Mentoring Practices Research Articles

Mentorship practices that improve the culture of peer review

Mentorship practices that improve the culture of peer review

Institutional Models of Scientific Mentoring for Russian University Students: Organizational and Managerial Aspects

The article aims at characterizing the institutional models of Russian university students’ scientific mentoring in the context of managing research activities. The institutional practices of scientific mentoring are an effective way to make an early academic career, to involve and retain talented students in the field of research and development, to popularize and strengthen the social status of science. Meanwhile, the traditional institutional forms existing in Russian universities should be developed and renewed. In addition, some practices of scientific mentoring are informal, which means that they do not have organizational support and conditions for reproduction. We focus on scientific mentoring for students of the first and second levels of higher education (bachelors, specialists, master students), who are considered as a «reserve» of the community of scientific youth. Our conclusions are based on the data of a sociological study carried out in 2023. Therein, we used methods of systematic analysis of scientific literature, of Russian and foreign universities’ websites content. The study included an online survey of 3032 students of Russian universities. The theoretical task is to substantiate the features of scientific mentoring as a scientific and educational institution. We highlight the institutional features and functions of scientific mentoring. Based on empirical data, we present the content of scientific mentoring institutional models, which have developed in modern foreign and Russian universities. The online survey of students showed their involvement in research activities, motivation for it, and the level of their scientific activity. The results of our research can be used in practice – to develop and improve scientific mentoring programs in Russian universities. The paper in general is the first attempt to interpret scientific mentoring from the standpoint of an institutional approach. We summarize the Soviet experience of scientific mentoring, as well as its modern institutional practices in foreign and Russian universities.

“I'll be there for you”: A review of research on beneficial dissertation mentoring practices

AbstractMany doctoral students fail to finish their degrees, often stopping out at the dissertation stage. This article reviews successful dissertation mentoring practices, focusing on mentors' roles in aiding the completion of these degrees. Drawing on Kram's mentoring support framework—psychosocial and career/instrumental factors—the review employs qualitative meta‐synthesis to integrate qualitative research findings. The synthesis reveals that successful dissertation mentorship hinges on mentors' expertise, passion, care, and representation. Key findings underscore the value of trust‐building, setting high expectations, nurturing professional relationships, mutual respect, and encouragement. Moreover, career and instrumental support are crucial, encompassing accessibility, guidance, coaching, resource provisioning, modeling, feedback, and advocacy. The study highlights the alignment of effective dissertation mentorship with Kram's framework, spanning psychosocial and career/instrumental dimensions. It underscores the significance of tailored mentorship in facilitating doctoral students' successful dissertation completion and overall academic achievement.

A digital educational resource to support and enhance effective mentorship practices of nursing students in nursing homes: a qualitative study

BackgroundThere is a grooving body of evidence emphasising the need to support and enhance effective mentorship practices for nursing students in nursing home placements, including strengthening of the pedagogical competence of registered nurse mentors. Owing to the necessity for multifaceted mentoring competence and the challenges of workload registered nurses are facing, the use of flexible digital educational resources has been suggested. However, current knowledge on the effectiveness of digital educational resources in enhancing mentorship practices in nursing homes is scarce. This study aimed to explore the perception of registered nurse mentors regarding the effectiveness of a digital educational resource, particular its usability and value-in-use in supporting and enhancing mentorship practices in nursing homes.MethodsThe study applied an exploratory descriptive qualitative design. Pre- and post-mentoring semi-structured focus group interviews were conducted among a total of 23 registered nurse mentors across three Norwegian nursing homes. The transcribed interviews were thematically analysed. Standards for reporting qualitative research were followed.ResultsThe analysis yielded one pre-mentoring theme: (1) predominant enthusiasm and satisfaction and three post-mentoring themes: (2) enhanced confidence and motivation, (3) enhanced mentoring competence in supporting the nursing students’ learning process, and (4) factors influencing the value-in-use of the digital educational resource.ConclusionsDigital educational resources support effective mentorship practices by enhancing the confidence and motivation in the mentor role and by enabling more goal-oriented supervision and assessment tailored to the learning goals of students. The implementation of digital educational resources to support and enhance effective mentorship practices is an important avenue for further research towards achieving high-quality learning environments in clinical nursing education in general and nursing homes. Based on the study findings, nursing educational institutions should consider offering digital educational resources to develop, support, and advance mentorship training, which may more effectively impact and improve the quality of clinical nursing education.

