Mentoring Support Research Articles

Gender Differences in Barriers in Career Development Among a Cohort of Dental Researchers. A Cross-Sectional Study.

This cross-sectional study investigated gender differences in barriers to career development among dental researchers and between academic and non-academic women. An anonymous 34-item survey assessing barriers to career development and workplace obstacles (14 items), along with demographic/occupation characteristics (22 items), was distributed among dental researchers at the Women In Science Network meetings at 2024 AADOCR/IADR General Session (QR code) and through AADOCR/IADR discussion board (online platform). Differences in barriers and workplace obstacles were analyzed between women and men with chi-square tests; comparisons were repeated among women working within versus outside academia. A total of 233 participants completed the survey (68.7% women, 45.3% White, two-thirds working in the United States, 62% in academia). Compared to men, women more frequently reported feeling less supported by leadership (p=0.039), taking career breaks (p=0.004), and experiencing bullying/harassment (41.3% vs. 22.6%; p=0.003), microaggression (55.6% vs. 33.9%; p=0.001), and gender bias (46.9% vs. 14.5%; p<0.001) in their workplace, particularly between ages 36 and 65. While work-life balance issues (62.8%) and stress (59.6%) were reported by both, women reported a lack of financial (p=0.004), administrative (p=0.045), and mentoring (p=0.014) support more often than men. Limited to women, those in academia reported more episodes of bullying/harassment (47.9% vs. 23.3%; p=0.016), microaggression (67.5% vs. 23.3%; p<0.001), and gender bias (56.4% vs. 20.9%; p<0.001) than those outside academia, especially between ages 51 and 65. Compared to non-academic women, those in academia faced more unsatisfactory leadership decisions (p=0.003), financial (p=0.006), administrative (p=0.046), and mentoring (p=0.007) support. Women in dental research encounter significantly more barriers to development and workplace obstacles than men and non-academic women.

Bridging research and practice in a learning health system: Developing and refining an embedded scholars program through insights from scholars and clinical mentors

AbstractIntroductionA learning health system (LHS) necessitates collaboration to produce translational health research. This experience report examines the integration of Clemson University scholars into clinical departments of Prisma Health–Upstate in South Carolina, highlighting their experiences working alongside clinician mentors to inform and facilitate research translation. Particularly, this study aims to explore the interpersonal and structural factors influencing the success of an embedded scholar program, focusing on enablers and barriers to collaboration, knowledge integration, and mentorship within the LHS.MethodsNine embedded scholar and 12 mentor semi‐structured interviews were conducted. This qualitative study initially used an inductive technique to analyze responses thematically. After thematic saturation was achieved, deductive analysis was utilized to further organize enablers and barriers across the following five categories: (1) Scholar Integration, (2) Scholar Autonomy, (3) Mentor Support, (4) Programmatic Outcomes, and (5) Institutional Dynamics.ResultsWe found 10 major program‐related enablers and barriers to successfully embedding scholars. These were clinical environment adaptation, mentor interaction, research management, balance of independence, role clarity, resource provision, research application and quality, scholar development, organizational support, and policy and procedure alignment. Findings reveal that effective mentorship, organizational alignment, and resource availability are critical enablers of program success, while misaligned expectations, limited institutional support, and insufficient scholar integration into clinical environments are barriers.ConclusionEvaluating specific components of embedded scholar programs can uncover best practices and innovation opportunities in the LHS. These provide a great opportunity to enhance the mentorship mechanisms between clinical mentors and embedded researchers. As research on embedded scholars in a LHS progresses, fostering structured mentoring relationships may serve as an impetus to bridge the gap between research and clinical practice. Further study is needed to operationalize these relationships effectively.

Exploring the Desirable Attributes and Competencies of Pharmacy Clinical Preceptors: A Scoping Review.

