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Germeroth D, Murray CM, McMullen-Roach S, Boshoff K. A scoping review of mentorship in allied health: Attributes, programs and outcomes. Aust Occup Ther J 2024; 71:149-174. [PMID: 37710951 DOI: 10.1111/1440-1630.12903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Revised: 08/19/2023] [Accepted: 08/22/2023] [Indexed: 09/16/2023]
Abstract
BACKGROUND Mentorship is a mutually beneficial voluntary relationship between mentor and mentee. In principle, the mentee trusts in the mentor for guiding career development and acquiring new knowledge and skills while the mentor finds giving back to the profession rewarding. Mentorship is beneficial at every career stage, but little is known about current programs and processes. OBJECTIVE To review the literature about mentorship in allied health to inform programs and practices in occupational therapy. Scoping focused on barriers, facilitators and reported outcomes of programs and attributes of mentors and mentees. DATA SOURCES A search was applied to six databases on 8 February 2022 in Ovid MEDLINE, Ovid Embase, Scopus, PUBMED and CINAHL Complete. Search terms were developed in consultation with an academic librarian and using the population, concept and context mnemonic. METHODS We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and the JBI Manual for Evidence Synthesis. Data extraction forms were piloted with two reviewers and dual extraction occurred with a portion of papers. Where conflicts arose, discussion occurred until a consensus was reached. FINDINGS Sixty-two papers were included from eleven countries. The papers arose from ten allied health disciplines, with five in occupational therapy. One-on-one mentoring was most common followed by groups and the use of online platforms. Structured approaches were often used, with the support of professional associations. Trust and willingness to share expertise were required attributes of mentors. Mentees appreciate self-selecting their mentor and having protected time for mentorship. CONCLUSION AND SIGNIFICANCE This synthesis provides a description of the available literature on mentorship in allied health. Benefits of mentorship were recorded with the acquisition of skills and knowledge being the most prominent. This synthesis provides ideas for future development and refinement of mentorship in occupational therapy.
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Affiliation(s)
- Demi Germeroth
- Allied Health and Human Performance, Occupational Therapy Program, University of South Australia, Adelaide, South Australia, Australia
| | - Carolyn M Murray
- Allied Health and Human Performance, Occupational Therapy Program, IIMPACT for Health, University of South Australia, Adelaide, South Australia, Australia
| | - Sarah McMullen-Roach
- Allied Health and Human Performance, Occupational Therapy Program, University of South Australia, Adelaide, South Australia, Australia
| | - Kobie Boshoff
- Allied Health and Human Performance, Occupational Therapy Program, IIMPACT for Health, University of South Australia, Adelaide, South Australia, Australia
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Stephenson S, Kemp E, Kiraly-Alvarez A, Costello P, Lockmiller C, Parkhill B. Self-Assessments of Mentoring Skills in Healthcare Professions Applicable to Occupational Therapy: A Scoping Review. Occup Ther Health Care 2023; 37:606-626. [PMID: 35341462 DOI: 10.1080/07380577.2022.2053923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Accepted: 03/12/2022] [Indexed: 10/18/2022]
Abstract
INTRODUCTION This scoping review explores the professional literature in allied healthcare to determine which self-assessments of mentor skills are the most valid and reliable for use in occupational therapy doctoral capstone programs. The aims of this scoping review include mapping evidence related to mentor assessments in healthcare, exploring implications for occupational therapy doctoral mentor training programs, and identifying common characteristics of mentor self-assessments for occupational therapy programs to consider when developing capstone mentoring resources. METHODS Researchers applied and reported via PRISMA Extension for Scoping Reviews (PRISMA-ScR). A librarian and authors formulated keywords and database selections to search PubMed/MEDLINE/PMC, and Embase were searched from across healthcare professions for training outcomes, mentor self-assessment, mentor attributes, and use of researcher-developed assessments. The search was limited to English publications from the last 20 years. Data were extracted for quantitative information regarding study characteristics and qualitative information about mentoring skills. RESULTS A total of 852 results were delivered across all databases. Nineteen papers met the final eligibility criteria and were included in the data extraction. Populations were included from several healthcare professions, including 11 nursing, four healthcare researchers, one pharmacy, one midwifery, one medicine, and one medical dietetics. Countries included the United States (n = 7), Finland (n = 5), United Kingdom (n = 4), Japan (n = 1), South Africa (n = 1) and Canada (n = 1). CONCLUSION The authors identified four valid self-assessment tools, demonstrating III and IV levels of evidence, that may be implemented by occupational therapy programs as they develop resources for mentor programs. Occupational therapy programs can use the mentor attributes found in this scoping review to create their own mentor assessment measures or may choose to use a validated tool. The authors recommend additional research in mentor education and mentor skill acquisition.
