local, state, and national levels, (d) Relationships between teacher training programs and local public and private early learning centers, and (e) Supportive and ongoing mentoring for in-service early childhood special educators. This manuscript provides an overview of this STARS model with specific recommendations for teacher educators.

Lung Point of Care Ultrasound (POCUS) in Cardiorespiratory Physiotherapy and Respiratory Therapy Practices: Current Status and Future Directions

Lung Point of Care Ultrasound (POCUS) strongly influences physiotherapy and respiratory therapy clinical decision-making in the intensive care unit (ICU). The uptake of Lung POCUS training by physiotherapists and respiratory therapists is low in some countries, often due to many barriers to its implementation. The safe and appropriate integration of Lung POCUS into physiotherapy and respiratory therapy clinical practice may be achieved by various means. This article describes the pathway for physiotherapists to become Lung POCUS-accredited in Australia, focusing on a novel fast-track approach that may apply internationally and in other professions, such as respiratory therapy. While a fast-track approach is resource intensive, such resource allocation may be justified to support the growth of Lung POCUS in physiotherapy and respiratory therapy practice where mentor support may be inconsistent, lacking, or absent.

The Empty Office: protocol for sequential mixed-method study on the impact of telework activities on social relations and well-being

IntroductionTeleworking is one of the most significant legacies of the pandemic. Great attention is now being paid to its effects on workers’ health. One of the arguments that emerged on...

Training the Next Generation of Pediatric Clinical Pharmacologists: Insights and Trainee Perspectives Over 10 Years.

The limited number of researchers with expertise necessary toaddress treatment gaps for children presents an ongoing challenge. The NationalInstitutes of Health established a national Pediatric Clinical Pharmacology T32Training Program in 2012 to train a multidisciplinary, collaborative pediatricclinical pharmacology workforce. We surveyed all current T32 trainees andgraduates since inception to identify strengths and opportunities to enhanceworkforce development. A total of 85 out of 155 (55%) responded, with themajority of respondents being female gender (61%), white race (75%), andworking in academia (75%). Nearly all (97%) reported using clinicalpharmacology in their current position, with 88% planning to remain in clinicalpharmacology in the long term, reinforcing current training efforts. Lifestylefactors and student debt appeared to influence career decisions. Mentors werecritical for introduction and future success in the field. Time and fundinglimitations were perceived as barriers to successful training. There was also apressing need to improve diversity. For workforce development, we suggestsupporting: (1) trainees' lifestyle, by offsetting financial pressures ofresearch training and expanding the geographic footprint of pediatric clinicalpharmacology training; (2) mentorship, by identifying mentors in the field andproviding dedicated support for mentorship; (3) efficiency, by evaluatingcurrent training activities and focusing on activities that maximizeopportunities for future funding; and (4) diversity, by examining barriers todiversity in the workforce in general and expanding early enrichmentopportunities.

Exploring the long-term impact of a nurse-midwife mentorship intervention in Neno district, Malawi: a secondary data analysis of maternal and neonatal complications

Abstract Background There is critical need to strengthen the global nursing and midwifery workforce. This is especially true in Malawi where they are the primary providers of obstetric and neonatal care. In Neno district, Malawi, in 2017, we implemented an intensive training and longitudinal bedside mentorship intervention for nurses and midwives. From inception, there was a pre-planned project target completion after 5 years, including a staged handover to local ownership after 3 years. The objective of this study was to assess differences in reported maternal and neonatal complications following project completion and handover to local leadership. Methods The project was a partnership between an academic institution and local nongovernmental organization. In October 2020, the intervention was handed over and maintained by the local organization with limited support from the academic institution. Data from January 2019 to May 2023 were extracted from the Malawi District Health Information Software 2. Bivariate analyses explored differences in the pre- and post-handover periods for all government-collected, birth-related variables. The “pre-handover” period encompassed January 2019 to September 2020 and “post-handover” from October 2020 to May 2023. Multivariate linear regression explored outcomes while controlling for health facility. Results Data were collected from 10 health facilities in the district and included a total of 23,259 births. Overall, there were few significant changes between periods. Exceptions were in reporting of antepartum hemorrhage (p < 0.01), maternal sepsis (p = 0.01), and manual removal of the placenta (p < 0.01), where we observed decreases in reporting. There was a significant decrease in the reporting of neonatal sepsis (p = 0.01) in the bivariate analysis, which remained only borderline significant in the multivariate model (p = 0.05). Where differences occurred, they were associated with improvements in reported identification of complications and provision of associated emergency care. Conclusions Few differences in reported maternal and neonatal complications between the periods suggest positive impact of the intervention was sustained following project handover and transition of activities to local leadership. These findings strengthen support for longitudinal mentorship as a pivotal component for skill retention after training. Transparent partnerships which include pre-determined end points and time for handover of activities to local ownership are crucial components for sustainability.

