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At least 19 recordsLinked to original sources
PubMed1991

Mentoring needs of dietitians: the mentoring self-management program model.

Twenty-one mentors and 24 mentees participated in a mentoring project in California. The results indicated that the mentoring needs among mentees were related to their career stage. Mentoring relationships were primarily serial rather than ongoing. Because of the present mercurial environment, individuals must plan much of their career development on their own. Recognition of the need for lifelong mentoring and knowledge of current findings can help dietitians move toward managing their own mentoring. We believe that the mentoring self-management program model provides the flexibility and close personal contact dietitians need to develop their fullest professional potential.

Career Choice↗
PubMed1991

Mentor, mentee, mentoring: building career development relationships.

An understanding of the process of mentoring can be useful for career development in the clinical, research and educational arenas of the nursing profession. The roles of mentor and mentee/protege as guide and learner are described. Several purposes for mentoring are discussed and five stages of the mentoring relationship are delineated. Potential problems, obstacles and factors which facilitate successful mentoring are explored. Through mentoring, individual, organizational and professional development can be fostered in cost-effective and fulfilling ways.

Career Mobility↗
PubMed1995

Mentoring for medical students interested in family practice.

Formal mentoring programs have been suggested as one strategy to increase student interest in primary care. Mentoring has long been a part of the business world but has only recently become a formal part of family medicine training. This paper reviews the literature on mentoring and provides applications to family practice. Mentoring has been found to develop a deeper relationship than role modeling or preceptoring and should benefit the student and mentor. The mentor's roles and functions are varied and numerous; the mentor guides, assists, and counsels students longitudinally through their development as professionals. Mentoring is based in the present but is directed toward the future. Mentors need to have charisma, leadership and motivational skills, inspiration, competence, compassion, empathy, and willingness to share with the student. Strategies used when developing a mentoring program need to incorporate the positive qualities of mentoring while minimizing the negative components, as described in this paper. The tasks of mentoring are of less importance than the personal characteristics of the mentor. Mentors should not be involved in formally evaluating the student. Faculty development and monitoring of the relationships on a regular basis are important aspects of a successful program.

Family Practice↗
PubMedDate not supplied

A survey of mentor relationships in academe.

The purpose of this study was to assess the frequency, characteristics, and importance of the mentor-protege relationship among 477 female nurse academicians. This descriptive study consisted of a self-administered questionnaire packet of a demographic data sheet and a modified format of five mentor scales developed by Gilbert (1985) and Pierce (1983). Findings indicated that a majority (60 per cent) of respondents had one or more mentors. This study profiled the mentor by addressing the following: mentor behaviors, characteristics of the mentor-protege relationships, power and achievement characteristics of the mentor, personal qualities of the mentor, and proteges' achievements. Mentor behaviors reported as occurring most frequently were: discussion of strategies to handle professional situations (49.1 per cent), observing the mentor in professional situations (44.9 per cent), and providing opportunities for participation in professional activities (40.9 per cent). Concerning characteristics of the mentor-protege relationship, it was important for mentors to value proteges as people (72.1 per cent), provide professional advice when needed (66.4 per cent), and believe in the potential of the protege (62.3 per cent). Power and achievement characteristics reported by the protege to be very important included mastery of concepts and ideas (55.2 per cent) and capacity to work hard (52.1 per cent). The personal qualities of the mentor of greatest importance to the proteges were integrity (81.3 per cent), professional values (72 per cent), and trustworthiness (74 per cent). The elements rated as very important in relation to the protege's achievement were gaining confidence (49.3 per cent), enjoying work (42.7 per cent), and resolving conflicts (37.5 per cent).

Adult↗
PubMed1988

Mentoring: implications for career development.

Mentoring can be viewed as a set of behaviors applied toward a relationship that provides guidance and support in career development. This article reviews some of the current literature on mentoring and presents concepts that may benefit persons in the profession of dietetics. The process of mentoring provides mentors with career and psychosocial rewards, while protégés benefit from a wide variety of career and/or social opportunities made available through the relationship. Rewards for each member of the dyad appear dependent on the age and needs of each person. An alternative to mentoring, known as the patron system, has been proposed; that system places mentoring at the end point of a continuum which includes peer pals, guides, and sponsors. Networking, a crucial aspect of career development, broadens opportunities for prospective mentors or sponsors and protégés to meet and interact. Entry-level dietitians can benefit from mentor-protégé relationships which groom young professionals for leadership positions. The question to be answered is how such relationships can be supported in our various work settings. A model of the mentoring process in dietetics is proposed.