Experiential learning is a vital component of health-professional education. It provides students with the opportunity to apply their knowledge in real-life settings before becoming licensed practitioners. Preceptors (i.e., practice educators) play a crucial role in developing students' professional skills and competencies, as well as shaping their attitude during their clinical training. Ensuring preceptors' quality and preparedness is a key aspect in students' experiential learning due to the important impact of the provided training on the quality of the students' learning experience. There is a knowledge gap about the desired attributes of pharmacy preceptors in the Gulf region, specifically Qatar, highlighting the need to explore preceptors' views on this topic. The aim of this scoping review is to identify the available tools in the literature to explore the desirable attributes of pharmacy preceptors as clinical educators. The objectives are to explore the reported desirable attributes of clinical preceptors in the published literature and select and utilize an appropriate tool to identify the desirable attributes of pharmacy preceptors in Qatar. The scoping review was designed to identify the relevant original research articles, which were published in English language, utilizing CINAHL, ERIC, ProQuest, and PubMed databases. Key concepts were preceptorship, attributes, pharmacy, and tools. Quantitative and mixed-methods study designs were included. The included articles were summarized according to their design, setting, population, and outcomes. The validity of the used instruments in these studies was reported. A total of six articles qualified for inclusion into the full screening and were used to inform the results of this review. Skills like being a role model, assessment, and feedback expertise were of the highly important attributes to different populations (i.e., students, graduates, and preceptors). The review revealed the need for more validated tools in pharmacy research to increase the knowledge about the desired qualities of preceptors. Finally, a list of the most reported attributes in the literature was created after grouping all the reported attributes into five categories: (1) knowledge, teaching, and presentation skills; (2) professionalism and development skills; (3) communication skills; (4) supportive mentoring; and (5) enthusiasm and interest. the top three identified attributes were related to communication, assessment and feedback, and professionalism. The results of this review demonstrated a lack of well-designed and validated tools in pharmacy research that can be used to explore the desirable attributes of pharmacy preceptors. This necessitates further research to develop and validate a new appropriate tool to ultimately understand the perceptions of pharmacy preceptors on this topic. Including more databases in the research could have enriched the findings.

Capacity-building interventions for health extension workers in Ethiopia: A scoping review.

Capacity-building interventions for health extension workers (HEWs) are key to providing quality health services to the community. Since Ethiopia's Health Extension Program was established, several types of capacity-building interventions have been developed to build HEW competencies. However, no comprehensive study has mapped the types of capacity-building interventions being used or the competencies targeted. To (1) identify and characterize evidence on capacity-building interventions for Ethiopian HEWs, including the competencies measured; (2) clarify evidence gaps in this area; and (3) explore how successful the interventions have been to inform the design of health extension programs and further research. We used keywords (health extension workers, capacity building, competencies) and related terminologies to search PubMed, Scopus, and Embase for published studies on capacity-building interventions for Ethiopian HEWs, and Google Scholar for unpublished studies and reports. Our search was limited to studies and reports published in English from 2003 to present. We used the JBI scoping review methodology to conduct this scoping review in a stepwise approach and a categorization approach to synthesize the evidence. Our search strategy identified 20 articles, all published except for one program report. The most common capacity-building intervention designed for HEWs was training, followed by supportive supervision, performance review and clinical mentoring meetings, and equipment supply; the most salient competency domains investigated were knowledge and skills. The interventions significantly improved immediate outcomes (knowledge, skills, attitude change among HEWs) and intermediate outcomes, such as increased service utilization and health-seeking behavior among community members. Only one study assessed whether capacity-building interventions improved inter- and intra-personal domains of capacity/competency. Capacity-building interventions for Ethiopian HEWs were found to be effective, but they mainly focused on improving technical competencies, such as knowledge and skills. Little attention has been paid to other competency domains, including motivation, leadership, and communication. Thus, future research could focus on a comprehensive set of capacity-building initiatives that addresses motivation, job satisfaction, communication, commitment, and resource allocation.