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Affiliation(s)
- Sara Stephenson
- Department of Occupational Therapy, Northern Arizona University, Phoenix, AZ, USA
| | - Erika Kemp
- Department of Occupational Therapy, The Ohio State University, Columbus, OH, USA
| | - Anne Kiraly-Alvarez
- Department of Occupational Therapy, Midwestern University, Downers Grove, IL, USA
| | - Paula Costello
- Department of Occupational Therapy, Rush University, Chicago, IL, USA
| | | | - Brianna Parkhill
- Department of Occupational Therapy, College of Saint Mary, Omaha, NE, USA
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Kinney S, Janzen KM, Shields KM, Tetenbaum-Novatt J, Mandal M, Owens RE, Seeger CM, Smith S, Tran E, Wagner JL, Zitko K, Kinney J, Eiland LS. Mentorship Landscape and Common Practices in an Academic Pharmacy Association. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100049. [PMID: 37288679 DOI: 10.1016/j.ajpe.2022.10.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Revised: 10/14/2022] [Accepted: 10/18/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVES To explore the landscape of mentorship within professional associations in pharmacy academia, including reviewing available literature and describing currently available programs within the American Association of Colleges of Pharmacy, and recommend key considerations for the development of mentorship programs within professional associations. FINDINGS A literature review of mentorship programs within professional associations for pharmacy academics was conducted, with a total of 5 articles identified and summarized. Additionally, a survey was conducted to determine the landscape of available mentorship programs within American Association of Colleges of Pharmacy affinity groups to capture unpublished experiences. Information regarding common characteristics and assessment methods was collected for groups that have mentorship programs, while needs and barriers were collected for those who did not. SUMMARY Literature, while limited, supports positive perceptions of mentorship programs within professional associations. Based on the responses and working group experience, several recommendations are proposed for mentorship program development, including the need for clearly defined goals, relevant program outcomes, association support to reduce redundancies and promote participation, and, in some cases, implementation of an association-wide program to ensure access to mentorship.
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Affiliation(s)
- Shannon Kinney
- Western New England University, College of Pharmacy and Health Sciences, Springfield, MA
| | - Kristin M Janzen
- University of Texas at Austin College of Pharmacy, Dell Seton Medical Center at the University of Texas, Austin, TX.
| | | | | | - Manas Mandal
- Roseman University of Health Sciences, Henderson, NV
| | - Ryan E Owens
- American Society of Health-System Pharmacists, Bethesda, MD
| | | | - Susan Smith
- University of Georgia, College of Pharmacy, Athens, GA
| | - Emmeline Tran
- Medical University of South Carolina, College of Pharmacy, Charleston, SC
| | - Jamie L Wagner
- University of Mississippi, School of Pharmacy, Oxford, MS
| | | | - Justin Kinney
- Loma Linda University, School of Pharmacy, Loma Linda, CA
| | - Lea S Eiland
- Auburn University, Harrison College of Pharmacy, Auburn, AL
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Eiland LS, Shields KM, Smith SE, Covington EW, Edwards A, Kinney SRM, Haines SL. Development and assessment of a nationwide, cross-discipline women faculty mentoring program. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1555-1563. [PMID: 34895663 DOI: 10.1016/j.cptl.2021.09.031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Revised: 07/01/2021] [Accepted: 09/15/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Professional health care associations present a unique opportunity for formal mentorship programs, with membership often spanning a variety of experiences, professional ranks, and institutions. However, scarce literature describes the role of professional associations in the development and assessment of mentoring programs. This paper describes development of the American Association of Colleges of Pharmacy Women Faculty Special Interest Group (SIG) mentoring program and characterizes the impact of the program. METHODS The task force collaboratively developed the mission, vision, and structure of the mentoring program, posted the program description on the SIG's electronic forum, and called for mentors and mentees via an online survey asking for matching preferences. The task force reviewed responses and designated matches. Participants were emailed match information and a guidance document. The program was assessed at three, six, and 12 months via electronic survey. RESULTS The program matched 43 mentors with 77 mentees, with each mentor assigned one to three mentees. At the three- and six-month assessments, 89% and 87% of respondents, respectively, indicated they had met with their mentor/mentee. At the 12-month assessment, 86% of mentor respondents and 80% of mentee respondents stated the mentoring program met their needs/expectations. Career goal development, work/life integration, and difficult work situations were the most frequently discussed topics. Most participants stated they would continue to serve as a mentor/mentee in a future cycle and recommend other faculty members participate. CONCLUSIONS Results from three-, six-, and 12-month assessments indicated a positive impact of developing a nationwide, organizational, cross-discipline mentoring program.
