Surface and Content Validity of the Mentoring Function Scale for Novice Nurses

This study aimed to examine the surface and content validity of the Mentoring Function Scale for Novice Nurses, used to assess the mentoring of entry-level nurses, and to refine the scale items. In Study 1, six nurse education researchers, selected using convenience sampling, with five or more years of nursing experience and experience teaching novice nurses, were invited to an expert meeting in July 2015. A group interview was conducted that lasted approximately 120 minutes. Study 2 examined the content validity index. Between September and November 2015, we distributed a self-administered questionnaire survey to 11 participants selected by convenience sampling. The participants included five nurse education researchers with a minimum of five years of nursing experience and experience teaching novice nurses, as well as six clinical nurses with a master’s degree or higher. Finally, 81 questionnaire items were retained from the initial 125 items. The 81-item Mentoring Function Scale for Novice Nurses had higher content validity than the original scale. To further increase the scale’s applicability, future studies should assess its reliability, construct validity, and criterion-related validity.

The Importance of Mentoring in Nursing Academia

Mentoring in academia promotes the retention of students and future faculty. Presently, it is general knowledge that we have a shortage of nurses in our profession. However, we also have a shortage of experientially qualified educators and mentors. In general, the problem is there is a lack of mentors in healthcare as a whole that have the ability or willingness to mentor future generations of faculty. Mentors are needed to pass on knowledge and promote retention of students and faculty in academia. The example we present to the students in healthcare professions will also impact the retention of healthcare faculty as a whole. It is logical to think that if we retain our students in academia, we also retain future experientially qualified faculty in academia. How we mentor one another as a novice and seasoned faculty can impact what students see and learn as well from us. A literature review of 46 articles was completed and 19 of the articles were used as references in this article, along with a few more relevant references. The articles from the literature review showed evidence of positive mentoring experiences lead to the retention of students, future mentees, and mentors in nursing academia.

E-mentoring as a Critical E-learning Approach: The Impact of Social Presence on E-mentoring

One important form of e-learning is e-mentoring. Virtual mentoring can occur within the context of formal organiza- tional programs or develop spontaneously between individuals online. While e-mentoring is burgeoning as a practice, theoretical research related to this important phenomenon has been limited. The purpose of this paper is to suggest that social presence theory presents a useful conceptual framework for understanding mentors’ willingness to participate in e-mentoring relationship and on their satisfaction. In sum, mentoring relationships that offer a blended approach with both high and low social presence forms of computer-mediated-communication (CMC) will be more satisfying to men- tors than those with low social presence CMC forms only. Implications for research and practice are discussed.

A Concept Analysis of Mentoring in Nursing Leadership

Attention in the literature has been given to the critical state of nursing leadership development. There is a need to identify effective ways to sustain and develop nursing leaders. Mentoring has been identified as an invaluable tool to attract and retain new nurse leaders. Examining the concept of mentoring in nursing leadership provides a greater understanding of its importance in today’s healthcare system. The concept of mentoring will be analyzed using the framework developed by Walker and Avant. A literature review was conducted to examine the current usage of the concept of mentoring. Consistent with Walker and Avant’s framework, defining attributes, antecedents, and consequences of mentoring have been identified. Further illustration of this concept is provided by describing model, borderline, related, and contrary cases. Demonstrating the occurrence of the concept of mentoring, Empirical referents will also be explored.

Didactics of Languages:Implementing Dynamic Exchanges and Enhancing the Potential of Creativity in a Mentoring Context

Group dynamics is applied not only in the professional life but also in the educational framework becoming one of the tools of group therapy aiming at reducing conflicts and tensions.Under this perspective it would be interesting to study the dynamic exchanges that take place within the interrelations of the facilitator with his target group aiming at further exploiting the cognitive and affective resources of the participants in order to manage their potential more effectively and to accompany them in any training situation.From an actional perspective the adoption of collaborative tasks promotes cooperation and problem solving in a mentoring context,where the members invest in the realization of a meaningful action project in order to implement creative tasks and cultivate transversal skills using digital technology.