Lawyers’ perspectives on how to manage the psychosocial risks they face in the legal assistance sector

A growing body of research reveals that the psychosocial risks faced by lawyers working in the legal assistance sector are not being adequately managed by employers, which is taking its toll on the on the mental wellbeing of lawyers. In this qualitative study, 16 lawyers from the sector in Australia describe measures that could be taken to manage these risks. This includes managing work loads/type/clarity/control, supporting isolated staff, creating supportive teams, training, supervision and mentoring, effective and supported managers, rewards and recognition, a safe physical environment, recruitment and retention, risk assessment and management processes, reporting mechanisms and adequate policies and procedures. Participants recommended preventative measures, suggestions solutions need to be tailored to lawyers and their work setting; and be actioned and modelled from the top of the organisation. The rich detail provided by participants offers employers in the sector a much needed list of strategies to implement.

Transitioning from Teaching to Mentoring in Medical Sciences.

The transition from traditional teaching to mentoring in medical education is urgently required to create future-ready physicians, researchers, and medical teachers in India. A roadmap was drawn by the pioneers of modern medicine more than 100 years ago, who mentored and prepared the next generation of subspecialists and teachers. We need mentors rather than conventional teachers to inspire students to dream, learn, and grow. In today's world, the role of teachers transcends imparting information to foster critical thinking and contextual application of knowledge. Mentors play a pivotal role in cultivating future medical leaders through recognition, guidance, and mutual respect. Mentors guide lifelong learning and personal development. A trusting mentor-mentee relationship is critical for effective medical education, research, and professional growth. Mentoring significantly benefits residents by fostering well-being, collegiality, and professional skills. Academic mentorship results in increased publication rates, grants, career satisfaction, and retention of faculty in the institutions. With mentors, navigating academia's challenges proves manageable, impacting career trajectory. While mentoring is crucial for career advancement and personal development, there are disparities, especially for women. Formal institutional support for mentoring is essential for sustained impact. Mentor-mentee relationships in academia are evolving toward short-term, need-driven interactions facilitated by workshops during the annual professional society meetings and speed mentoring. E-mentoring offers flexible, cost-effective support transcending geographies and time zones. Identifying the right mentor is crucial for academic success, emphasizing shared knowledge, effective communication, and mutual trust. Evaluating mentoring programs remains challenging, requiring comprehensive, stakeholder-driven assessment tools.

Becoming the radiation therapist: Exploring the transition to practice experiences of Australian radiation therapist graduates.

The transition to qualified practice for health practitioner graduates can be a challenging experience. Supportive transition to practice programs for graduates are typical in nursing, however they are less common in allied health. Investigations into the transition to practice experience of radiation therapist (RT) graduates specifically have been limited. This study aimed to examine the transition to practice experiences of RT graduates in Australia during their first ten months of qualified practice, with the intention to inform the development of fit for purpose transition to practice programs. A longitudinal qualitative study was undertaken employing a constructivist grounded theory methodology. Data collection included an online focus group with RT graduates within their first three months of practice; recording of longitudinal audio diaries for six months; and an individual online interview at ten months of qualified practice. Seven RT graduates participated in the study during 2022-2023. Central to the transitional process was 'Becoming the Radiation Therapist' where graduates worked towards assimilating their emerging professional identity. This process was influenced by 'Fitting in' to the team; 'Navigating expectations' of work and the workplace; 'Being supported by experienced others'; and 'Building confidence' through validating experiences. The transitional experience of the RT graduate was influenced by their internal identity work, and by the social and structural mechanisms within their workplace. A transition to practice program should include supportive mentoring, intentional exposure to a breadth of experiences, and clear expectations to assist the RT graduate in navigating this challenging period. The transitional experience can be difficult, and supportive mechanisms throughout the first year of graduate practice would aid the emerging professional identity of the RT graduate and their role within the workplace.

