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.

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.

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.

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。

数字化环境下音乐教学软件的开发——视唱教学辅助软件“Mentor”的设计与分析

随着数字化技术的飞速发展,音乐教学软件的开发、设计,已日益成为我国普通高等音乐教育界无法回避的客观事实。文章以解决普通高校数字化音乐教学的具体问题为宗旨,以介绍＂Mentor＂视唱教学辅助软件的设计与分析为内容,对这款软件设计的理念、功能和操作等方面进行了较为详尽的阐释;指出其功能实用、便捷,内容全面、丰富,及针对性较强等主要特征;希望能对视唱教学的数字化改革,发挥一点积极作用。

数字化环境下音乐教学软件的设计与构想——视唱教学辅助软件“Mentor”的升级版设计与分析

在数字化应用技术已经渗透到社会的各个领域的大背景下,数字化环境中音乐文化呈现出的多元性以及学生的认知能力已经远远超出了教育者的想象。文章旨在解决普通高校音乐专业学生及社会各领域音乐爱好及学习者普遍面临的视唱学习困境,以介绍"Mentor"视唱教学辅助软件升级版的设计与构想为内容,对这款软件设计的理念、功能和操作等方面进行了较为详尽的阐释;指出其功能实用、便捷,内容全面、丰富,以及针对性较强等主要特征;希望能对视唱教学的数字化改革,发挥一点积极作用。

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.

Turning into a “Godparent”: How adult volunteers negotiate their personal life to become a mentor for “Unaccompanied Refugee Minors”

This article looks into how volunteers deal with their biographies and social embeddedness to make sense of their engagement in mentoring before they are matched. It draws on a qualitative investigation on a community-based pilot youth mentoring program for “unaccompanied refugee minors” in Austria. This article reveals how already trained, local adults actively relate to “family,”“migration” and “previous activities” in their meaning-making. It shows how they negotiate their personal life and existing relationships in the process of turning into a future “godparent.” The discussion of findings against the state of the art leads the way to two heuristic claims: firstly, the study provides grounded arguments for an extension of the conventional mentoring concept on the side of the mentor. Secondly, for a more relational and processual approach towards the mentors’ side, both biographical and social network dimensions need to be integrated in methods and designs of youth mentoring research.

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.

基于PLC和MENTORⅡ的智能钳型吊电气控制系统

本文研究了全数字智能钳型吊电气控制系统的设计方法,设计出了以PLC及MENTORⅡ为核心的控制方案。该方案极大的提高了钳型吊的工作效率、可靠性及控制精度,降低了能耗。实验结果证明了此方案的有效性。

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.

Lap Mentor腔镜模拟训练系统与简易模拟训练器在本科生临床带教中的对比研究

目的:探讨基于虚拟模拟系统的Lap Mentor腔镜模拟训练系统与简易模拟训练器在无腹腔镜操作基础的本科生临床带教中的运用。方法:30名无腹腔镜操作基础的本科生分为Lap Mentor腔镜模拟训练组15人、简易模拟训练器训练组15人,比较、分析2组培训前后及临床实践操作用时。结果:实验组和对照组通过培训均显著提高腹腔镜技能操作水平(P <0. 05)。在临床实践操作中2组在腹腔镜下取标本操作用时无差异(161. 4±63. 5 VS179. 4±77. 5,P> 0. 05),但在腹腔镜下腹膜缝合中实验组用时明显少于对照组(520. 5±77. 0 VS 577. 6±96. 1,P <0. 05)。结论:虚拟模拟系统与简易模拟器均可以提高无腔镜操作基础的本科生的技能水平,但前者适用于具有一定腔镜操作基础的学员进行高级技能培训、临床实战模拟演练以及腔镜考核等。

合作性师资培育方案中mentor表现之分析研究

台湾自 1 997年实施“新制教育实习”措施 ,采行师资培育机构与中、小学校的合作精神 ,规定大学毕业的师资生须至学校现场实习一年 ,成绩合格后才能取得正式教师资格 ,却因现实因素而不断调整其作法 ;最近则企图取消这项措施 ,欲将教育实习融入师资养成教育的学习活动中。未来的“新制教育实习”措施无论如何实施 ,中小学在师资培育工作的重要性 ,及其与师资培育机构合作的必要性 ,势必有增无减 ,尤其为合作关系中第一线担任师资生或实习老师 (后文皆以师资生称之 )mentor的班级教师 ,他们的表现不仅直接影响机构间的合作关系与师资生的实习品质 ,也间接影响个人的教学表现、赋权 (empowerment)、专业自主的信念及专业成长。本文将具体列出mentor应协助师资生“培养教学能力及发展能力”的要项 ,以量化研究方式分别探究mentor个人及其与师资生对协助“培养教学能力及发展能力”的认知及实际表现 ,并考虑mentor的性别、教学年资、接受创新程度 (innovativeness)、焦虑及忧虑特质等因素的影响。