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Copyright of Journal of Medical Imaging & Radiation Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This mixed methods study examines whether veteran--novice mentorship between tutors, as part of continuous in- service professional development, would have a positive effect on either party's transferable skills (e.g., communication, collaboration, and professionalism). Quantitative findings from pre- and postsurveys about the veteran--novice mentorship suggest that tutors have significant gains in some transferable skills, such as oral/written communication skills, teamwork/collaboration skills, digital technology skills, and career management skills, after attending the continuous in-service professional development. Quantitative findings from the pre- and postsurveys further indicate that novice tutors improve more, compared to veteran tutors, in their self-perceived oral/written communication skill levels. Qualitative findings from postmentorship interviews explain findings suggested by quantitative analysis, with contextual factors. This research study has bifold significance: "a theoretical perspective" on writing center work and research-supported professional development strategies. The findings of this study provide more food for thought on the subjects of how to design veteran--novice mentorships, how to target some transferable skills for professional development in the future, and how to exemplify the transferable skills in the survey to make those abstract constructs more concrete. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author provides an overview of a peer mentorship program within an honors curriculum and an assessment of its leadership culture. This culture is based on the values of servant leadership and an inclusive community of learners, and it is promoted through an orientation, training, and robust extracurricular component. The author explores the efficacy of leadership culture, considering its influence on peer mentors' identification with the honors community and its influence on their learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Novice student nurses encounter challenges when making the transition to clinical learning because of the complex and unpredictable nature of clinical settings. A selected campus initiated a peer-mentoring programme based on research findings, which revealed that student nurses were inadequately mentored in clinical settings because of mentors experiencing work overload, time and resource constraints, staff shortage and patient-care demands. Aim: The aim of this study was to describe the perceptions of student nurses regarding barriers and benefits of a peer-mentorship programme in a clinical setting. Setting: The study was conducted in a clinical setting in KwaZulu-Natal. Methods: A quantitative, descriptive design was used, whereby data were collected through questionnaires. A total of 56 mentors (third- and fourth-year nursing diploma student nurses) and 94 mentees (first- and second-year nursing diploma students) participated in the study. Results: The mentors highlighted insufficient practice opportunities because of the short duration of the placement, time and resource constraints, and the simultaneous mentoring of too many students as barriers, while the mentees highlighted the reluctance of mentors to fulfil their roles and lack of dedication and unfriendliness as barriers to effective mentorship. The benefits of being a mentor were self-achievement, enhancement of skills and acquiring of positive work ethics, while the major mentee benefits included experiencing less anxiety, adapting to the clinical environment easily and being less intimidated in the clinical setting. Conclusions: This study revealed that both mentors and mentees perceived peer-mentoring programmes as important to their clinical growth. However, these programmes require formative evaluations to address negative perceptions of student mentees and mentors and to identify challenges faced by them. [ABSTRACT FROM AUTHOR]

Peer mentorships improve learning outcomes, student satisfaction, and confidence levels in undergraduate nursing students. In addition, volunteering as a mentor supports leadership development and proficiency in nursing skills. This article retrospectively evaluates an educational intervention using peer mentors in a 2-plus-2 undergraduate nursing program. Students enrolled in this program take prerequisite classes at a community college, then enter the baccalaureate program at the junior level and begin their nursing courses, completing all course work on the community college campus. Senior nursing students mentored the incoming junior students during their first semester as they practiced essential nursing skills in the clinical learning lab. Junior nursing students participating in this mentorship program expressed increased confidence and decreased anxiety levels while practicing clinical skills with mentors. Senior lab mentors valued the opportunity to support junior students in skills practice, and believed participation in the mentorship program improved their own nursing skills. There are several potential benefits of extending peer mentorships to the clinical lab setting for this unique student population as they transition to a baccalaureate nursing program. [ABSTRACT FROM AUTHOR]

Due to the impact and influence of information technology on the education, computer-assisted language learning is becoming the trend in engineering laboratory based teaching and learning. Furthermore, the interactive computer network allows students to explore the technical information and to conduct the laboratory activities more independently. In this research, we introduced a multimedia system to the undergraduate lab education in order to transform a traditional lab instruction to the dynamic experiential learning environment. We applied this multimedia method in a number of labs from second-year class to fourth-year class. Then we evaluate the effectiveness of this new lab teaching approach by conducting student survey and lab test. Based on the results of lab test, we will further measure the Course Learning Outcome (CLO) and Program Learning Outcome (PLO) from the classes with or without adopting this method. Since biotechnology is a discipline of applied science, laboratory application holds high importance in its education. In biotechnology, and other applied science labs, students enhance their learning through seeing, observing, and performing. Our research indicates that this multimedia approach can cultivate the teaching laboratory into more student-centered, active, challenge-based, self-directed learning, and problem based learning environment. [ABSTRACT FROM AUTHOR]