ARCH: IMPACTING RESEARCH, IMPACTING CAREERS

Abstract Despite more than 50 years of unprecedented growth in incarcerated populations and the rapidly increasing age of people in prisons and jails, the amount of research and the number of researchers focused on aging and the criminal legal system remains small. For many early career scholars interested in aging, health, and incarceration, supportive mentorship, community, collaboration, and funding opportunities have remained elusive. It is common for scholars studying aging within the criminal legal system to be the only researchers in their institution focused on this critical area. The Aging Research in Criminal Justice Health (ARCH) Network seeks to address this gap by fostering collaboration among researchers and experts in this crucial intersection while providing essential mentorship and support for early career development. Over the last five years, ARCH has created opportunities for Ph.D. students and early-career researchers to contribute to research projects, co-author manuscripts, build networks, hone their skills, and receive feedback on their work. In this session, presenters will share their experience in the ARCH network and how it has impacted their careers through connections and collaborations with mentors and peers. They will describe the ARCH network as a pipeline model for advancing scholars interested in health equity and policy-focused research.

We Don’t Get Anywhere Alone: Reflections on the 2024 SOPHE Conference as a Full Circle Moment

As a new professor, I reflect upon the power of mentoring after bringing three students to the 2024 SOPHE conference. I juxtapose my past self, thrown into the world of professional conferences as a student, with my current early-career self, having transitioned from being a student member of SOPHE to a faculty member bringing my own students to a SOPHE conference. In addition, my students tell their stories of imposter syndrome, the National Case Study Competition in Health Education, and how they came to view the power of mentoring. They share their lessons and hopes for the future. The value of having a strong team of supportive colleagues and mentors is discussed. Furthermore, I consider the role I will now play as a mentor for my own students. This reflection comes on the heels of the 2024 SOPHE conference in St. Louis and highlights common messages about needing that support throughout all stages of one’s career.

The Evolution of Mentorship in Sports: Its Impact on Performance and Presence in the Sports Public Sphere

The aim of this study is to examine the effects of mentorship practices on athlete performance and the perception of mentorship in the sports public sphere. Utilizing a qualitative research method, specifically a descriptive survey model, this study systematically reviewed scientific literature published after 2010 and evaluated it through content analysis. The findings indicate that mentorship significantly enhances athletes' physical performance, improves their technical skills, and strengthens their psychological resilience. Mentorship is increasingly recognized as a critical factor in athletes' career development and is gaining importance in the sports public sphere. Case studies demonstrate how high-performance athletes overcome challenges and achieve gains through mentorship support. The research concludes that mentorship positively impacts athletes' performance and psychological resilience, and it is becoming more widely acknowledged in the sports public sphere. This study provides recommendations for sports organizations and coaches to implement more effective mentorship programs and aims to strengthen the understanding of the importance of mentorship in sports within the academic literature.

Predicting Clinical Dishonesty Among Nursing Students: The Impact of Personal and Contextual Factors.

Numerous studies have examined nursing students' academic dishonesty; however, there is still a gap in understanding the predictors of such behavior. This study aimed to identify personal (intrapersonal and interpersonal) and contextual factors predicting nursing students' dishonesty during clinical training. A two-phase, prospective, predictive study was conducted at a nursing faculty in Croatia. The validated "Mentor Support Evaluation Questionnaire" was used in the first phase to assess students' evaluations of the quality of mentor support during clinical training. The validated instruments "Optimism/Pessimism Scale" and "Nursing Student Perceptions of Dishonesty Scale" were used in the second phase to examine self-reported dishonesty and its contributing factors. The second phase also investigated the students' knowledge of the university's ethical and disciplinary regulations. Of 398 participants, 195 (48.9%) reported engaging in clinical dishonesty. Hierarchical regression analysis identified critical predictors of frequent clinical dishonesty: lack of fear of consequences (β = -0.072), positive attitudes toward dishonesty (β= -0.081), higher incidence of academic dishonesty in the classroom (β = 0.221), lack of knowledge of the university's regulations (β = -0.349), and low quality of mentor support (β = -0.430). The final model explained 60.7% of the variance in participants' clinical dishonesty (p < 0.001). The identified predictors indicate that interpersonal factors, i.e., the quality of mentor support, influence students' clinical dishonesty more than intrapersonal factors (e.g., attitudes or knowledge). Contextual factors (healthcare employment and study overload) were unrelated to clinical dishonesty. This finding can help develop strategies to reduce nursing students' dishonesty and improve patient safety.