Measures to support students’ research activities and scientific mentoring in Russian universities

The present paper is devoted to the search for successful experience and analysis of the problems of supporting students’ research work (R&D) and scientific mentoring in Russian universities. The relevance of the topic is due to the need to evaluate approaches to stimulating not only research and development, but also the activities of scientific mentors in terms of the sustainability and effectiveness of the impact of existing support measures on student involvement in science andteachers’ motivation to mentoring activities. Since the interaction of students and scientific mentors, implemented in the unique organizational conditions of each particular university, and a typical all-Russian context, forms an ecosystem, the article focuses on considering measures to support research and scientific mentoring in interrelation. The purpose of the article is to consider measures to support research and scientific mentoring in Russian universities. The results of an empirical study conducted in 2024 using the methods of traditional analysis of documents (normative legal acts on measures to support research and development at the federal, regional and local levels) and a semi-structured interview with scientific mentors from among academic staff of universities (n = 30) are presented. Main results: generalization of measures to support research and development at three levels (federal, regional and local) of higher education management. It is shown that, at the federal level, they are worded extremely broadly, allowing the regions and universities to specify and refine them.The uneven distribution of support measures by region and their emphasis on financial incentives are revealed. It is concluded that each university has a limited number of documents regulating the support of research and mentoring. The contradictions in the attitude of the academic staff to the measures of support for research and scientific mentoring were disclosed. The prospects for the development of a research programme to support research and scientific mentoring in universities are considered.

Enriching the professional identity of early childhood development teachers through mentorship

The purpose of this paper is to highlight three professional identity tensions that are experienced by beginning teachers: the change in role from student to teacher; conflicts between expectations and realities of mentor support given to students (mentees), and contradictory notions of learning to teach. Research shows that Early Childhood Development (ECD) is losing many highly qualified teachers due to the perceived lack of proper mentorship in developing professional identity. This article outlines a study to explore the mentoring needs of ECD teachers in developing a positive professional identity. Participatory Reflection and Action (PRA) as a data collection method, which relied heavily on interpretivism as epistemology was conducted. The research sample consisted of all fourth year (final-year) undergraduate BEd students (n=713), who had to attend the compulsory teaching-practice component of the teacher training programme for the first time during the second and third quarters of the academic year. The BEd (Foundation Phase) students’ completed matrices (maps) were transcribed, coded and categorised through thematic analysis. As a result, two dimensions of the participants’ identity construction emerged: (1) Positive Role Modelling and (2) Missed Opportunities. It is suggested that mentor training, as well as scheduled talk-time and reflection opportunities between the mentors and mentees could transform the Work Integrated Learning (WIL) landscape and enrich the professional identity of Early Childhood Education teachers.

Agricultural peer mentors for mental health support

ABSTRACT Stress and mental health challenges are common in the agricultural community, both in the United States and worldwide, especially in rural communities. We recruited farmers, ranchers, and allied agriculturalists across Hawaiʻi to serve as peer mental health mentors (ag mentors). Participation required 14 hours of training including Mental Health First Aid, Question Persuade Refer, internal online resources and webinars with local mental/behavioural health professionals. Thirty-four participants completed all trainings with statistically significant gains (p < .05) in knowledge of what is considered “good” mental health, and increases in confidence in detecting signs and symptoms of mental health challenges in oneself and others. Results also showed greater de-stigmatising attitudes about mental health, and more confidence with respect to providing options for assistance. Qualitative comments also highlighted enthusiastic endorsement of the program. The findings suggest an effective a community-based relational approach to addressing farmer mental health that is consistent with the Hawaiian value of ʻohana (family) and relational ontology.

Transitions in development - an interview with Dorit Hockman.

