scholarly journals 3368 Mentoring from the ground up: Improving mentoring relationships by empowering mentees

2019 ◽  
Vol 3 (s1) ◽  
pp. 72-72
Author(s):  
Marissa Joanna Hansen ◽  
Katherine Cornelius ◽  
Heather Billings
Keyword(s):  
Survey Design ◽  
Development Program ◽  
Formative Assessments ◽  
Mentoring Relationships ◽  
Competency Assessment ◽  
Mentor Training ◽  
Post Intervention ◽  
Individual Session ◽  
Session Evaluations ◽  
Competency Area

OBJECTIVES/SPECIFIC AIMS: Program Directors and Ph.D. students within the Clinical and Translational Science (CTS) track identified mentorship development as a knowledge gap and educational priority. Most mentors are not provided education in how to be an effective mentor. Similarly, most mentees are not provided education or training on how to optimize a mentoring relationship for their learning and professional development (Ramani, 2006). We adapted mentor training curriculum developed by the University of Wisconsin and facilitated an eight-hour program to better prepare learners to be empowered mentees as well as future mentors. METHODS/STUDY POPULATION: We utilized the Mentoring Competency Assessment (MCA) to measure CTS Ph.D. students’ self-perceptions of eight competencies through a pre and post-intervention survey design (Fleming, etal., 2013). We adapted an evidence-based curriculum (Pfund, etal., 2014) to be delivered to Ph.D. students within an existing structure of educational offerings and incorporated case based discussions, frequent low-stakes formative assessments, and peer-to-peer facilitation to heighten authenticity, relevance and immediacy to the learning experiences. This structured curriculum, intended to increase skills, knowledge, and behaviors to make students more active participants in their mentoring relationships, focuses on one competency area per monthly session and was implemented May-December 2018. Session participation by program alumni allows for contextual demonstration and competency application. RESULTS/ANTICIPATED RESULTS: Preliminary data demonstrates heightened perceived competency in most domains assessed. We found mentors generally rated their mentee’s skills at a higher level than the mentees’ perceived ratings. We also saw significant differences between groups in a few domains e. g. new vs. established relationships, females vs. males, etc. Individual session evaluations are extremely positive, and the students routinely report behavioral changes as a result of these sessions. DISCUSSION/SIGNIFICANCE OF IMPACT: We have demonstrated the successful adaptation and innovative facilitation of a successful mentorship development program for Ph.D. students. We propose that several factors discussed are critical in the success of this type of curriculum. Preliminary conclusion: A structured curriculum in mentoring relationships increases Ph.D. mentee empowerment and readiness to lead future mentoring relationships.

scholarly journals Learning to Thrive: Building Diverse Scientists’ Access to Community and Resources through the BRAINS Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar49 ◽  
Author(s):  
Cara Margherio ◽  
M. Claire Horner-Devine ◽  
Sheri J. Y. Mizumori ◽  
Joyce W. Yen
Keyword(s):  
Professional Development ◽  
Sense Of Belonging ◽  
Development Program ◽  
Weak Sense ◽  
Early Career ◽  
Mentoring Relationships ◽  
Informal Networks ◽  
Career Trajectory ◽  
Early Results ◽  
Long Term Impact

BRAINS: Broadening the Representation of Academic Investigators in NeuroScience is a National Institutes of Health–funded, national program that addresses challenges to the persistence of diverse early-career neuroscientists. In doing so, BRAINS aims to advance diversity in neuroscience by increasing career advancement and retention of post-PhD, early-career neuroscientists from underrepresented groups (URGs). The comprehensive professional development program is structured to catalyze conversations specific to URGs in neuroscience and explicitly addresses factors known to impact persistence such as a weak sense of belonging to the scientific community, isolation and solo status, inequitable access to resources that impact career success, and marginalization from informal networks and mentoring relationships. While we do not yet have data on the long-term impact of the BRAINS program on participants’ career trajectory and persistence, we introduce the BRAINS program theory and report early quantitative and qualitative data on shorter-term individual impacts within the realms of career-advancing behaviors and career experiences. These early results suggest promising, positive career productivity, increased self-efficacy, stronger sense of belonging, and new perspectives on navigating careers for BRAINS participants. We finish by discussing recommendations for future professional development programs and research designed to broaden participation in the biomedical and life sciences.