Career Mobility↗
PubMed1995

Faculty mentoring and administrative support in schools of nursing.

This study investigated the relationship between senior nursing faculty mentoring activities and support for faculty mentoring provided by nursing program administrators. Eighty nurse administrators and 389 senior nursing faculty from NLN-accredited MSN programs completed questionnaires. Twenty-five percent of the faculty sample reported that they did not mentor junior faculty in their present work setting, while 75% reported being engaged in mentoring activities which focused on career and personal development. Mentoring activities reported by senior nursing faculty were not significantly related to the three levels of administrative support: (1) formal support, (2) conceptual support, and (3) no support. The majority of institutions expressed support for the concept of mentoring and nurse administrators used informal mechanisms to support faculty mentoring. Significant differences were found between the three different levels of support and two supportive activities used by nurse administrators to facilitate mentoring relationships: (1) to arrange gatherings, and (2) to provide funding for joint projects.

Education, Nursing, Graduate↗
PubMedDate not supplied

Mentoring needs and family medicine faculty.

Mentor relationships have long been advocated as an important mechanism for facilitating the personal and professional development of junior members of a profession. The relative youth of the discipline of family medicine and the bimodal age distribution of its members limit the availability of mentors for junior faculty. Junior faculty members seeking mentor relationships can benefit from taking a proactive approach to identifying needs likely to be met by a mentor. These needs include: professional socialization, role modeling, nurturing, teaching, and advocacy. Multiple mentors may be required to meet these needs. Family medicine departments can foster mentor relationships by providing formal and informal mechanisms for interaction between junior faculty members and the senior faculty within and outside the department. Future research which characterizes successful components of mentor relationships and examines creative ways of meeting mentoring needs would benefit the discipline of family medicine.

Clinical Competence↗
PubMedDate not supplied

Is there enough mentoring in nursing?

This paper examines the debate about the benefits of mentoring in nursing and argues that the evidence indicates that mentoring is a professional behaviour that contributes to career success and the development of professional leaders. Some strategies to facilitate mentoring are suggested. As well, the paper presents the findings from analysis of four studies which provided data on the incidence of mentoring among 317 nursing unit managers, 368 clinical nurse specialists, 478 RNs entering a graduate course and 235 of the latter group on completion of their course. The results show that, of those who reported their mentoring experience, more unit managers (45%) than clinical specialists (35%) experiencing mentoring and that 79% of graduating RNs reported that they had increased their mentoring of others since beginning their course. The overall incidence of mentoring was lower than that reported in the United States. Reasons for the findings are discussed.

Australia↗
PubMed1994

Cultivating expertise in oncology nursing: methods, mentors, and memories.

PURPOSE: To explore the development of clinical expertise and the role of mentoring experiences in this process for oncology nurses involved in direct patient care. DESIGN: Multi-institutional, descriptive, qualitative. SETTING: Six sites in different regions of the United States; rural and urban cancer and noncancer centers. SAMPLE: 38 oncology nurses (mean age = 35 years; average time in nursing = 10 years and in oncology = 7 years; 47% bachelor of science in nursing, 29% diploma, 13% associate degree in nursing, and 11% master's prepared). METHODS: Phenomenological; content analysis of interviews. FINDINGS: Development of clinical expertise and professional commitment requires a combination of protégée- and mentor-initiated behaviors. Protégée learning included reading, watching, attending, doing, asking questions, seeking peer support, seeking new opportunities, and associating with others. Mentor contributions included modeling standards and beliefs, coping effectively, explaining knowledge, and believing in, challenging, and supporting the protégée personally and professionally. The absence of mentoring also was of concern to nurses. True mentoring required on interpersonal connection and commitment between the protégée and mentor. IMPLICATIONS FOR NURSING PRACTICE: Mentoring enhances the development of expert nurses who combine competent clinical practice with strong interpersonal commitment to their patients and the oncology nursing profession. The benefits of mentoring outcomes for individual oncology nurses, their patients, the institutional setting, and the profession need further exploration, especially given the focus on advanced practice and healthcare reform.

Adult↗
PubMedDate not supplied

Attributes of mentors as perceived by orthopaedic nurses.