Mentoring as an Interaction System, Providing Teachers＇ Readiness to Integrate Into the School Environment

The sustainable development of today＇s society can be promoted by providing the educational sustainability. The education of prospective teachers should be based on ecological approach, which ensures the ecological perspective and an opportunity for students to develop their readiness to integrate into the school environment. The main aim of the author＇s research is to substantiate mentoring as an interaction system for the facilitation of the prospective teachers＇ readiness to integrate into the school environment. The author of this paper offers the results of her theoretical research： substantiation of mentoring＇s importance in teachers＇ education, substantiation of mentors＇ roles and functions, and substantiation of ecological approach in teachers＇ education. Ecological approach in teachers＇ education facilitates the formation of friendly attitude toward a school as an educational environment. Mentoring provides the prospective teachers＇ readiness to the professional activity and ability to successful integration in various types of school environment, considering their specificity. The author applied the following research methods： experience reflection, studying, analysing, and evaluating of scientific literature.

Research on the Diversified Mentoring Models for Open Base Engineering Graduates-A Case Study of Foshan

The key to guaranteeing the quality of engineering graduate cultivation lies in establishing a dual mentorship model,involving both,universities and enterprises.By analyzing the existing problems in dual mentorship for engineering graduates,the open base for joint graduate cultivation in Foshan is taken as an example.Under the“2+2”diversified mentoring model constructed for engineering practice cultivation,an open base guarantees the implementation of the diversified mentoring model,while the diversified mentoring model improves the effectiveness of collaborative education between universities and enterprises.Strengthening the qualification examination of collaborative education and reinforcing the academic ability training of enterprise mentors are proposed as strategies for the problems faced in the implementation.

An Empirical Analysis of Factors Affecting Mentoring Relationship between Supervisor and Postgraduate

The mentoring relationship between supervisor and postgraduate is crucially important to ensure the quality of education for postgraduates.In this paper,factors affecting the mentoring relationship were investigated by a binary logit model using data collected from 345 postgraduates.In addition,marginal effects were introduced to quantify the effects of factors on mentoring relationship.A total of 11 factors were found to be significant,and four of them could increase the risk of supervisor-postgraduate conflict,while the remaining seven factors could decrease the risk of supervisor-postgraduate conflict.Findings from this study can help better understand the mechanism of supervisor-postgraduate conflicts and develop effective countermeasures.

学长制(Mentoring)作为高校人力资源发展的工具

德国奥斯纳布吕克应用科学大学借鉴企业管理中较为常见的Mentoring模式,作为入学新生在学期初期阶段有效改善人力资源和学习条件的工具,受到学生及教授的好评,具有可操作性。

Mentoring in Novice Teacher Training Programme

1.INTRODUCTIONTeacher mentoring plays an important role in teacher education.The use of mentoring is strongly advocated for improving novice teachers’ performance in some countries,such as UK and the USA.In China,mentoring has been employed for in-service novice teachers’ development in a number of middle schools for the following reasons:1)In-service novice teachers are officially qualified but have insufficient teaching experience(only two-month teaching practice);2)Some new teachers do not have a strong theoretical base because of the unpractical university curriculum design(Chen,et al.2003);3)Mentoring,originated with the aim of helping novice teachers become qualified teachers,is supposed to help solve the problems mentioned above in the Chinese context.Therefore,it has been adopted,and it is required by some schools and educational bureaus that new teachers should have mentoring during their first or second year in practice.

A“Curriculum of Hope”:Designing and Evaluating a Remote Mentoring Program forPupils ina Pandemic

Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses.Design/Approach/Methods:Thematic analysis of a mixed-method evaluation,using surveys and interviews of teachers and mentors,and pupil focus groups,of the remote mentoring of pupils and their learning during lockdown,is further analyzed by means of Bernstein's knowledge codes and concept of open schools,to identify the form of knowledge inherent in online mentoring.Findings:The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning underdisruption.Originality/Value:The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention.It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.

Adaptive interaction driven by the learning effect in the spatial prisoner's dilemma

We propose a computing model in which individuals can automatically adjust their interaction intensity with their mentor according to the learning effect.This model is designed to investigate the cooperative dynamics of the spatial prisoner's dilemma.More specifically,when the cumulative payoff of a learner is more than his reference earning,he will strengthen his interaction with his mentor;otherwise,he will reduce it.The experimental results indicate that this mechanism can improve the emergence of cooperation in a networked population and that the driving coefficient of interaction intensity plays an important role in promoting cooperation.Interestingly,under a certain social dilemma condition,there exists a minimal driving coefficient that leads to optimal cooperation.This occurs due to a positive feedback effect between the individual's satisfaction frequency and the number of effective neighbors.Moreover,we find that the experimental results are in accord with theoretical predictions obtained from an extension of the classical pair-approximation method.Our conclusions obtained by considering relationships with mentors can provide a new perspective for future investigations into the dynamics of evolutionary games within structured populations.

