Does having a similar disability matter for match outcomes?: A randomized study of matching mentors and mentees by visual impairment

Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure

Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and networking behavior of girls (N = 901, M = 13.80 years) who took part in a 1-year online mentoring program in science, technology, engineering and mathematics (STEM), comparing girls who dropped out of the program prematurely (N = 598) with girls who were considered as non-dropouts (N = 303). We used survival analysis methods to simultaneously analyze time-independent characteristics and time-dependent dynamics of mentees' communication and networking behavior. Besides mentees' interest in STEM and compliance with program specifications, a frequent and steady communication with their mentors decreased the risk for premature match closure, especially, if it focused on STEM. Mentors' mentoring experience, mentees' program-wide networking and their networking with other mentees reduced the risk for premature match closure. Regarding the STEM focus of networking, we found competing influences, which need to be further explored in future research.

Priorities for peer support delivery among adults living with chronic kidney disease: a patient-oriented consensus workshop

BACKGROUND

Peer support can address the informational and emotional needs of people living with chronic kidney disease (CKD) and enable self-management. We aimed to identify preferences and priorities for content, format and processes of peer support delivery for patients with non-dialysis CKD and their loved ones.

METHODS

Using a patient-oriented research approach, we conducted a half-day, virtual consensus workshop with stakeholder participants from across Canada, including patients, caregivers, peer mentors and clinicians. Using personas (fictional characters), participants discussed and voted on preferences for delivery of peer support across format, content and process categories. We analyzed transcripts from small- and large-group discussions inductively using content analysis.

RESULTS

Twenty-one stakeholders, including 9 patients and 4 caregivers, participated in the workshop. In the voting exercise on format, participants prioritized peer mentor matching, programming for both patients and caregivers, and flexible scheduling. For content, participants prioritized informational and emotional support focus, and for process, they prioritized leveraging kidney care programs and alternative sources (e.g., social media) for promotion and referral. Analysis of workshop transcripts complemented prioritization results and emphasized tailoring of peer support delivery to accommodate the diversity of people living with CKD and their support needs. This concept was elaborated in 3 themes, namely alignment of program features with needs, inclusive peer support options and multiple access points.

INTERPRETATION

We identified preferences for peer support delivery for people living with CKD and underscore the importance of tailored, flexible programming in this context. Findings could be used to develop, adapt or study CKD-focused peer support interventions.

Correlation Between Enrollment of Students in Mentoring Program and Their Academic Achievements: A Cross-Sectional Study

Introduction Mentoring is a process in which a mentor guides his mentee to achieve specific academic goals and an array of objectives. We conducted this study to detect the correlation between the active participation of the students in the mentoring program and their academic achievements.  Methods This is a comparative cross-sectional study. The data were collected through an online questionnaire. One hundred participants were enrolled randomly in the study. The data included the number of meetings between the mentor and students and their cumulative grade point average (CGPA). Results The response rate was 83.3% (100 students). Fifty percent (n = 50) of the respondents had never met with their mentors while the other 50% (n = 50) had met with their mentors at least once in a semester. For this group, overall, positive response rates regarding the value and effectiveness of the mentoring program exceeded 78%. The correlation between participation in the mentoring program and the academic achievements of students was calculated (R² was 0.007, p-value = 0.757). Conclusions This study demonstrated a non-significant correlation between the degree of involvement in the mentoring program and students' overall academic achievements as students from both sections. Those who were enrolled in the program, and those students who were not, still achieved high scores.

Supporting Mentoring Relationships of Youth in Foster Care: Do Program Practices Predict Match Length?

Implementation of research- and safety-based program practices enhance the longevity of mentoring relationships, in general; however, little is known about how mentoring programs might support the relationships of mentees in foster care. Benchmark program practices and Standards in the Elements of Effective Practice for Mentoring, 3rd Edition (MENTOR, 2009) were assessed in the current study as predictors of match longevity. Secondary data analyses were conducted on a national agency information management database from 216 Big Brothers Big Sisters agencies serving 641 youth in foster care and 70,067 youth not in care from across the United States (Mean = 11.59 years old at the beginning of their matches) in one-to-one, community-based (55.06%) and school- or site-based (44.94%) matches. Mentees in foster care had shorter matches and matches that were more likely to close prematurely than mentees who were not in foster care. Agency leaders from 32 programs completed a web-based survey describing their policies and practices. The sum total numbers of Benchmark program practices and Standards were associated with match length for 208 mentees in foster care; however, neither predicted premature match closure. Results are discussed in terms of how mentoring programs and their staff can support the mentoring relationships of high-risk youth in foster care.