Mentoring in nursing is a concept that merits close scrutiny in today's chaotic health care environment. Mentors can shape a positive environment for nurses to nurture career development, satisfaction and leadership. One of the issues of mentoring is that there is no agreement as to the role and functions of a mentor. Most of the controversy deals with the similarities and differences between mentors and preceptors. The purposes of this study were to identify attributes of mentors as perceived by orthopaedic nurses and to identify who orthopaedic nurses feel are the most appropriate persons to serve as mentors. This may enable nursing leaders to develop specific programs and strategies to increase job satisfaction and nurse retention among orthopaedic nurses.

Attitude of Health Personnel↗
PubMed1992

Use of mentor programs in dietetic education.

Persons entering their first professional position can benefit from the career guidance and role models provided by a mentor program. To determine whether mentor programs were being used in dietetic education programs, surveys were mailed to all 667 program directors listed in The American Dietetic Association (ADA) Directory of Dietetic Programs, 1990-1991. Of the 329 (49%) directors who responded, approximately half (47%) reported that their program had never considered including a mentor program. Nonetheless, directors from each of the six dietetic education options reported that their program included a mentor program. Respondents were generous with their comments. Directors identified limited time as the greatest obstacle for implementing mentor programs. Changes in curricular demands were also cited. Program directors indicated a need for more information and models of mentor programs. Networks linking the dietetic practice groups of the ADA Council on Practice and research on mentor programs' effect on retention of dietitians in professional practice are needed.

Data Collection↗
PubMed1990

Mentors in graduate medical education at the Medical College of Wisconsin.

In 1988, 40 senior faculty members at the Medical College of Wisconsin were surveyed to determine their perceptions of the extent and benefits of mentor relationships between faculty and residents. Seventy-eight percent thought mentor activity was feasible in their own departments; however, only 18% felt that a majority of residents in their departments had a mentor. Seventy-five percent reported having been a mentor, and 90% indicated they had a mentor either currently or previously. All 25 faculty who reported having a mentor felt that this arrangement had assisted them in their career advancement, 88% reported it had enhanced their personal development, and 72% indicated the relationship had helped them deal with stress. The mentor relationship appears to have significant benefits for the medical trainee and should be promoted.

Attitude of Health Personnel↗
PubMedDate not supplied

Women physicians and their mentors.

This study surveyed 189 women physicians in order to compare the experiences of those who had male mentors with those who had female mentors. Respondents with high-ranking male mentors reported more career sponsorship. However, those with lower ranking female mentors reported more personal advice. In addition, those with female mentors reported fewer problems retaining their autonomy in the relationship. The mentor's administrative or academic rank, rather than gender, was the chief determinant of sponsoring effectiveness. These results suggest that women physicians face a dilemma in their choice of mentors, and underscore the importance of promoting women physicians to positions of authority in medical schools and training hospitals.

Career Mobility↗
PubMed1996

The art of mentoring.

While the golden era of mentoring may have been the age of apprentice ships in medicine, the birth of the clinical clerkship in the late 1800s provided the structure for the relationship between faculty and medical student. The last few decades, however, have seen a dramatic change in the availability of faculty to mentor students in clinical teaching settings despite a 600% increase in the number of clinical full-time medical school faculty. This work explores some of the reasons for this deterioration in mentoring and looks at the role of the mentor in professional development, specifically in the area of medical education. Recommendations for implementing structured mentoring programs within a department of surgery are provided. The article concludes with discussion of individual characteristics of the effective mentor in surgical education.

Clinical Clerkship↗
PubMed1996

Race, gender, and opportunity: a study of compensation attainment and the establishment of mentoring relationships.

In this article, hypotheses concerned with how race, gender, and mentoring experiences account for compensation outcomes among master of business administration (MBA) program graduates are considered. African-American and Hispanic MBAs were less likely than their White counterparts to establish mentoring relationships with White men. Women with MBAs were less likely than men with MBAs to form such relationships. Graduates who had been able to establish mentoring relationships with White men displayed an average annual compensation advantage of $16,840 over those with mentors displaying other demographic profiles. There were no compensation differences between those who had established mentoring relationships with women or minority men and those who had not established a mentoring relationship.

Adult↗
PubMed1988

Mentoring in doctoral education.

Mentoring has historically been common among men. Recently, however, mentoring has emerged as a popular concept in nursing and more and more references in the nursing literature describe the importance of a mentor to the nurse. Mentoring is also an important concept in doctoral education in nursing. This paper discusses both the development of mentoring relationship which can vitally contribute to the development of the nurse leader are discussed. A mentoring relationship between a doctoral student and a more experienced professional can enable the development of leadership potential and significantly contribute to the development of competent professionals in nursing.

Education, Nursing, Graduate↗