Nursing and Midwifery Students’ Perception and Experiences of Mentorship: A Systematic Review

Background: Mentorship has been the model adopted by many countries to support learning and assessment of students in the clinical placement. It has remained uncertain whether or not it has a lot of positive benefits for the students’ experiences during placement as there have been divided opinions among researchers. Objective and review question: The objective of this qualitative systematic review was to explore the perceptions and experiences of nursing and midwifery students regarding mentorship during clinical placement. The question of the review was: what are the perceptions and experiences of nursing and midwifery students regarding mentorship during clinical placement. Methods and materials: Electronic data bases, journals and grey literature were searched for relevant studies and seven qualitative studies were systematically included in the review. The Joanna Briggs Institute-Qualitative Assessment and Review instrument (JBI-QARI) was used to critically appraise the studies. Data extraction was done using the JBI-QARI Data Extraction Tool. A thematic analysis was used to synthesise the findings. Findings: The findings suggest that there are still gaps within the mentorship programme that could have an impact on the students’ learning experiences during clinical placement. From the themes identified which include: need for feedback, hands on practice, continuity of mentorship and mentor-mentee relationship, the reviewers concluded that such areas of mentorship require attention in order to benefit the students. Conclusions: It can therefore be concluded that there are many lessons to be learnt in order to continue improving mentorship. It is also clear that mentorship will be beneficial to students if a good relationship is established between the mentor and mentee, as this is the beginning of the experience. All staff members should be willing to support students in learning for them to develop the knowledge, skill and attitudes that are necessary to their learning.

Exploration of Scientific Research Mentorship on the Cultivation of Undergraduate Students Innovation Ability

In order to improve the quality of undergraduate training and cultivate students innovation ability,more and more colleges and universities are implementing the research mentorship system among undergraduates.The study summarizes the main role of mentorship on the cultivation of innovation ability,analyzes the problems in the implementation of mentorship,and proposes corresponding solutions.

“双导师制”管理在麻醉专业学位研究生与住培并轨教育中的应用

目的:在麻醉学专业学位研究生与住培并轨教育中引入“双导师制”协同管理模式,探究该模式在提升教育质量与学生职业能力方面的有效性。方法:本研究选取中国医科大学附属盛京医院麻醉专业的60名硕士研究生为对象,通过随机数字表法分为对照组(n=30)与试验组(n=30)。对照组采用传统单导师教学模式,而试验组则实施创新的“双导师制”模式。试验组研究生除了接受学位导师的科研指导外,还配备经验丰富的住培导师,专注于临床实践能力的培养。本研究通过研究生自评问卷与专业考核成绩对教育效果进行评估。结果:相较于对照组,试验组在自评问卷和专业考核成绩上表现更佳(P<0.05)。结论:“双导师制”管理模式的引入显著提高了麻醉专业学位研究生的教育质量,有效增强了学生的专业能力和实践技能。

对职业本科学生实施本科生导师制的探索——以医学检验技术专业为例

在深化现代职业教育体系建设改革背景下,职业本科院校引入本科生导师制有助于加强职业本科人才的全方位高质量培养。职业本科院校实施本科生导师制可提高学生的学术能力和综合素质,促进学生的个人发展和职业规划。在职业本科院校医学检验技术专业开展本科生导师制能进一步促进本科生导师制的发展,提高医学检验技术专业教育质量。

临床医学硕士专业学位研究生组团式导师制培养模式研究

临床医学硕士专业学位研究生教育是培养高层次临床医师的重要途径之一。目前采用的临床医学硕士专业学位研究生导师制存在硕士专业学位研究生规范管理难度较大、临床能力培养不足、科研能力普遍较差、教学能力难以保障及心理健康隐患较多等问题。鉴于临床医学硕士专业学位研究生具有相近的培养目标,参考近年来人才组团式帮扶工作模式,结合团队导师在医学教育等领域的实践经验,针对临床医学硕士专业学位研究生的管理,提出组团式导师制培养模式。在组团式导师制的框架下,构建小组培养教育体系,探讨组团式导师制的实践模式,从日常管理、临床培训、科教培养、心理疏导和导师素质等方面展开实效分析,研究其对培养临床医学硕士专业学位研究生的可行性,为医学研究生教育改革提供参考。