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Affiliation(s)
- Lea S Eiland
- Department of Pharmacy Practice, 2316 Walker Building, Auburn University Harrison School of Pharmacy, Auburn University, AL 36849, United States.
| | - Kelly M Shields
- Raabe College of Pharmacy, Ohio Northern University, 525 S Main St, Ada, OH 45810, United States.
| | - Susan E Smith
- University of Georgia College of Pharmacy, Department of Clinical and Administrative Pharmacy, 250 W Green Street, Room 270E, Athens, GA 30602, United States.
| | - Elizabeth W Covington
- Samford University, McWhorter School of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States.
| | - Akesha Edwards
- University of Findlay, College of Pharmacy, 1000 N Main St, Findlay, OH 45840, United States.
| | - Shannon R M Kinney
- Western New England University, College of Pharmacy and Health Sciences, 1215 Wilbraham Road, Center for Sciences and Pharmacy, Room 322, Springfield, MA 01119-2684, United States.
| | - Seena L Haines
- Department of Pharmacy Practice, Lead Faculty, Wellbeing and Resilience, Office of Wellbeing, University of Mississippi Medical Center, University of Mississippi, School of Pharmacy, 2500 North State Street, Jackson, MS 39216, United States.
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Porter-Armstrong A, Daly-Lynn J, Turtle B, Abercrombie W, McLean A, Martin S, Stinson M. Joining the workforce during the COVID-19 pandemic: views of Allied Health Profession students. J Interprof Care 2021; 36:651-659. [PMID: 34582727 DOI: 10.1080/13561820.2021.1976122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In the United Kingdom, the onset of the COVID-19 pandemic placed great pressures on universities to ensure final year health care students completed their studies earlier than planned in order to join the National Health Service workforce. This study aimed to explore the anticipations and support needs of final year allied health profession students transitioning to practice during a pandemic. Final year university students across seven healthcare professions were asked to complete an online survey. Demographic data were analyzed by descriptive statistics and responses to open questions were explored using content analysis. Sixty participants completed the survey. Content analysis regarding students' anticipations, fears, and support needs identified the following themes: professional identity and growth; opportunities for improvement; preparedness for transition from university to the workplace, the workplace environment; COVID-19; support from lecturers; daily support within the workplace and innovative methods of support. Although the transition from student to practitioner continues to be a stressful period, only a minority of participants reported COVID-19 as an explicit stressor. However, as the effects of COVID-19 continue to evolve in the United Kingdom, universities and healthcare trusts must ensure adequate supports are in place for recent graduates navigating this transition during a healthcare crisis.
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Affiliation(s)
- Alison Porter-Armstrong
- Senior Lecturer in Rehabilitation Sciences, School of Health Sciences, Institute of Nursing and Health Research. Ulster University, Newtownabbey
| | - Jean Daly-Lynn
- Lecturer in Psychology, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Beverley Turtle
- Research Associate, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Warren Abercrombie
- Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Aislinn McLean
- Occupational Therapist, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - Suzanne Martin
- Professor of Occupational Therapy, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
| | - May Stinson
- Lecturer in Occupational Therapy, Institute of Nursing and Health Research, School of Health Sciences, Ulster University, Newtownabbey, UK
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Schoen RR, Smith SE, Ball J, Bell AM, Kelley K, Haines S. Insight into development of a mentorship program in a professional pharmacy organization. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:875-880. [PMID: 34074521 DOI: 10.1016/j.cptl.2021.03.009] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 12/18/2020] [Accepted: 03/25/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The American Association of Colleges of Pharmacy Pharmacy Practice Section appointed a task force charged with developing a formal, national mentorship program for association section members. This manuscript provides insight into the creation of a mentorship program in a professional organization. METHODS Eighteen task force volunteers were divided into four sub-teams, along with a chair and vice chair. Sub-team responsibilities were segmented into the following: (1) mission and vision development, (2) structure and content, (3) assessment and impact, and (4) dissemination and scholarship. Task force members were surveyed to generate recommendations for creating a formal mentorship program within a professional organization and reflect on the process. RESULTS Seven of 14 eligible task force members completed the questionnaire (50% response rate). Most participants were mid-career, involved in a range of development aspects, and represented both committee members and leadership within the task force. The average time commitment was 15-19 hours over the year. The most common resource utilized was published literature and guidance documents. Identified needs included validated assessment tools, a wider range of exemplary programs to review, and guidance on broader organizational support. Strengths included organization and sub-team structure. Areas for improvement included coordination between sub-teams and resources available. Participants noted the challenges of creating a program to meet the diverse needs of a large membership. CONCLUSIONS This manuscript demonstrates the feasibility and evidence-based approach in creation of a mentorship program within a national organization.