Clinical competency:perceptions of nursing interns and clinical mentors

Objective:To assess the clinical competency of nursing interns and the perception of clinical nurse mentors toward student nurses'clinical competency.Methods:A study was carried out among 104 nursing interns and 26 clinical nurse mentors using the purposive sampling technique.A self-repor ted perception scale was used to collect the data.Results:In general,most nursing interns perceived themselves as clinically competent during the internship.The clinical nurse mentors too repor ted that the current internship is helping the nursing interns in becoming competent.Conclusions:Frequent clinical evaluation,buddy system,provision of stipends,good leadership,and coordination between the academic institute and hospital are repor ted as the critical motivating factors for improving the clinical competency of student interns.

Practice and Exploration of Ideological and Political Education for Postgraduate Students Under the Mentor Responsibility System

This study aims to address the problems existing in the ideological and political education of postgraduate students,and combines the implementation of the mentor responsibility system to explore the role orientation,work content,and practical effects of mentors in the ideological and political education of postgraduate students.Through questionnaire surveys,interviews,and other research methods,the current situation of ideological and political education of postgraduate students under the mentor responsibility system is analyzed,and corresponding optimization strategies are proposed.

Application of Microteaching Combined with Problem-Based Learning(PBL)Teaching Model in Teaching Clinical Nursing Interns in Otorhinolaryngology Department

Objective:To explore the application effect of microteaching combined with problem-based learning(PBL)teaching mode in teaching clinical nursing interns in otorhinolaryngology department.Methods:A total of 72 nursing students who interned in our hospital from June 2022 to February 2023 were selected,and all of them were comprehensively trained in basic theoretical knowledge as well as practical skills before the beginning of their learning tasks.The students were randomly divided into the control group and the experimental group,with 36 students in each group.The control group was taught using the traditional clinical nursing teaching mode,and the experimental group was taught using microteaching combined with the PBL teaching mode,subsequently comparing the differences between the two groups of interns in the degree of mastery of theoretical knowledge,hands-on skills,teamwork ability,patient satisfaction,and other aspects.Results:In terms of mastery of theoretical knowledge,the interns in the experimental group(97.22%)were significantly better than that of the control group(75.00%)(P<0.05);the interns in the experimental group had significantly better practical skills(77.78%)than that of the control group(55.56%)(P<0.05);the interns in the experimental group had significantly better teamwork ability than the control group(P<0.05);through the questionnaire survey,it was found that students’satisfaction with teaching in the experimental group(97.22%)was also significantly higher than that in the control group(75.00%)(P<0.05).Conclusion:The application of microteaching combined with PBL teaching mode in the teaching of clinical nursing interns in otorhinolaryngology department achieved significant results.It can not only improve the professional knowledge and application ability of nursing students,but also cultivate their independent thinking,problem-solving skill,as well as teamwork ability.It can also improve the teaching quality and patient satisfaction,and contribute positively to the development of medical education.

Transversal Competencies of a Clinical Mentor in Nursing Graduate Studies

Introduction: The focus of clinical mentoring in nursing specialists is to develop both generic or transversal skills, as well as specific skills needed to assess their profile and become a graduate student under the guidance of experts. Objective: The objective of this study is to diagnose the transversal competencies of clinical mentors from the Unique Program of Nursery Specialties (UPNS) in student body training. Method: This study utilized a descriptive and phenomenological interpretative approach. Twelve informants from UPNS participated, and the variables were clinical mentoring and transversal competencies from novice and senior mentors. Two focus groups were conducted for data collection, and data analysis was performed according to Strauss and Corbin. All participants provided signed informed consent. Results: Post-analysis of qualitative data revealed three categories with subcategories. Category 1: Strengths of clinical mentors in three dimensions. Sub-categories: 1.1) PD: Academic and personal companionship;1.2) PD: Guidance with humanist focus and feedback from mentor to student in real scenarios;1.3) PD: Guidance in the teaching-learning process;1.4) DD: Integration of theoretical-practical knowledge and development of advanced abilities in nursing for clinical practice;1.5) CD: Responsibility and commitment from student’s characteristics to group’s general statements. Category 2: Competencies that lead the clinical mentor in pedagogy, discipline and generic dimensions, reported 9 subcategories six of them focused on the didactics of clinical mentors, and three on the interpersonal communication between mentors. Category 3: Opportunity areas to develop by the clinical mentor. From a mentor’s perspective, eight subcategories revealed transversal competencies that define a clinical mentor for UPNS. In this state, competencies are oriented toward the pedagogical and interpersonal communication dimensions, but central aspects are recognized between disciplines, namely, precise theoretical-practical knowledge, clinical experience in the field of specialty, certification as a specialist, and updated knowledge. Conclusions: The profile of clinical mentors from UPNS clearly identifies transversal competencies in clinical teaching and interpersonal communication, both of which are important. In terms of professional competencies, there are leaders in nursing specialty, meaning that these competencies are specific in such cases.