Abstract 18771: Gender, Geographic and Subspeciality Differences in Mentorship in Cardiology: Results of the Global Mentorship Survey

Introduction: Mentorship is valued among cardiologists for career advancement globally. Hypothesis: We investigated differences in mentorship characteristics, trends and needs based on gender, continent of practice and cardiology subspeciality. Methods: An anonymous online survey was distributed globally to cardiologists, current and prospective cardiology trainees, collecting demographic data, mentoring experiences and best mentorship practice. Categorical variables were compared by Pearson's Chi-squared test. Results: A total 1210 responses, 51% women, 49% men, 0.3% non-binary, with most (33%) from Europe. 57% received mentorship, with no gender differences. Australians (82%) and North Americans (68%) were most likely to receive mentorship, South Americans (43%) and Africans (42%) least likely. Access to mentorship was the most common challenge (70%). Most valued mentor characteristics were trustworthiness, supportiveness and constructive feedback. Mentor ethnicity was deemed irrelevant by majority. More women than men considered their mentors’ gender relevant and placed more importance on work-life balance (p=0.03) and mentoring in pregnancy (p<0.001). Among mentee objectives, professional networking & resource-sharing were most important goals for both genders. Skill development via mentorship was important for both genders but more proceduralists valued this compared to non-proceduralists (53% vs 47% p=0.03). Lack of dedicated time, lack of training/understanding of mentorship and poor communication were key barriers to effective mentorship in both genders. More women than men considered gender differences as a barrier to good mentorship (10% vs 4.4%, p<0.001), Australians and Europeans perceived lack of time, North Americans perceived lack of goal-setting and failure to sponsor as barriers. There was global interest in a mentorship training programme, more among women than men (95% vs 89%, p<0.001). Conclusions: Mentorship is a valued for career and professional development, despite global variations in access to mentors. Most female cardiologists felt mentorship was beneficial to advise work life balance and during pregnancy. Mentoring training needs to be made available globally within cardiology.

The Influence of Principals’ Mentorship Practices on Students’ Retention in Public-Day Secondary Schools in Nakuru County-Kenya

The purpose of this study was to look into potential relationships or associations between various Principal mentoring practices in the mentorship scheme and student retention at a day secondary school in Nakuru County, Kenya. Low secondary school retention has long been an issue in much of the existing literature, and therefore complex, multifaceted, and poorly understood. The purpose of this research was to find out how principals' student mentorship practices affected student retention in Nakuru County public-day secondary schools. The study found a positive but insignificant relationship between principal mentoring practices and student retention rates in day public secondary schools (p > 05). Based on this finding, principals should strengthen mentorship practices in order to increase student retention and foster a positive learning environment for academic performance.

Competencies of heads of preschool educational organizations in the theory and practice of mentoring in the Russian Federation

Competencies of heads of preschool educational organizations in the theory and practice of mentoring in the Russian Federation

Cross-Cultural Mentorship in Military Family Medicine: Defining the Problem.