导师制主导下本科生培养模式探讨

“导师制”是适应新时期大学生综合素养提升的重要培养策略,目前已经在我国很多高校中实施。但不同高校和专业在实施“导师制”过程中存在较大的差异,甚至将其异化,缺乏从培养模式的高度对这一策略进行宏观的总结和归纳,不利于“导师制”在大学生综合素质培养中的优势发挥。该文通过对“导师制”主导下的教学与管理相关角色的权责范围和主要工作进行解析,从培养目标与考核方式、课程设置及组织形式四个方面深入分析“导师制”主导下本科生培养模式的建构及其要点,并对相关认识误区进行辨析,结论如下。(1)“导师制”下的“导师”与班主任和辅导员之间是一种相互补充的权责关系,是对现有培养模式的一种优化和补充。“导师”在学生专业能力培养、人格品质塑造和未来职业兴趣点构建方面应该扮演更为重要的角色。(2)“导师制”培养模式的实施有赖于培养目标和考核方式巨大变革,需要更加突出学生的综合素养和专业的社会价值的认同感。(3)“导师制”需要课程设置上更加灵活地兼顾理论课程与实践课程、必修课程与选修课程的关系,适当增加选修课程的比例,并突出以小组化形式组织课程学习与专业训练,突出“以赛带学”“以项目研究带学”和“以社会实践带学”等为主要的学习形式。

分析影像科住院医师规范化培训中运用导师制结合以问题为基础的教学法的教学效果

目的探讨导师制、以问题为基础的教学法(problem based teaching,PBL)联合应用于影像科住院医师规范化培训(简称规培)工作中的方法及效果。方法选取2021年12月—2023年6月在山东大学附属威海市立医院影像科规培的68名规培生作为研究对象,应用信封法分为研究组与对照组,每组34名,对照组实行导师制教学模式,研究组予以导师制+PBL教学模式,记录并对比两组规培前、规培结束后影像学相关理论知识及影像学相关实践技能考核得分情况,统计各组对本次规培教学满意度。结果研究组规培结束后影像学相关理论知识(94.36±1.15)分、实践技能考核得分(93.26±3.14)分均优于对照组(91.53±1.46)分、(89.83±2.55)分,差异有统计学意义(t=8.879、4.944,P均<0.05);研究组对本次规培教学的整体满意情况优于对照组,差异有统计学意义(P<0.05)。结论针对影像科规培工作中积极开展导师制、PBL相结合的综合性教学方案效果显著,有利于提高规培生影像学相关理论知识及影像学相关实践技能掌握情况,对维持良好的师生关系也具有积极意义。

导师制在康复医学住培教育中应用的思考

康复科住院医师规范化培训(简称“住培”)在康复医学的专科人才培养中有重要作用。在住培中实施导师制有利于学生的职业发展及个人晋升,能够引导学生树立正确的人生观和价值观,拓展学生的科研思维和应用能力,培养临床思维和实践技能。针对目前导师制实施过程中存在的导师和学生缺乏互动和沟通、导师选拔标准不严格、导师积极性较低等问题,文章从导师选拔机制和导师制实施对策方面提出了解决方案,包括导师的资格与遴选、导师的管理和考核、建立导师激励政策、改进教学方法、引导学生科研思维、注重导师对学生人文素养及思政教育等方面,探索因材施教的导师制住培教育管理体系。

Career Development of Higher Education Teachers:Opportunities,Challenges,and Strategies for Success

Career development for higher education teachers plays a crucial role in enhancing both the quality of education and the professional satisfaction of academic staff.This essay explores the various stages of career development for educators,including entry into academia,professional growth,and leadership advancement.It examines the challenges these educators face-such as the balance between teaching,research,and service-and presents strategies that institutions and individuals can adopt to foster career growth.Key factors like mentorship,continuing education,and institutional support are discussed as critical to enabling sustainable career progression.The essay concludes by underscoring the importance of ongoing development to ensure teachers can meet evolving educational demands.

