The continuing need for mentors in nursing

Designing a knowledge translation mentorship program to support the implementation of evidence-based innovations

Background

Healthcare professionals require training in knowledge translation (KT) to implement evidence-based healthcare innovations. Mentorship is an effective training strategy that could be used to develop KT capacity but it has largely been used to train clinicians. The purpose of this study was to explore preferences for KT mentorship design.

Methods

Interviews were conducted with 54 Canadian researchers and research users who varied by profession, department, career stage and sex. Participants were asked about KT needs, views on mentorship as a strategy to develop KT capacity, and suggestions for program design. Grounded theory technique and thematic analysis were used to collect and analyse data.

Results

Participants uniformly expressed interest in mentorship over other forms of learning about KT because it would provide credible, tailored information when needed. A variety of options for program content, format and delivery were recommended, suggesting the need for flexibility according to KT needs. Leadership, infrastructure, culture change and incentives may also be needed to foster KT mentorship. Views were mixed on whether mentors should be KT experts or subject or clinical experts with KT experience, and embedded in, or external to organizations.

Conclusions

These findings can be used to develop or evaluate KT mentoring programs. Further research is needed to evaluate different models in which the mentor may be an internal or external KT expert or subject expert with experience in KT, and establish the core curriculum of a training program specific to KT and how it could best be reinforced with mentoring.

Electronic supplementary material

The online version of this article (doi:10.1186/s12913-015-0863-7) contains supplementary material, which is available to authorized users.

Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: a scoping systematic review

BACKGROUND

Knowledge translation (KT) supports use of evidence in healthcare decision making but is not widely practiced. Mentoring is a promising means of developing KT capacity. The purpose of this scoping systematic review was to identify essential components of mentoring that could be adapted for KT mentorship.

METHODS

Key social sciences and management databases were searched from January 2002 to December 2011 inclusive. Empirical research in non-healthcare settings that examined mentorship design and impact for improving job-specific knowledge and skill were eligible. Members of the study team independently selected eligible studies, and extracted and summarized data.

RESULTS

Of 2,101 search results, 293 were retrieved and 13 studies were eligible for review. All but one reported improvements in knowledge, skill, or behavior. Mentoring program components included combining preliminary workshop-based training with individual mentoring provided either in person or remotely; training of mentors; and periodic mentoring for at least an hour over a minimum period of six months. Barriers included the need for infrastructure for recruitment, matching, and training; lack of clarity in mentoring goals; and limited satisfaction with mentors and their availability. Findings were analyzed against a conceptual framework of factors that influence mentoring design and impact to identify issues warranting further research.

CONCLUSION

This study identified key mentoring components that could be adapted for KT mentorship. Overall, few studies were identified. Thus further research should explore whether and how mentoring should be tailored to baseline knowledge or skill and individual KT needs; evaluate newly developed or existing KT mentorship programs based on the factors identified here; and examine whether and how KT mentorship develops KT capacity. The conceptual framework could be used to develop or evaluate KT mentoring programs.

Progressive learning: structured induction for the novice nurse

A consistent specialty induction framework within the acute care hospital facility is essential to the development of both generic and specialty knowledge and skills that transfer to different domains. Providing a structured and progressive learning pathway with accessible resources applicable to the context in which learning is applied supports cross-specialty demands in clinical practice today. A broad consultative process among stakeholders at the facility is essential so that patient governance and human capital investment are collectively monitored and evaluated. This article describes the structure, content and delivery of a 6-week novice nurse surgical induction programme using a newly implemented knowledge and skills framework. While the programme is conducted at a tertiary referral hospital in Sydney, Australia, the subject is transferable to other countries.

Developing, implementing, and evaluating a formal pharmacist mentorship program

BACKGROUND

Mentoring is associated with positive professional and personal outcomes. However, there are few published data on mentoring programs for pharmacists.

OBJECTIVE

To develop and evaluate a mentorship program for hospital pharmacists that was implemented at St Joseph's Healthcare Hamilton, in Hamilton, Ontario, by identifying the benefits and challenges that participants experienced and determining whether the program provided the necessary skills for a successful mentoring relationship.