Mentorship is critical to physician recruitment, career development, and retention. Many underrepresented in medicine (URiM) physicians experience minority taxes that can undermine their professional objectives. Use of cross-cultural mentoring skills to navigate differences between non-URiM and URiM physicians can make mentorship relationships with URiM physicians more effective. This survey examined military family physician demographics and mentorship practices. Design and Setting: Cross-sectional study using voluntary, anonymous data from the 2021 Uniformed Services Academy of Family Physicians (USAFP) Annual Meeting Omnibus Survey. USAFP Members attending 2021 Virtual Annual Meeting. None. Descriptive statistics and χ2 tests. The response rate to the omnibus survey was 52.9%, n=258. More than half of respondents did not have a URiM mentee and had not collaborated with a URiM colleague on a scholarly activity within the last 3 years. Only 54.7% of respondents could recognize and address minority taxes. URiM physicians were more likely to have a URiM mentee (65.4% vs 44.4%, P=.042) and to recognize and address minority taxes (84.6% vs 51.3%, P=.001). They also were more confident (84.6% vs 60.3%, P=.015) and more skilled in discussing racism (80.8% vs 58.2%, P=.026). Structured programs are needed to improve knowledge and skills to support cross-cultural mentorship. Additional studies are needed to further evaluate and identify implementation strategies.

Needs-Based Mentoring in Schools: A Holistic Approach for Working with Youth at-Risk

This article describes a theoretical framework for a school-based mentoring (SBM) approach that addresses identified limitations of current adult-youth mentoring practices in schools and augments them with evidence-based components. The Needs-Based Mentoring (NBM) approach includes five elements: (1) Engage, (2) Teach, (3) Structure, (4) Advocate, and (5) Assess. These elements include component practices. Throughout NBM, mentors collaborate with mentees to identify goals based on an informal assessment of the student-mentee’s willingness and ability to engage in the activities involved in each element of mentoring. A description of each element is provided, as well as recommendations for training school-based professionals (e.g., teachers, administrators, school counselors, staff and paraprofessionals) as mentors for efficiency and sustainability. This applied approach will enhance school-based mentoring for the future of one-on-one targeted mentoring with youth at-risk of school dropout to improve school engagement and social-emotional outcomes.

A multi-dimensional learning strategy to foster research integrity

Responsible research practices are critical to maintaining integrity in research and the provision of institutional trainings is an important means of promoting research integrity. However, studies show contrasting results on the efficacy of institutional training and that these approaches may not be fully effective in promoting research integrity among individuals and improving the overall climate in research integrity. Therefore, a more comprehensive multi-dimensional learning strategy seems to be needed. This includes continuous and tailored training at different institutional levels, the incorporation of training sessions focusing on the development of the moral character of researchers, and the use of different mentoring practices. With this comprehensive approach, research institutions can foster a culture of integrity in research, improve the overall research integrity climate and promote responsible research practices by individuals.

Social work virtual: preparing social work students for a digital future

ABSTRACT During the pandemic, social workers have faced increasingly complex client needs, and are simultaneously undergoing transformative changes in practice with the rapid uptake of digital technologies. To make the best use of these technologies, practitioners require new knowledge, skills, and competencies, yet to date, the development of digital competencies has not formed a curriculum priority in social work higher education. To address this gap, we developed the 8-week simulation learning experience Social Work Virtual. Combining the principles of best pedagogical practice in both face-to-face and online education, Social Work Virtual is specifically tailored to develop digital social work competencies under the mentorship of practicing clinicians. In this paper, we describe the challenges in higher education and healthcare service provision that prompted the development of this learning simulation, and the opportunities it provided for students to develop skills in social work assessment and intervention using digital technologies. We include a reflective account by a practice mentor in Social Work Virtual. The reflection offers insights into how this simulation experience addressed student learning needs amid a rapidly changing social and professional landscape. We then consider how educators may adopt similar pedagogical strategies to integrate digital competencies within their professional programs.

Analysis of the correlation between the concepts of mentoring and curatorship in the pedagogical practice