基于史密斯模型的本科生学业导师制研究

目的通过探究医学院校本科生学业导师制的实施情况,发现制度运行中存在的问题,提出建设性建议和改善措施。方法本研究以史密斯政策执行模型为基础,从理想化政策、政策环境、政策执行机构、目标对象分别对本科生学业导师制进行研究。结果本科生学业导师制实施过程中,在理想化政策方面还存在着政策模糊性高,机制尚未激活的问题。在政策环境方面缺乏完整的政策体系,考核评价方式单一,财政支持力度不足。在政策执行机构方面存在着学校师资力量缺乏以及师生双方间沟通较少等问题。在目标对象方面则存在着对政策的认知程度低、目标群体参与积极性低、目标对象的需求与实际不符等问题。结论目前我国本科生学业导师制基本形成,但仍存在政策执行模糊性高,组织及制度保障存在缺陷,对学业导师制认知不到位等问题。

现代学徒制框架下聋校职业教育“多导师制”建设路径——以江苏省无锡市特殊教育学校为例

江苏省无锡市特殊教育学校针对聋校职业教育师资不足和校企协同育人难题,创新性地提出“多导师制”。该制度通过整合校内学科导师、德育导师以及校外企业导师和岗位师傅,构建了一支多元化、立体化的导师团队,有效缓解了师资短缺问题,为听障学生提供了全面深入的职业教育支持。“多导师制”建设路径主要有设立标准以组建专业高效的导师团队、完善培养机制以促进团队成长、建立保障体系以确保团队稳定。实践证明,该制度对聋校职业教育的创新与发展具有显著的推动作用,更为现代学徒制在聋校的推广提供了宝贵经验。

地方师范院校全程本科导师制实施现状及优化策略研究

全程本科导师制根据学生的不同学习阶段分别制订导师指导计划,在学业规划、专业辅导、科研探索以及品德培育等方面实现本科生培养各阶段、各环节的导师全程指导,有利于高校完成培养高素质、高创造力的复合型人才的任务。高校应结合三全育人要求,以立德树人为根本任务,拓宽导师选择路径,提高指导针对性,创新指导模式,畅通指导渠道,促进全程本科导师制的顺利推进,实现育人质量的有效提高。

中文系本科生学术创新能力培养中的问题及对策——以南京信息工程大学中文系研究类选修课为例

随着高校教育的不断发展,我国大学课程中的研究类选修课扮演着越来越重要的角色,但在实际的教学过程中,学生的学术创新能力并未得到显著提升。文章以南京信息工程大学中文系的研究类选修课为案例,分析该类课程在学生创新能力培养中取得的成果以及存在的不足,从而为中文系本科生学术创新能力的培养提出对策建议,期望能够促进学生向好发展。

提高研究生导师培训有效性的实践与思考——以北京化工大学为例

导师培训是研究生导师指导能力提升的重要举措,但目前存在导师对培训认识不到位、高校培训机制不够完善的现状,如何提高培训有效性是个值得探索的问题。本文总结了北京化工大学从强化价值引领、明确培训制度、需求导向确定培训方案等方面不断优化导师培训机制的探索和实践,并提出了进一步完善分层次差异化培训、加强“双师型”能力培训、注重效果评估与反馈等方面的建议。

“一制三化”育人模式:内涵要素、实施困境与创新路径

“一制三化”是国家多年来针对基础学科拔尖生培养的育人模式,在“学院办大学”的改革背景下,可以作为基准通用模式在全国高校二级学院推广应用。其中,“导师制”是实现教育高质量发展的师资保证,“小班化”是实现教育高质量发展的组织保证,“个性化”是体现教育高质量发展的重要向度,“国际化”兼具人才培养手段与目标的双重性。但是,二级学院推行该模式总体上面临师资不足、经费短缺、评价偏颇等事关制约其运行的根本性问题,同时学科专业属性也影响该模式某些要素的实践向路与发展层级。为此,二级学院可以基于“一制三化”的某个要素实现个别创新,或者基于四大要素逐步实现综合创新,尤其基于其他相关要素实现系统创新。

Beyond one term of mentoring:A new approach to the research mentorship of undergraduate students

Background:The Undergraduate Research Mentorship Program(URMP)at the University of Pittsburgh(UPitt),School of Nursing(SoN)was envisioned and implemented in the 2008 e2009 academic year to expose undergraduate students to research early in their college educational experiences.Moreover,the URMP is a method to retain current students and attract new high school applicants to the SoN.Methods:This article presents(1)the program's conceptualization,objectives,implementation,and outcomes using descriptive statistics and(2)the strengths of the URMP as well as the opportunities gained and lessons learned through conducting the program.Results:The program has shown success in attracting students to get involved in research.To date,63.3%e75.7%of participating students reported gaining various research skills from the URMP.Additionally,URMP students have reported participating in conferences and creating close relationships with their mentors;indeed,97%of these students are interested in pursuing a graduate education.Moreover,the majority of URMP student participants(85.7%)have reported that not only the research experience met or exceeded their expectations,but also they were very satisfied with the research experience.Conclusion:Through the URMP,unlike a traditional didactic class,students can benefit from experiential learning,incentives to participate,and a mentoring relationship without the added pressure of obtaining grades at the end of the term.