Comparing the Curriculum Standards on Student Psychology in Finnish, Chinese and British Education Systems

The necessity of incorporating mental health into educational frameworks has been acknowledged on a global scale, particularly in light of the intensification of student mental health crises due to academic pressure and crises such as the ongoing pandemic of the novel coronavirus (2019-nCoV). This paper presents a comparative analysis of the integration of mental health education in the Finnish, Chinese and British education systems. The Finnish education system demonstrates an exemplary approach to integrating mental health into its curriculum. It places a strong emphasis on student well-being, adopting a supportive, student-centred methodology that encompasses community-oriented learning and teacher engagement. In China, recent efforts have concentrated on curricular interventions and teacher support. However, the pervasive academic pressure remains a significant obstacle. The UK system demonstrates a balanced approach between academic rigour and the integration of wellbeing programmes, including personal, social and health education, peer mentoring and library support. The findings of this study indicate that the Finnish model is the most effective in promoting mental resilience, while the Chinese approach demonstrates the challenges posed by cultural attitudes and academic expectations. The UK approach demonstrates the potential for institutional support, although it is constrained by the influence of systemic academic pressures. These insights offer valuable insights into the creation of a balanced educational environment that balances academic and emotional health.

Mentoring in practicum: supporting student teachers’ learning to notice with collaborative observational tools

ABSTRACT This paper contributes to the knowledge on supportive mentoring practices in student teachers’ practicum by exploring the ways that mentoring conversations structured around a specific observational tool built on the theoretical concepts of professional noticing and collaborative reflection might support professional learning in student teachers’ practicum. An observation-grounded mentoring framework (OMF) was designed and examined in an intervention study conducted in Norway. The study used Van Es and Sherins’ framework of learning to notice (2002) in the analysis of the intervention. School-based mentor teachers and student teachers in eight practicum groups participated in the study. Data was collected from interviews, worksheets and reflective texts. The findings show that structuring mentoring conversations around observation descriptions can support student teachers’ learning to notice by helping them identify noteworthy classroom interactions and reason about what is noteworthy with peers and mentors. Moreover, findings suggest that observation-grounded mentoring conversations can nurture deeper understandings of teaching and learning and boost awareness of the purpose of teaching. The paper underscores the importance of supporting noticing development in initial teacher education and recognises the potential contribution observational tools can make.

An exploration of introducing internships as an integral facet of distance learning in library and information science

Introduction: This case study examines the qualitative approach to the overall process, implementation strategy, and operational complexity behind internships in Library and Information Science (LIS) programs delivered through distance education. Indira Gandhi National Open University (IGNOU), aligning with the New Education Policy (NEP) 2020. Data Collection Methods: A qualitative textual analysis was conducted on IGNOU's internship guidelines through primary and secondary data collected from the official websites, along with the author's personal experiences to provide internship insights. Data Analysis: Fundamental to this study is a textual analysis of the different aspects of the training, the essential things, and the responsibilities of the participants during their training. Results and Discussion: The internship program in LIS offers benefits like practical skills enhancement, increased employability, and application of theoretical knowledge in real-world settings. Challenges include logistical issues, student engagement, and mentor support. Conclusion: The case study explores the new LIS internship programme, emphasising its benefits, challenges, and recommendations for success. It suggests streamlined processes, student preferences, and efficient communication with governing bodies to ensure a successful program. Recommendations include clear guidelines, adequate resources, and ongoing evaluation for success.

Challenges and Strategies in Nursing Leadership: A Qualitative Study on Leaders in Mental Health Care.