METHODS

A descriptive pilot study was performed between June 2007 and November 2008. Focus groups and self-administered questionnaires were conducted at two time points (after 3-4 months and at the end of the study period). The focus groups were conducted separately for mentors and mentees. Data were summarized by predefined categories. Quantitative data from the questionnaires were summarized as medians, minimums, and maximums, and qualitative survey data were transcribed and reviewed.

RESULTS

Three mentors were each paired with a mentee. The mentees identified an average of 4 learning objectives. All of the mentees reported improvements in their self-perceived level of competency and skill within the mentoring relationship and their confidence in their ability to perform the functions of a hospital pharmacist. The job satisfaction of both mentors and mentees improved. Reported challenges were related to scheduling and documentation. Mentors and mentees reported high levels of overall satisfaction with the program, at both of the evaluation time points. Participants spent less than 60 min/week each on mentoring activities.

CONCLUSIONS

Both mentors and mentees benefited from the mentoring relationship.

Building organizational capacity for effective mentorship of pre-registration nursing students during placement learning: Finnish and British mentors' conceptions

Health-care organizations have a key role in improving the quality of student mentorship in placements. This study presents the findings of Finnish and British mentors' conceptions of how to build organizational capacity for the provision of effective mentorship for pre-registration nursing students during placement learning. The data obtained from nine semistructured focus group interviews were analyzed using a phenomenographic approach. Three categories of description are presented. Organizations were mainly perceived as optimizers of investments in developing clear strategies for the provision of sufficient resources and professional support for mentors. The creation of a positive mentorship culture within a development-oriented, student-centred and goal-directive atmosphere was seen as essential. Furthermore, providing well-prepared placements for clinical practice of students was emerged as crucial, which included adequate working conditions and stakeholders as well as arrangements of learning opportunities. It is concluded that effective student mentorship requires health-care organizations to invest in financial and human resources in order to promote the quality of the placement learning environments. Such provision will enhance students' recruitment, retention and effectiveness, leading to safe practice and cost-benefits for health-care organizations in the longer term.

Exploring mentorship as a strategy to build capacity for knowledge translation research and practice: protocol for a qualitative study

Background

Research funders, educators, investigators and decision makers worldwide have identified the need to improve the quality of health care by building capacity for knowledge translation (KT) research and practice. Peer-based mentorship represents a vehicle to foster KT capacity. The purpose of this exploratory study is to identify mentoring models that could be used to build KT capacity, consult with putative mentee stakeholders to understand their KT mentorship needs and preferences, and generate recommendations for the content and format of KT mentorship strategies or programs, and how they could be tested through future research.

Methods

A conceptual framework was derived based on mentoring goals, processes and outcomes identified in the management and social sciences literature, and our research on barriers and facilitators of academic mentorship. These concepts will inform data collection and analysis. To identify useful models by which to design, implement and evaluate KT mentorship, we will review the social sciences, management, and nursing literature from 1990 to current, browse tables of contents of relevant journals, and scan the references of all eligible studies. Eligibility screening and data extraction will be performed independently by two investigators. Semi-structured interviews will be used to collect information about KT needs, views on mentorship as a knowledge sharing strategy, preferred KT mentoring program elements, and perceived barriers from clinician health services researchers representing different disciplines. Qualitative analysis of transcripts will be performed independently by two investigators, who will meet to compare findings and resolve differences through discussion. Data will be shared and discussed with the research team, and their feedback incorporated into final reports.

Discussion

These findings could be used by universities, research institutes, funding agencies, and professional organizations in Canada and elsewhere to develop, implement, and evaluate mentorship for KT research and practice. This research will establish a theoretical basis upon which we and others can compare the cost-effectiveness of interventions that enhance KT mentorship. If successful, this program of research may increase knowledge about, confidence in, and greater utilization of KT processes, and the quality and quantity of KT research, perhaps ultimately leading to better implementation and adoption of recommended health care services.