Establishing effective STEM mentoring relationships through mentor training

2020 ◽  
Vol 1483 (1) ◽  
pp. 224-243 ◽  
Author(s):  
Rebecca L. Stelter ◽  
Janis B. Kupersmidt ◽  
Kathryn N. Stump
Keyword(s):  
Mentoring Relationships ◽  
Mentor Training

scholarly journals Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

2015 ◽  
Vol 14 (2) ◽  
pp. ar24 ◽  
Author(s):  
Christine Pfund ◽  
Kimberly C. Spencer ◽  
Pamela Asquith ◽  
Stephanie C. House ◽  
Sarah Miller ◽  
...  
Keyword(s):  
Implementation Strategies ◽  
Mentoring Relationships ◽  
Evidence Based ◽  
Mentor Training ◽  
Train The Trainer ◽  
Research Mentoring ◽  
High Satisfaction ◽  
National Capacity ◽  
Research Mentor ◽  
Widespread Dissemination

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

scholarly journals Evaluation of "How To Be A Good Mentoring Training” Effectiveness for Peer Mentor

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Andhika Alexander Repi
Keyword(s):  
Action Plan ◽  
Development Program ◽  
Analysis Data ◽  
Needs Analysis ◽  
Design Stage ◽  
Training Module ◽  
Mentor Training ◽  
Peer Mentor ◽  
Faculty Psychology ◽  
Training Materials

"Kakak Pendamping, Support Class Program" is a term for peer mentor of Faculty Psychology WM University program. The mentor needs to be equipped with the knowledge, skills, and attitudes of becoming good mentors through training programs called "How To Be a Good Mentor" training. But, this program hasn’t evaluated whether the training is effective or not. If a training program is not assessed, it will cause several losses for both mentors and the organization. This study aims to identify the effectiveness of the training "How To Be a Good Mentor.” The method used is mix-method and involves all stakeholders in the UKWMS Psychology Faculty, namely staff, students, and Mentors. The results of the study found that "How To Be a Good Mentor" training has not been effective because it does not go through the ideal design stage of training. Without any needs analysis program, and the absence of a training evaluation program, as an action plan due to ineffectiveness of the training that has been held. A training module will be redesigned to develop a training module, "Creating a Full Heart Mentor." This training aims to improve the knowledge, skills, and attitudes of the Mentors. Evaluation of the "Creating a Full Heart Mentor" training is useful in evaluating the results of assessments showing the satisfaction of Mentor to the training process, and improving learning after obtaining training materials. The training on "Creating a Full Heart Mentor" produces needs analysis data used as a further development program for Mentors. "Kakak Pendamping Support Class Program" adalah sebutan untuk peer mentor program Fakultas Psikologi WM University. Sebagai upaya untuk mengoptimalkan program ini, para mentor perlu dibekali dengan pengetahuan, keterampilan, dan sikap bagaimana menjadi mentor yang baik melalui program pelatihan yang dinamakan pelatihan “How To Be a Good Mentor”. Namun program ini belum dievaluasi apakah pelatihan tersebut efektif atau tidak. Jika program pelatihan tidak dievaluasi, maka akan menimbulkan sejumlah kerugian baik bagi mentor maupun organisasi. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan "How To Be a Good Mentor". Metode yang digunakan adalah mix-method dan melibatkan seluruh stakeholder di Fakultas Psikologi UKWMS yaitu staf, mahasiswa, dan Mentor. Hasil penelitian menemukan bahwa pelatihan "How To Be a Good Mentor" belum efektif karena tidak melalui tahap desain pelatihan yang ideal, tanpa adanya program analisis kebutuhan, dan tidak adanya program evaluasi pelatihan. Sebagai sebuah action plan akibat tidak efektifnya pelatihan yang telah dilaksanakan, maka modul pelatihan akan didesain ulang dan menghasilkan pengembangan modul pelatihan “Menciptakan Mentor Sepenuh Hati”. Pelatihan ini bertujuan untuk meningkatkan pengetahuan, keterampilan, dan sikap para Mentor. Evaluasi pelatihan “Menciptakan Mentor Sepenuh Hati” efektif ditinjau dari hasil evaluasi yang menunjukkan kepuasan pendamping terhadap proses pelatihan, dan peningkatan pembelajaran setelah mendapatkan materi pelatihan. Pelatihan “Membuat Mentor Sepenuh Hati” menghasilkan data analisis kebutuhan yang nantinya akan digunakan sebagai program pengembangan lebih lanjut bagi Mentor.