Dorit Hockman is a Senior Lecturer in the Division of Cell Biology, Faculty of Health Sciences at the University of Cape Town, South Africa. Her group studies the dynamics of gene regulation in the developing nervous system. We chatted with Dorit over a video call to find out more about her career path, her return to South Africa to establish her independent research group, and the importance of having supportive colleagues and mentors.

Address of Thanks By Kharam Molbog, MD (Batch 2024 Valedictorian)

The valedictory speech given by Kharam Molbog for the Class of 2024 at the University of Santo Tomas - Faculty of Medicine and Surgery, centers on resilience, humility, and gratitude. Molbog shares his journey from humble beginnings, to ultimately becoming valedictorian despite numerous challenges, including a medical condition and personal setbacks. His story underscores a message of persistence, the importance of community, and self-belief, capturing his transformation through hard work and the support of family, friends, and mentors.

Mentoring Experiences of New Online Teachers: Voices of Graduate and Early Career Instructors

This research study explores the mentoring experiences of graduate student and early career instructors who teach online courses at a mid-size public university in the United States. As members of a centralized online learning unit that works with instructors teaching online courses across a range of disciplines, we sought to better understand the mentoring experiences of instructors who are new to online teaching. Using a narrative methodology, we analyzed interview transcripts and found that graduate student and early career instructors have variable access to mentoring, experience different sources of mentoring, and engage with multiple types of mentoring. We found that graduate student instructors have more access to different sources and types of mentoring than early career instructors, but that both groups desired additional mentoring opportunities. Participants recognized the value of mentoring experiences as part of their overall professional development. We conclude with suggested actions for units looking to support mentoring for online instructors.

Enabling and constraining ‘vulnerability ready’ teachers in mentee–mentor relations

ABSTRACT Becoming a teacher is complex and relies on productive relations forged in practicum contexts that support expressions of uncertainty. Supportive mentor–mentee practices are integral to enabling relationships that can nurture expressions of vulnerability in workplace learning. However, workplace conditions are affected by the sociocultural arrangements that shape how relationships are enabled and constrained, affecting how preservice teachers (PST) perceive and respond to expressions of vulnerability. The added requirement of a teacher performance assessment to endorse PSTs to the profession adds another layer of complexity to expressions of uncertainty. When performative demands are framed within social conditions, educators can feel powerless to act agentically in response to these demands and be less likely to express their vulnerabilities. Drawing on the theory of practice architectures and adopting a comparative case study methodology, two cases of learning teaching in open-plan learning classrooms are examined. Expressions of vulnerability are grounded in the stories of PSTs’ practicum relations they build with mentors to legitimise their readiness for classrooms. Conditions that enabled dialogue, interactions and collaboration support an openness to expressions of vulnerability in early career experiences, shaping resilience as vulnerability-ready agency as teachers. However, findings also highlight constraining elements of practicum learning that limit PSTs’ transformation and may be supported by a thinking-feeling praxis.

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

AbstractThe early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

Cultural Competency in Dental Practice: Navigating the Experiences and Perspectives of Dentists in South Punjab, Pakistan.

Introduction Cultural competence in healthcare embraces the principles of equal access and nondiscriminatory services in healthcare delivery. Dentists as significant healthcare professionals should definitely have the skills needed to diagnose and treat patients' conditions, but it is crucial to also address nontechnical skills such as cross-cultural communication, the ability to empathize, and inclusive-mindedness. Globally, cultural competency training has been included in healthcare educational programs; however, national practices reportedly have revolved around patients' clinical competencies and thus entailed overlooking the cultural dimensions of dental education that include diverse sociocultural factors that influence how dental practices are taught, learned, and delivered. These dimensions encompass elements such as language, communication styles, attitudes toward healthcare, and culturally specific oral health beliefs and behaviors. Therefore, the aim of this study is to explore the experiences and perspectives of dentists practicing in South Punjab regarding cultural competency. Methodology The study employed a qualitative phenomenological approach. Data was collected through purposive sampling techniques utilizing semistructured interview guides. The participants recruited were licensed dentists practicing in dental institutions in South Punjab, Pakistan. A total of 18 dentists were recruited in the study. The interviews were focused on the different aspects of cultural competency by exploring the perspectives of dentists. Thematic analysis was carried out utilizing the Bran and Clarkes framework to categorize data into key themes and subthemes utilizing inductive coding. Results The study revealed that dentists lack awareness and understanding of cultural competency; they also faced significant problems due to limited cultural proficiency while dealing with diverse patients. Major challenges included inadequate training, communication barriers, and cultural bias in dentists while dealing with such diverse populations. Patients recognized the benefits of cultural competency and highlighted facilitators like institution support, peer support, mentorship support, and patient trust.Participants suggested incorporating cultural competency in dentistry curricula, continuous professional development, and community outreach programs for the development of cultural competency among dentists. Conclusions The study highlighted perspectives and experiences of dentists regarding cultural competency. The findings demonstrated key problems due to limited or lack of cultural proficiency that included communication and language barriers and unconscious cultural bias among dentists. The study also highlighted facilitators of cultural competency like institutional facilitation, mentoring opportunities from peers and seniors, and patient trust. Facilitating cultural competency among dentists may result in improved patient satisfaction, enhanced patient care, and an increase in compliance, hence overall enhancing the quality of care.