基于Lap Mentor的HACCP技术在住培医生腔镜培训质控中的应用研究

目的评价基于Lap Mentor的HACCP技术在住培医生腔镜培训质控中的应用效果。方法本研究采用随机对照实验设计,选取2019级未接受过其他任何形式腔镜技术培训的住培医师40名,随机分成实验组及对照组。首先,对两组医生进行理论授课;然后,实验组在技能教学中进行基于Lap Mentor的HACCP质控,对照组完成常规课程要求。最后,进行理论考核、基本技能和虚拟实战考核,问卷调查了解学生对基于Lap Mentor的HACCP质控教学的满意度。结果实验组在夹持与抓握、双手动作考核模块中完成率明显高于对照组(65%vs 26%,P<0.05;75%vs 32%,P<0.01);与对照组比较,实验组缝合用时较少(311.7±96.55 vs 428.9±68.54,P<0.01),而进出针准确率较高(54.15±9.01 vs 48.05±9.51,P<0.05);在虚拟胆囊切除考核中,实验组完成人数较多(75%vs 37%,P<0.01),而且手术时间和并发症均明显少于对照组(260.7±166.4 vs 497.9±259.1,P<0.01;0.25±0.55 vs 0.73±0.87,P<0.05);实验组OSATS评分明显高于对照组(88.38±6.203 vs 80.95±12.81,P<0.05)。结论基于Lap Mentor的HACCP技术能帮助住陪医生更好地掌握腔镜技术,具有良好的应用前景。

ANGIO Mentor血管介入手术模拟器在进修医师教学中的应用

目的探讨ANGIO Mentor血管介入手术模拟器在进修医师教学中的应用效果。方法选取2003年4月至2008年5月47名进修医师作为对照组,将2008年7月至2013年6月的48名进修医师作为观察组,对照组进修医师采取传统培训模式,观察组进修医师在对照组培训的基础上接受模拟器培训,对比两组进修医师的培训效果。结果观察组进修医师的介入操作时间、介入操作熟练人数以及失误发生率等指标显著优于对照组(P<0.05)。结论对进修医师进行培训时应用ANGIO Mentor血管介入手术模拟器,能够提高操作能力,缩短介入操作时间。

Osstell Mentor评价OSSTEM-TSⅢ种植体骨结合效果的临床观察

目的 利用共振频率分析法观察不同的种植体植入扭矩值对种植体稳定性以及骨结合效果的影响。方法 根据纳入及排除标准选择牙缺失患者41例,共62枚种植体,手术由同一种植科医生操作完成。根据种植体植入就位后的所测最终扭矩值（Itv）进行分组：A低扭矩组,Itv为21-30 N·cm;B中扭矩组,Itv为31-40 N·cm;C高扭矩组,Itv为41-50 N·cm,应Osstell Mentor共振频率分析仪于种植体植入时测量ISQ和记录Itv,并于患者术后三个月进行牙修复时测量ISQ值,得出每组的平均ISQ值,之后得出曲线。结果 ISQ与Itv存在强正相关性。

Mentor式教学法在临床护理教育中的应用

总结在临床护理教学中使用Mentor式教学法的教学效果与经验。通过学生在临床实习过程中的成绩反馈及对教师的各项考核情况,阐述Mentor式教学法在护理教学中优于传统教育方式,其表现为可以增加学生实习机会,提高学生的综合素质与处理问题的能力;实习对护理教师的临床带教工作起到督促作用,保证良好的带教意识,提高了临床教学质量。