Background and purpose Mentoring programs, a practical tool commonly used by universities, can serve to help new students adapt to challenging college life. Peer mentorship offers the potential for professional development of student pharmacists. Educational activity and setting The Raabe College of Pharmacy at Ohio Northern University implemented a peer mentoring program in 2014. This study evaluates the impact of that program on new student pharmacists. A post-program survey was completed evaluating students’ career perception, emotional stability, academic success, and student perception of the program's influence on these areas. Findings The results indicated that 71.7% of respondents found the mentoring program helpful in their transition to college, and that 60.4% of respondents would “somewhat likely” or “extremely likely” stay active in the mentoring program. Discussion Peer mentorship may serve as a tool to assist student acclimation to the expectations of a professional degree program. Summary It was concluded that the pharmacy mentorship program at the Raabe College of Pharmacy at Ohio Northern is making a positive impact on first-year students by engaging them in the pharmacy program and aiding their transition from high school to college. [ABSTRACT FROM AUTHOR]

In this three-year qualitative study we investigated the experiences and perspectives of university undergraduate students who were peer mentors for students with intellectual and developmental disabilities (ID/DD) in a postsecondary education certificate program at a public university in the northeastern United States. The findings were categorized into three major themes: (a) the roles of these peer mentors; (b) the benefits and challenges related to peer mentoring; and (c) the transformative effect of peer mentoring on these undergraduate students. Findings provide insights into postsecondary education for students with ID/DD and suggest implications for (a) parents of students with ID/DD, (b) transition from high school, and (c) administrators at institutions of higher education. [ABSTRACT FROM AUTHOR]

Peer mentorship is a vital component of doctoral education; however, few studies describe peer mentorship in Doctor of Philosophy in Nursing (PhD N) programs. Explore characteristics, benefits, and challenges of peer mentorship experienced by PhD-N students. An electronic survey was sent to PhD-N program administrators at member institutions of the American Association of Colleges of Nursing in the United States. Contacts were asked to distribute the survey to current and recently graduated PhD-N students. Descriptive statistics were used to analyze participant demographics. Thematic analysis was used to analyze survey responses. Respondents (n = 213) provided perspectives from every PhD-N program phase, with 43.3 % (n = 91) pre-candidacy, 41.0 % (n = 86) candidacy, and 15.7 % (n = 33) recently graduated students. A total of 55.2 % (n = 117) received some form of peer mentorship. Thematic analysis revealed three peer mentorship levels (map, compass, first mate) representing varying degrees of emotional investment. Peer mentorship benefits included feeling connected to peers and the institution, strengthening research skills, and feeling supported. Barriers to peer mentorship include lack of time and institutional support, fear of burdening others, and poorly matched mentors. Given that peer mentorship recipients reported feeling supported and less isolated, academic institutions should build a culture that promotes and supports peer mentorship. Future research should examine peer mentorship effects on PhD-N students' mental health, academic success, and faculty transition. [ABSTRACT FROM AUTHOR]

Background As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty. Purpose This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement. Methods A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation. Discussion The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience. Conclusion The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the 2014 OLA Super Conference session “Mentorship in Academic Libraries: A Universe of Possibilities,” this article explores the benefits of informal mentorship in its various forms and how librarians are embracing a new way of thinking about mentorship both individually and organizationally. The lived experiences of two professional academic librarians are shared as they argue that informal mentorship offers the opportunity to co-create a meaningful mentorship experience by recognizing the importance of the mentee’s voice. This paper will discuss the value of informal mentorship and how, when certain elements are present within it, this model can allow us to reimagine mentorship in academic libraries. Concepts such as “accidental” mentorship, “purposeful” mentorship, mentorship “network,” and “peer” mentorship are discussed. [ABSTRACT FROM AUTHOR]

The article discusses a scoping study to identify and evaluate one-to-one peer mentorship (PM) interventions and recommendations for relevance to veterans with postdeployment syndrome (PDS). The study concluded that one-to-one PM should be applied to this population and further development and systematic evaluations of PMs should take place. Immediate and downstream benefits have been observed for veterans that participate in PM interventions, either in the role of a mentor or a recipient.

The concept of peer mentorship can be applied to a variety of populations. In this article, literature will be reviewed discussing the principles of mentorship and how they have been applied to persons living with aphasia through the development and implementation of an Aphasia Mentorship Program. The protocol of this program (created at the National Rehabilitation Hospital [NRH] in Washington, DC), a case report of a successful mentorship experience, and conclusions regarding the success of the program and future directions will be discussed. [ABSTRACT FROM AUTHOR]