Peer mentoring and identity transformation in a women’s prison

Purpose This study examined the impact of peer mentoring on identity transformation amongst women in prison, exploring how peer mentoring roles develop non-offender identities, contributing to the desistance process. Design/methodology/approach A qualitative, interpretative approach was adopted. The research was undertaken at a female prison in England and Wales. Data was collected through semi-structured interviews with peer mentors, mentees, project workers and prison officers, alongside focus groups. Thematic analysis was used to analyse the findings. Findings Being a peer mentor contributes positively to identity transformation for women in prison, fostering a legitimate, non-offender identity critical to the desistance process. Mentors view their role as a desistance signal through their interactions with prison staff. However, it can lead to role conflict and tension with other women in prison and prison staff. Research limitations/implications Future studies should consider longitudinal approaches to capture the long-term effects of peer mentoring upon desistance. Practical implications Recommendations include leveraging peer mentoring as a rehabilitative intervention, providing ongoing support for mentors and educating prison staff on programme benefits to foster a supportive environment. Social implications Enhancing peer mentoring programmes can improve the well-being of women in prison and support their reintegration into society. Originality/value This study examined identity transformation in female peer mentors in prison through the lens of social identity and group membership. To the author’s knowledge, no previous studies have focused centrally on identity or applied social identity theory to explore the psychological mechanisms behind these transformations.

The RETurn to work After stroKE (RETAKE) trial: Findings from a mixed-methods process evaluation of the Early Stroke Specialist Vocational Rehabilitation (ESSVR) intervention.

A key goal for working age stroke survivors is to return to work, yet only around 50% achieve this at 12 months. Currently, there is limited evidence of effectiveness of early stroke-specialist vocational rehabilitation (ESSVR) interventions from randomised controlled trials. This study examined fidelity to ESSVR and explored social and structural factors which may have influenced implementation in the RETurn to work After stroKE (RETAKE) randomised controlled trial. Mixed-methods process evaluation assessing intervention fidelity and incorporating longitudinal case-studies exploring stroke survivors' experiences of support to return to work. Normalisation Process Theory, and the Conceptual Model for Implementation Fidelity, informed data collection and analysis. Sixteen sites across England and Wales participated in RETAKE. Forty-eight occupational therapists (OTs), supported by 6 mentors experienced in vocational rehabilitation (VR), delivered the intervention (duration 12 months) between February 2018 and April 2022. Twenty-six participants (15 ESSVR, 11 usual care (UC)) were included in longitudinal case-studies. An additional 18 participants (8 ESSVR and 10 UC) were interviewed once. Nineteen OTs, 6 mentors and 19 service managers were interviewed. Fidelity was measured for 39 ESSVR participants; mean fidelity score was 78.8% (SD:19.2%, range 31-100%). Comparison of the experiences of ESSVR and UC participants indicated duration and type of support to return to work were perceived to be better for ESSVR participants. They received early, co-ordinated support including employer liaison and workplace adjustments where appropriate. In contrast, UC participants reported limited or no VR or return to work support from health professionals. Typically, UC support lasted 2-8 weeks, with poor communication and co-ordination between rehabilitation providers. Mentor support for OTs appeared to increase fidelity. Service managers indicated ESSVR would enhance post-stroke services. ESSVR was valued by participants and was delivered with fidelity; implementation appeared to be facilitated by mentor support for OTs.