Introduction. The relevance of the study is explained by the tendency to self-development of the individual that has formed in society. Mentoring and supervision contribute to the self-development of the individual in higher education. The article examines the analysis of the formation and development of mentoring and curatorship.Materials and Methods. The article provides a historiographical analysis of the content of the concepts of "curatorship" and "mentoring" in the domestic and foreign pedagogical and psychological literature. The main attention is paid to the correlation and semantic content of the above terms. The work uses methods of analyzing scientific literature, generalization and systematization of data on curatorship and mentoring.Results. The purpose of the work is to study the terms "mentoring" and "curatorship". The approaches and stages of mentoring and curatorship development in historical retrospect are analyzed. The place and role of mentoring and supervision in pedagogical practice are considered. The main attention is focused on the essential characteristics of the studied terms. The authors came to the conclusion that in modern pedagogical practice, the concepts of "mentoring" and "curatorship" are synonymous, complementary and interchangeable.Discussion and Conclusions. The perspective of the research is to continue working on the problems of correlation and increasing the effectiveness of curatorship and mentoring for the self-development of students in higher educational institutions. The practical significance of the work lies in the fact that its results can serve as a fuller use of institutional, organizational and personal resources in the field of education, as well as be the basis for improving the modern model of mentoring and curatorship in educational organizations of the Federal Penitentiary Service of Russia.

Contribution of K3 Implementation,the Role of Industrial Work Practice Mentoring and the Value of Productive Training Courses Towards Industrial Work Practice Results of Informatics Engineering Students Department Cokroaminoto Vocational School,Kotamobagu

This research aims to determine the contribution of the implementation of K3, the role of industrial work practice supervisors, and the value of training courses on the results of industrial work practices both individually and collectively. The method used in this research is a quantitative method with data collection techniques used are questionnaires and documentation, while the data analysis technique used is multiple regression analysis with the help of SPSS 24. The results of the research show that there is a contribution from the application of occupational safety and health to the results of industrial practice among Informatics Engineering students at Cokroaminoto Vocational School. The contribution of the application of occupational safety and health to the results of industrial practice is 73.5%. There is a contribution from the role of industrial supervisor teachers to the results of industrial practice for Informatics Engineering students at Cokroaminoto Vocational School. The contribution of the role of industrial supervising teachers to the results of industrial practice is 72.6%. There is a contribution of the value of students' productive training courses to the results of industrial practice for students in the Informatics Engineering Department at Cokroaminoto Vocational School. The contribution of the role of industrial supervisors to the results of industrial practice is 74.4%. There is a contribution from the application of occupational safety and health, the role of industrial supervisors, and the value of students' productive training courses to the results of industrial practice together. The contribution of the application of occupational safety and health, the role of industrial supervisors, and the value of students' productive training courses to the results of industrial practice together is 75.3%, while the remainder is influenced by other variables that are not studied in this research.

Mentor and the ‘Tea and Cookies’ Mentorship Approach: A Conversation With Ian Winchester

Abstract: This article seeks to explore the complex relationship between mentors and mentees and how it may impact the development of junior researchers’ potential. The study applies an ethnography approach to explore the perceptions of experiences of Ian Winchester, a scholar with over 50 years of research and teaching who has mentored hundreds of doctoral and master’s level graduate students at two large Canadian universities, the University of Toronto and the University of Calgary. It is an ethnographic conversation between the mentor and a mentee on the journey of mentorship in academia. The results are drawn from Winchester’s answers to ten semi-structured questions guiding many novice researchers on the path to humanities and social sciences scholarship. This ethnographic conversation may contribute to a better understanding of the challenges facing current mentorship practices in academia. It may also partly serve as a guide to those just entering the practice, whether as mentors or mentees.

Introduction to Leading from the Middle in Higher Education: Mentoring

“Leading from the Middle in Higher Education: Mentoring” is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee.

Supporting mentees through inclusive mentorship

AbstractInclusion in formal classroom environments continues to be a major focus in higher education, but there has been less emphasis on inclusive instructor‐student mentorship, which has a significant impact and can have a number of positive outcomes for learners. In this article, we describe major principles of inclusive mentorship, as well as models and structures that support inclusion. We explore specific topics such as the positionalities and mindsets of inclusive mentors, values, and intentions, the power of formal and informal mentorship structures, and the critical role of constellation mentorship. We highlight recommended practices for mentoring diverse learners through three case examples that collectively span the undergraduate, graduate, and pre‐professional levels. These case examples draw upon the rich experiences of co‐authors who have mentored a number of students and trainees, won mentorship awards, successfully founded and led mentorship programs, and studied effective mentorship practices. This topic fills an important gap in the literature, by addressing and providing evidence‐based practices that support inclusive mentorship.