scholarly journals Self-assessed competence and need for further training among registered nurses in somatic hospital wards in Sweden: a cross-sectional survey

2020 ◽  
Author(s):  
Renée Allvin ◽  
Birgitta Bisholt ◽  
Karin Blomberg ◽  
Carina Bååth ◽  
Sigrid Wangensteen
Keyword(s):  
Registered Nurses ◽  
Professional Competence ◽  
Developmental Process ◽  
Survey Design ◽  
Core Competencies ◽  
Competency Assessment ◽  
Further Training ◽  
Cross Sectional Survey ◽  
Self Assessment ◽  
Cross Sectional

Abstract Background: Professional competence and continuous professional development is essential for ensuring high quality and safe nursing care, and it might be important for motivating nurses to stay in the profession. Thus, there is a need to identify the developmental process of nursing competency. Assessment of competence and need for further training helps to identify areas for quality improvement, and to design interventions in order to facilitate continuous competence development in different work contexts. The current study aimed to 1) describe registered nurses’ self-assessment of clinical competence as well as the need for further training, and 2) explore possible differences between registered nurses with varying lengths of professional experience as a nurse (≤ 0.5 year, >0.5-5 years, and ≥ 6 years).Methods: A cross-sectional survey design was applied, using the Professional Nurse Self-Assessment Scale of clinical core competencies II. Registered nurses (n=267) working in medical and surgical contexts in hospitals in Sweden responded (response rate 51 %). Independent student t-test and analysis of variance were carried out.Results: Registered nurses assessed their competence highest in statements related to cooperation with other health professionals; taking full responsibility; and acting ethically. They assessed their need for further training most for statements related to assessing patients’ health needs by telephone; giving health promotion advice and recommendations to patients by telephone; as well as improving a creative learning environment for staff at the workplace. For self-assessed competence and need for further training, differences between the groups for 35 and 46 items respectively, out of 50 were statistically significant.Conclusions: Although the registered nurses assessed their competence high for important competence components expected of professionals such as cooperation with other healthcare professionals, it is problematic that knowledge of interactions and side-effects of different types of medication were reported as having the highest need of training. Longitudinal follow up of newly graduated nurses regarding their continuous development of competence as well as further training is needed.

scholarly journals 4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce

2020 ◽  
Vol 4 (s1) ◽  
pp. 60-60
Author(s):  
Yulia A. Strekalova ◽  
H. Robert Kolb ◽  
Holly Morris ◽  
Rebecca Austin-Datta
Keyword(s):  
Professional Development ◽  
Translational Research ◽  
Training Program ◽  
Outcome Evaluation ◽  
Qualitative Assessment ◽  
Competency Assessment ◽  
Mentoring Program ◽  
Mentor Training ◽  
Significant Difference ◽  
Talent Retention