Under Pressure: Employee Work Stress, Supervisory Mentoring Support, and Employee Career Success

ABSTRACTDespite consistent findings that stressed employees benefit from social support, these employees do not always have access to such support. We propose and test a conceptual model suggesting employee work stress will negatively affect supervisory career and psychosocial mentoring support. Drawing from social exchange theory, we predict this will indirectly affect employee career success (lower career satisfaction and promotability ratings, fewer promotions), and that the relationship between employee work stress and lower supervisory mentoring support can be explained by lower levels of work engagement experienced by, and attributed to, stressed employees. We tested our model across three studies. In Study 1, we collected four waves of multisource field data (254 employees, 127 managers, and company records) at a large postal organization in the United Kingdom (UK). Employee work stress was negatively related to supervisor career and psychosocial mentoring support, and indirectly affected career satisfaction and manager promotability ratings of employees via supervisor career mentoring support. Cross‐lagged panel analyses in a supplemental study additionally supported the proposed directionality of relationships. Study 2 included data across three waves from employees in Hong Kong (n = 137) and showed that employee work stress had indirect effects on supervisor career and psychosocial mentoring via lower employee engagement. In Study 3, using data from supervisors in the UK (n = 240) we showed that supervisor perceived employee stress had indirect effects on their provision of supervisor career and psychosocial mentoring support via lower perceived employee engagement.

What are the needs of beginning teachers in primary education and how can mentors help them?

Beginning teachers face numerous challenges when entering the profession. Their needs range from classroom management to emotional support, and mentors play a crucial role in addressing these challenges. This article explores the primary needs of novice teachers and how effective mentoring can help them navigate their first years in primary education. Drawing on both international research and Romanian educational practices, this paper highlights the importance of structured, supportive mentorship programs in shaping successful teaching careers.

How do clinical placements influence the career decisions of new-graduate physiotherapists in Australia? A qualitative exploration.

The variables that contribute to positive and negative experiences of clinical education amongst student physiotherapists are well established. Multiple stakeholders are invested in the ongoing success of physiotherapy clinical placements given workforce challenges within the profession and the emerging relationship between clinical placements and new-graduate recruitment. However, little is known about the relationship between clinical placement experiences and the career decisions of new-graduate physiotherapists. To explore the influence of clinical placement experiences on new-graduate physiotherapists' career intentions and decision making. A qualitative study which used a general inductive approach. New-graduate physiotherapists (n = 18) were recruited through a snowball sampling approach and participated in semi-structured interviews. Ethical approval was obtained from The University of Queensland. Four overarching themes were generated; (1) clinical placements impact career decisions, (2) placements as a trial for future employment to identify professional preferences, (3) feeling valued as a team member, and (4) clinical educators' shape placement experiences. Clinical placements play a significant role in directing new-graduate physiotherapists' careers, with clinical placement viewed as an opportunity to explore one's career options. A complex interplay of clinical and nonclinical variables was acknowledged by new-graduates, with positive experiences during clinical placements considered to increase new-graduate physiotherapist intentions to work in similar settings or contexts. Factors that contributed to positive experiences included accessible mentorship from clinical educators with regular feedback, and opportunities for the students' contribution and clinical capacity to be acknowledged and valued. Recommendations are made for creating supportive workplace environments for clinical education and include prioritizing supportive mentorship. Clinical placement providers intending to recruit new-graduates who have attended their workplace as students may benefit from implementing strategies that assist students to feel supported as valued members of the team. Additionally, the findings of this study may guide education providers when considering the training delivered to new and existing clinical placement sites with the aim of providing supported student learning environments.

Research on Incentive Mechanism for Graduate Students Research and Innovation in the Context of Educational Powerhouse

In the context of a strategic vision of education as a driver of national strength, the optimisation of incentive mechanisms for postgraduate research innovation has emerged as a key area of focus within the current education policy landscape. The issues and underlying causes are examined in detail from a range of perspectives, including Policy and regulations, academic environment, Incentive mechanism, Mentor support. Ultimately, recommendations are presented regarding the improvement of the incentive mechanism, the reinforcement of tutor guidance, the optimisation of the evaluation system. These suggestions aim to provide theoretical and practical guidance for the optimisation of postgraduate research and innovation incentives, thereby enhancing the capabilities of postgraduate scientific research and innovation.