Exploring the Ethics and Responsibilities of Internship Medical Students in the Doctor-Patient Relationship

As the complexity of medical services and the diversity of patients' needs increase, the doctor-patient relationship is facing unprecedented challenges. As an important part of healthcare delivery, the behavior of medical students-in-training directly affects the quality of the doctor-patient relationship and the effectiveness of healthcare delivery. However, medical students-in-training may feel confused and stressed when faced with ethical challenges and professional responsibilities. This has triggered the need for in-depth research on the professional ethics and responsibilities of medical students-in-training in the doctor-patient relationship. This paper proposes several strategies to improve the professional ethics of medical students in internship, including enhancing professional ethics education, training in communication skills, ethics training through simulation and scenario-based teaching, establishing and adhering to clinical practice guidelines, and mentoring and reflection in practice, to promote the growth of medical students in internship, improve the quality of healthcare services, and maintain a good doctor-patient relationship.

Professional passive practice mentoring system in study program ‘Teaching for pre-school education’ in Albanian HEI-s

ABSTRACT The aim of the article is to provide an analysis of professional passive practice mentoring system for the course of (passive) teaching practice, in the study program ‘Teaching for pre-school education’ of Albanian HEIs and highlights important areas for improvement to better prepare teacher candidates for the demands of the labour market. The analysis is based on the three factors: monitoring of student progress (MSP); quality of support from the kindergarten; duration, in time, of course. The methodology used is a combination of quantitative content analysis and qualitative focus group interviews. The MSP for teacher candidates is based on two dimensions: their ability to identify the methodology used by the teacher in an observed practical lesson and quality of their lesson analysis as observers. A conclusion drawn from this analysis is that students’ progress is poor. Regarding the quality of support that students receive in kindergarten, judged as personal, social and/or professional, the conclusion is that is mainly on the personal level, random and unstructured. Another weak point, which contributes negatively to deepening the skills mismatch between the qualifications of HEI graduates and the actual skills required by the labour market, is the short duration of this professional practice.

Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains.

Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many programs fail to realize the full potential of mentoring as meta-analyses consistently show relatively small effects of mentoring. The discrepancy between the potential and actual effect of mentoring is referred to as the mentoring paradox. Crucial aspects that are held responsible for the mentoring paradox, such as adequate planning and implementation of mentoring programs, adherence to research-based mentoring practices, as well as quality assurance of mentoring programs through systematic program research and evaluation are described. Finally, implications on how to professionalize mentoring are provided for different stakeholders.

Mentoring as prevention of early school leaving: a qualitative systematic literature review

One of the biggest challenges facing education systems is preventing early school leaving. Not completing secondary education has serious long-term negative consequences for both individuals and society. There is currently a wide body of empirical literature that reviews the causes of and risk factors for school dropout and the prevention of student attrition. With new reviews emerging over time, our analysis updates previous systematic analyses, and we therefore review empirical studies from seven databases between 2013 and 2021 that use mentoring to prevent early school leaving. We focus on mentoring because personal support is a crucial type of prevention program. We identified 25 studies from this period through a systematic search. The aim of our research was to identify the target groups, the mentoring roles, and the goals and outcomes of the mentoring programs in the interventions undertaken in the studies we identified. The studies present both school-based and community-based mentoring practices primarily in North American and European countries. The results show that the focus of the studies was mainly on secondary school target groups as there were few studies addressing younger age groups. Most of the studies focused on a 1-year period or shorter durations, and several studies found that mentoring had positive effects on students. However, not all the factors identified as development objectives have changed. It should also be stressed that the success of mentoring depends on the quality of the mentors and the quality of their relationship with the mentees, as well as on the implementation of the mentoring programs and the school contexts in which they operate. The importance of the latter has perhaps received less attention in previous reviews and analyses.