To explore the challenges and strategies among new and experienced nursing leaders in mental healthcare; furthermore, to identify factors that support or hinder their leadership roles. Strong nursing leadership is crucial for the quality of patient care and is associated with higher job security and better patient outcomes. Understanding what factors contribute to effective leadership is essential for the development of future leaders. A qualitative study was conducted through interviews with 20 nursing leaders in mental healthcare in Norway, including 10 new leaders (<2 years in the role) and 10 experienced leaders (>10 years in the role). Data were analyzed using a six-step thematic analysis. New leaders set high standards and faced demanding tasks, which made the role stressful. They experienced uncertainty and self-doubt about their effectiveness and expressed a need for support from mentors or colleagues. Experienced leaders focused on strategic leadership, task prioritization, and employee motivation, emphasizing the importance of being inspirational, patient, and accessible. This study highlights the different challenges faced by new and experienced leaders in mental healthcare. New leaders need support to build confidence and manage the demands of their roles, while experienced leaders benefit from their strategic approach and ability to motivate staff. Conclusions and implications for nursing and/or health policy: The findings suggest that mentoring programs and support networks are essential for developing and motivating nursing leaders. New leaders should receive support to overcome self-doubt and stress associated with their roles. Experienced leaders can, through being mentors, expand their strategic skills and increase own insight and abilities regarding leadership. These insights have significant implications for health policy, which should include resources and programs aimed at supporting leadership development in nursing.

Mumpreneurs’ decision-making when facing uncertainty and competing goals

PurposeThis study examines the decision-making processes and coping mechanisms of mumpreneurs (entrepreneurs who are mothers) as they navigate complex environments characterized by uncertainty and competing goals that are heightened by their circumstances and marginalization.Design/methodology/approachIn-depth interviews were conducted with 26 female entrepreneurs in the United Kingdom who are raising young children.FindingsThe research develops a new framework based on regulatory focus theory. It uncovers multiple layers of uncertainty facing mumpreneurs, including traditional business-focused uncertainties such as global crises, market volatility and financial risks, but including uncertainties derived from the challenge of balancing business growth with family responsibilities. Despite these complexities, mumpreneurs pursue multiple competing goals related to their businesses, families and societal contributions. The study identifies four key coping and decision-making mechanisms employed by mumpreneurs in complex environments: intuition, adaptability, confidence and a dynamic interplay between promotion and prevention regulatory focus.Originality/valueThis study contributes to entrepreneurship literature by providing a nuanced understanding of how mumpreneurs are required to navigate uncertainty and competing demands and the key coping and decision-making mechanisms they use to achieve this. It challenges the binary view of regulatory focus theory and offers insights into the unique stress dynamics experienced by mother entrepreneurs. The findings underscore the need for tailored support systems, including coaching and mentoring programs for mumpreneurs with young children. Moreover, the research highlights the importance of policy interventions, such as increased childcare subsidies, to support parental entrepreneurship and advance gender equality goals.

The Kansas Educational Leadership Institute: Mentoring Educational Leaders in Partnership

Leadership matters and sustaining mentoring programs for new educational leaders is critical. This article will provide a brief historical accounting leading to the planning and development of the Kansas Educational Leadership Institute through collaborative partnerships in the state. Guiding leadership standards and professional licensure requirements propelling the need for continued mentoring support of new superintendents, special education directors, and principals will be discussed. Literature will support the critical role of mentoring in developing leadership knowledge as new skills are applied onthe-job in the first years of practice. Experienced and trained KELI mentors understand the importance of solid relationships, an individualized approach, and establishing professional networks to foster growth and move theory to practice. KELI’s operational structure and program components will be described; demonstrated through clear expectations, careful matching, and a responsive approach to field-based needs. Field practitioners designed KELI and showcase mentoring practices that help newly positioned educational leaders understand who they are and the impact of their decisions. KELI is gold accredited by the International Mentoring Association and is considered the premier mentoring program for new educational leaders in Kansas. KELI’s impact is evidenced by 13 years of state-wide program participation data and annual perception survey data highlighting programmatic effectiveness in supporting new educational leaders in Kansas.