OBJECTIVES/GOALS: The goal of this project was to develop and evaluate a pilot mentor training program for clinical research professionals. This project presents an evidence- and theory-based mentoring program that has been developed, implemented, and evaluated for this group of translational research professions. METHODS/STUDY POPULATION: The curriculum for the program was designed for aspiring mentors and aligned with the topics of existing Entering Mentoring curriculum for translational workforce (Pfund, Branchaw & Handelsman, 2015). Eleven experienced CRPs participated in the pilot training program. The training was delivered in two-hour meetings over eight weeks. Qualitative e-mail interviews and a validated mentoring competency assessment (Fleming et al., 2013) and mentor role assessment (Dilmore, 2010) tool were used for process and outcome evaluation. Cases studies specific to the CRPs work environment were developed and used to facilitate discussions throughout the training. RESULTS/ANTICIPATED RESULTS: Pre- and post-training scores for mentoring competency assessment were compared across six sub-indexes. Paired t-tests showed a significant difference for the maintaining effective communication competency, p = 0.0202. Comparisons of individual items also showed positive changes in the promoting professional development competency, p = 0.0161). Qualitative assessment revealed that most mentor trainees recognized a distinction between a mentor and a supervisor or on-the-job-trainer. Furthermore, most have been informal mentors without a formal role assignment, the need for ongoing mentoring, and potential of mentoring networks. DISCUSSION/SIGNIFICANCE OF IMPACT: CRPs is a diverse group of research support professionals who may hold the roles of research study coordinators, research nurses, regulatory and compliance specialists. Tailored mentoring can provide essential infrastructure for ongoing professional development and support talent retention.

scholarly journals Perceptions and Unmet Expectations of Undergraduate Students on the Role of Counselling in Academic Achievement: Implication for Academic Development Program Review

2018 ◽  
Vol 8 (5) ◽  
pp. 88 ◽  
Author(s):  
Patrick Okoh Iyeke ◽  
Lucky Chukwunalu Onyema ◽  
Ezekiel Uba Nwose
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Survey Design ◽  
Academic Development ◽  
Development Program ◽  
Unmet Expectation ◽  
Counselling Needs ◽  
The University ◽  
Descriptive Survey

This study aimed at evaluating the perceptions of students about the role of counselling and unmet expectation ofundergraduate students. The study adopted a descriptive survey design. The participants (N=150) recruited from firstand second year students of Institute of Education in the University. Over 81% of students are aware of counsellingservices and affirm the relevance to academic achievement. However, 69% cannot affirm provision of roadshows toenhance awareness. The proportion of students disagreeing on provision of roadshows to enhance awareness mayimply non-utilization of available academic development program and unmet counselling needs that calls for areview.

scholarly journals 2068

2017 ◽  
Vol 1 (S1) ◽  
pp. 43-43
Author(s):  
Christine Marie Denicola ◽  
Lisa Altshuler ◽  
Sondra Zabar
Keyword(s):  
Translational Research ◽  
Peer Coaching ◽  
Development Program ◽  
Role Playing ◽  
Post Intervention ◽  
Self Assessment ◽  
Research Staff ◽  
Research Teams ◽  
Coaching Skills ◽  
Long Term Impact