Are Mentorship and Training the Key in Provision of Emergency Obstetric and New-Born Care (EmONC) Services? A Formative Evaluation of Pre and Post in Samburu County, Kenya

Background: In Kenya, the Maternal Mortality Ratio (MMR) is approximated to 362 maternal deaths per 100,000 live births while the stillbirth rate stands at 23 deaths per 100 live births which are far below the target of 147 maternal mortality per 100,000 live births and 12 stillbirths per 100 live births respectively. Progress in addressing preventable maternal and newborn deaths and stillbirths depend on the improvement of the quality of maternal, fetal and newborn care throughout the continuum of care. Objective: To determine the effect of mentorship and training in improving the provision of Basic Emergency Obstetric Newborn Care (BEmONC) and Comprehensive Emergency Obstetric Newborn Care (CeMONC) services among health workers in Samburu County. Methodology: A one-week training intervention was carried among health workers in level three, four and five health facilities by master trainers. Using two tools adopted from MEASURE Evaluation and a structured questionnaire, a total of 54 (before the intervention) and 64 (after the intervention) health workers from 29 health facilities were interviewed. Training effectiveness was assessed by means of questionnaires administered pre- and post-training, by correlating post-training results of health workers, and through participatory observations at the time of on-site supervisory visits, mentorship and monthly meetings. An assessment was conducted to measure the level of confidence of the health workers in performing their duties. Results: Central Samburu had the majority of the health workers both at the pre-intervention (44.4%) and post-intervention (51.6%), North Samburu had an extra health worker at post-test while no change in numbers was recorded in East Samburu. A majority of the health workers across the three sub-counties were 31 - 40 years old, with only 2 (3.8%) aged 51 years and above. Following the interventions, improvements in the practice of BEmONC services were seen across the three sub-counties. There was an increase, at post analysis, in the use of the partograph to monitor labour (from 52% to 98.1%) and managing severe infection in the newborn (from 40.4% to 60.3%). Performing CS improved from 17.3% to 31% and the same was also recorded in carrying out blood transfusions. On post-survey, health workers reported the least confidence in performing manual vacuum. Other BEmONC services including active management of 3rd stage labor, use of partograph, manual removal of the placenta, managing maternal sepsis and identifying danger signs in the newborn had a high rate of confidence. Conclusions: This study finds that structured mentorship is an effective strategy to build the capacity of health workers. However, there is a need for further research to monitor and evaluate if such programmes improve clinical outcomes in the long run.

基于CDIO模式导师制的“新医科”智能医学方向人才培养的探索与实践

为适应新的教育形式,教育部新医科改革明确提出发展智能医学工程等医学新专业。南通大学在医工交叉专业人才经过近五年本科生导师制人才培养模式的探索和实践教学中取得了一定的成果,在此基础上借鉴工程教育领域构思(conceive)、设计(design)、实施(implement)和运行(operate)的CDIO教学模式优化专业培养方案,旨在搭建“新医科”背景下的智能医学方向的双创人才培养框架体系。

“I’m Just Guiding You”: An Exploration of Software Design Mentorship within a Software Engineering Firm

The case study presented here uses an interpretivist (qualitative, humanistic) approach to illustrate and describe a range of interactions and behaviors that occur during design meetings where mentoring and design simultaneously occur within a software engineering firm, during a portion of the design phase for a software project. It attempts to examine the interaction between two design team members (one novice and one expert) and describes how these observations intersect with the theoretical and applied literature and actual design processes. Taking cues from two theoretical descriptions of the design process, the study presented here suggests that modes and models of mentorship should be added, when applicable, as a descriptive portion of the design process.

诊所法律教育视野下新时代高职法律专业人才培养模式研究

高职法律专业人才培养,要结合新时代高职法律专业学生特点实行诊所法律教育,在学生成人方面实行导师制,在学生成才方面实行学徒制,为法治中国建设培养德智体美劳全面发展的高技能法律职业人才。