Resilience and Student Integration in Higher Education

Entering the academic environment requires students to adapt to certain changes and accept challenges related to a new learning environment. Young people bring with them significant concerns and expectations regarding the organisational climate, the specific nature of activities, learning strategies, as well as social relationships. Many of these changes encountered by students often become overwhelming, exerting a varied psychological impact. This study is part of a more extensive programme aimed at maximising adaptive strategies and optimally integrating students into higher education, while enhancing resilience across all age groups. This investigative approach provides valuable quantitative data to design and implement support programmes, counselling, mentoring, and coaching. The study aims to highlight that, in the process of integration, each student’s ability to demonstrate resilience is crucial; this resilience implies certain complex adaptive systems that are, at the same time, in constant evolution, underscoring the dynamic process of adaptability. Thus, the university must offer both individual and group counselling packages tailored to the student’s specific needs. Understanding the factors that lead to successful academic adaptation is therefore essential in establishing intervention models and strategies to provide counselling and support to all students, with particular focus on those at educational risk. Accordingly, students' resilience and capacity for integration constitute a multi-faceted process, determined and closely linked to a network of interactions between psychological and interpersonal constructs.

고등학교 장애학생 대학생활체험 프로그램에 대한 예비과학교사의 서비스러닝 운영 사례

This paper presents a field research case applying service-learning pedagogy for a university life experience program targeted at high school students with disabilities, conducted at J University in 2022 and 2023. The study involved open-ended surveys and reflective journals from participating high school students, supervising teachers, guardians, and educational support staff (mentors in service-learning). The findings of the study are as follows. The educational satisfaction of students with disabilities who participated in the program was very high. Students were able to experience the possibilities of college admission and career exploration through major experiences, mentoring, and the support of service-learning mentors. The pre-service science teachers who participated as mentors had very high expectations for the program and were satisfied with the class operation. They reported learning new things while preparing to lead and teach students with disabilities, thereby developing core competencies such as sharing, caring, and a sense of community essential for future society. In particular, pre-service science teachers viewed this as a great opportunity to foster mutual benefit in service-learning classes, practical pedagogical content knowledge (PCK), and self-efficacy in their teaching profession. Participants expressed a desire for this program to be a long-term special program at the university, continuing beyond high school graduation as part of transition education for students with disabilities. Moreover, it was suggested that the role of educational support staff should extend beyond ensuring safety and care for students with disabilities to fostering mutual benefit and sustainable development. This study proposes that service-learning is an effective teaching and learning method with long-term benefits.

A systematic scoping review of mentoring support on professional identity formation

BackgroundMentoring’s success in nurturing professional identity formation (PIF) has been attributed to its ability to build personalised and enduring mentoring relationships. However, beyond functioning as communities of practice (CoPs) supporting socialisation processes, how mentoring integrates programme values and instils a shared identity amongst mentees remains unclear. The need for personalised guidance and timely attention to a mentee’s unique needs in evolving mentoring relationships point to the critical role of support mechanisms (‘mentoring support’). We conducted a systematic scoping review (SSR) studying “What is known about mentoring support’s role in nurturing PIF?”.MethodsAdopting PRISMA-ScR guidelines, this SSR was guided by the Systematic Evidence-Based Approach (SEBA). Independent searches were carried out on publications featured between 1st January 2000 and 30th June 2023 in PubMed, Embase, ERIC and Scopus databases. The Split Approach saw concurrent, independent thematic and content analyses of the included articles. The Jigsaw Perspective combined complementary themes and categories, creating broader themes/categories. The subsequent Funnelling Process formed key domains that platformed the synthesis of the discussion.ResultsTwo thousand three hundred forty-one abstracts were reviewed, 323 full-text articles were appraised and 151 articles were included and analysed. The key domains identified were (1) definitions and roles; (2) personalisation; (3) shepherding; and (4) PIF.ConclusionThe success of mentoring in PIF lies in its ability to blend role modelling, supervision, mentoring, coaching and teaching, with self-care, guided reflection, apprenticeship and assessment to meet the individual needs of the mentee and their changing circumstances. Blending the contents of the mentoring umbrella emphasises the critical role of the mentor and host organisation in supporting mentor training, communications, support and assessment mechanisms. Mentee engagement and its active role in support measures complement the CoP-like mentoring programme’s use of blending mentoring support to advance the socialisation process. These insights reflect a complex interactive process scaffolding the development of mentoring relationships and PIF. The effect of the mentoring umbrella on clinical practice requires further study.