OBJECTIVES/SPECIFIC AIMS: Skillful research staff members are critical to productive translational research teams and yet their ongoing professional development is rarely formally addressed. Through the Strategic Teamwork for Effective Practice-Mentor Development Program (STEP-MDP), we aimed to both create a community of practice (COP) for research staff and build the skills needed to enhance research team performance. METHODS/STUDY POPULATION: We selected 16 participants of 32 staff-level applicants from among the NYU Schools of Medicine, Social Work and Nursing for the first STEP-MDP cohort. Participants included research assistants, coordinators, managers, and directors. We delivered 3, two-hour workshops, scheduled 3 weeks apart, focused on team communication, identifying team areas for improvement, and mentorship/coaching skills. Peer-Coaching Teams (PCTs) were created by pairing participants at the same position level, and PCTs worked together at each session to explore and practice learned skills. Sessions featured brief didactics, group-based learning and exercises based on participants’ real issues. A variety of active learning techniques such as brainstorming, role-playing, problem solving, and peer coaching were used. Practical core readings, worksheets, and summary cards were provided. PCTs met between sessions to practice coaching skills, and troubleshoot problems. RESULTS/ANTICIPATED RESULTS: Participants (n=16) completed a 37-item retrospective pre/post self-assessment of team behaviors and skills, and a STEP-MDP evaluation survey at the end. We saw pre-post improvements in each of 5 self-assessment domains: Communication (4 items, pre-mean 2.66, post mean 3.36, p≤0.001), Leadership (8 items, pre-mean 2.76, post mean 3.55, p≤0.001), Empowerment and Motivation (12 items, pre-mean 2.86, post mean 3.51, p≤0.001), Coaching (6 items, pre-mean 2.40, post mean 3.58, p≤0.001), and Community (3 items, pre-mean 2.33, post mean 3.76, p≤0.001). On average, PCTs met twice (range 2–4 times) between workshop sessions. Learners valued the PCTs, and 1 commented on the value of working with peers in PCTs, having no one in a similar position within his immediate work environment. Participants’ written comments strongly endorsed the value of the workshops for their work, with the coaching skills session seen as the most valuable. Some participants worry that skills will decrease over time without continued reinforcement. All but 1 participant reported that they planned to continue with the PCT. DISCUSSION/SIGNIFICANCE OF IMPACT: The number of applicants to our program suggests a need and motivation for staff to participate in the STEP-MDP. Participants’ reported improved skills and sense of community. To maintain the COP and address worry about degradation of skills we are planning to remind PCTs to meet once a month and will follow-up with them 3 and 6 months post intervention to evaluate their continued development. This spring a second cohort will receive the training. We believe developing these core teamwork skills will lead to more collaborative, efficient, and innovative research. We have implemented a successful program targeting critical members of research teams with potential to facilitate expansion of institutional capacity for translational research. It will be important to understand the long-term impact of the program on individuals, on team science, on research, and ultimately on the health of the public.

scholarly journals The Development of Village Health Volunteers’ Competencies for Tuberculosis Care in Trang Province, Thailand

2020 ◽  
Vol 12 (9) ◽  
pp. 30
Author(s):  
Jiraporn Choowong ◽  
Duangjai Sawatdee ◽  
Penjan Maneechote ◽  
Phatcharapon Tulyakul
Keyword(s):  
Development Program ◽  
Health Concern ◽  
Matched Pair ◽  
Control Group ◽  
Post Intervention ◽  
Community Based ◽  
Village Health Volunteers ◽  
The Mean ◽  
Experimental Group ◽  
Village Health

BACKGROUND: Tuberculosis (TB) is a major public health concern resulting in high rates of morbidity and mortality worldwide, particularly in low- and middle-income countries, despite treatment having been available for over 50 years. It remains a crucial health problem in Thailand. This study aimed to develop a program for building tuberculosis (TB) care competencies of village health volunteers (VHVs) and to examine its effects on the outcomes of care for TB patients. METHODS: The competency development program (CDP) was developed based on the principles of empowerment and community-based TB care. Forty VHVs in two villages of Khoglor sub-district, Trang, Thailand were recruited. Participants were classified into control and experimental groups equally (n=20) by using a matched pair technique. RESULTS: The results showed that the mean scores of TB knowledge, attitude towards TB care, and TB care skills in the experimental group at the baseline and post-intervention were significantly different (p < 0.05). The mean scores of TB knowledge, attitude towards TB care, and TB care skills in the experimental and control groups at the baseline were not different. However, the scores of these three competencies at the post-intervention were significantly higher in the experimental group, compared to the control group (p < .05). CONCLUSION: Per the findings of the study, healthcare professionals should incorporate the principles of empowerment and community-based TB care in TB training programs in order to enhance TB care competencies of community health volunteers.

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