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Affiliation(s)
- Rebecca R Schoen
- Texas Tech University Health Sciences Center, Jerry H. Hodge School of Pharmacy, Department of Pharmacy Practice, 5920 Forest Park Road, Dallas, TX 75235, United States.
| | - Susan E Smith
- University of Georgia, College of Pharmacy, Department of Clinical and Administrative Pharmacy, 250 W Green Street, Athens, GA 30602, United States.
| | - Jennifer Ball
- South Dakota State University, College of Pharmacy and Allied Health Professions, Department of Pharmacy Practice, Avera Health and Science Center, 1055 Campanile Ave Brookings, SD 57007, United States; University of South Dakota School of Medicine, Department of Family Medicine, 1400 W. 22nd Street, Sioux Falls, SD 57105, United States.
| | - Allison M Bell
- University of Cincinnati, James L. Winkle College of Pharmacy, Division of Pharmacy Practice and Administrative Sciences, 3255 Eden Ave, Cincinnati, OH 45229, United States.
| | - Kristi Kelley
- Department of Pharmacy Practice, Auburn University Harrison School of Pharmacy, 2316 Walker Building, Auburn, AL 36849, United States.
| | - Seena Haines
- University of Mississippi School of Pharmacy, Department of Pharmacy Practice, 2500 North State Street, Jackson, MS 39216, United States.
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Sheinfeld Gorin SN, Lee RE, Knight SJ. Group mentoring and leadership growth in behavioral medicine. Transl Behav Med 2020; 10:873-876. [PMID: 33030537 DOI: 10.1093/tbm/ibaa067] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Since its inception in 2016, the establishment of learning communities led by senior Society of Behavioral Medicine (SBM) members has been central to the SBM's Mid-Career Leadership Institute (Institute). At the beginning of an initial two-day intensive workshop, groups of approximately six fellows are placed together, and one or two senior SBM members are asked to lead group mentoring. Senior SBM members serve as mentors during quarterly calls that are conducted over the year in order for group members to develop and present an individual leadership project at the following annual meeting. Group mentoring relies on the social dynamic that emerges from the group's own social norms and roles; it is designed to advance the careers of group members. To our knowledge, this is the first commentary describing a program of formal group mentoring for mid-career leadership development in a professional association. Based on the authors' experience as mentors, thematic and descriptive analyses of the initial workshop evaluations, and contemporaneous notes, we discuss the structure, process, and project outcomes of the formal group mentoring in SBM's Institute. Early process evaluation of the Institute suggests that the Fellows benefitted from the group mentoring experience.
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Affiliation(s)
| | - Rebecca E Lee
- Edson College of Nursing & Health Innovation, Center for Health Promotion and Disease Prevention, Arizona State University, Phoenix, AZ, USA
| | - Sara J Knight
- Department of Internal Medicine, Division of Epidemiology, School of Medicine at the University of Utah, Salt Lake City, UT, USA.,Informatics, Decision Enhancement, and Analytic Sciences (IDEAS) Center of Innovation, VA Salt Lake City Health Care System, Salt Lake City, UT, USA
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Determining effective mentor characteristics in inter-organizational mentoring for managers: an approach based on academics’ and practitioners’ perspectives. INDUSTRIAL AND COMMERCIAL TRAINING 2019. [DOI: 10.1108/ict-06-2018-0051] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe purpose of this paper is to explore the essential mentor characteristics for effective inter-organizational mentoring. This kind of HR development technique, where mentor and mentee belong to different organizations, is becoming increasingly popular and so far has been scarcely studied.Design/methodology/approachFirst, a rigorous literature analysis to identify primary mentor characteristics for managers and professionals has been performed; second, a Delphi analysis has determined their relevance according to the opinion of 125 experienced mentors, mentees and program coordinators that have carried out inter-organizational mentoring processes in Spain; and third, an exploratory factor analysis has reclassified the mentor characteristics into a smaller number of factors.FindingsIn total, 29 relevant mentor characteristics have been identified and valued. The foregoing characteristics are related to seven underlying dimensions or factors that serve to characterize an effective mentor for inter-organizational mentoring programs.Originality/valueThe research extends the existing literature regarding mentor characteristics of those mentors who are engaged in inter-organizational mentoring. In addition, this work offers a valuable contribution to inter-organizational mentoring research based in a Delphi method that includes both academic and practitioner perspectives in a cultural context that may have not received previous attention. The findings can be valuable for both academics who investigate this topic of growing interest, and for practitioners who must face the selection and training of mentors.
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