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"Mentoring programs"
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Balancing act
In this collection of four previously published works, Chloe, winner of the Teen Design Diva contest, embarks on her prize--an internship with a famous fashion designer in New York City.
Book
Pre-Employment Mentoring Programs and Immigrant Labor Market Integration
Employment is one of the priorities for immigrants upon arrival in the receiving country. However, the job search process is often challenging, and structural barriers negatively impact the employment outcomes of immigrants. Facilitated by immigrant-serving organizations (ISOs), sometimes in partnership with employing organizations, pre-employment mentoring programs have emerged as a key intervention to facilitate immigrants’ labor market integration in Canada. Drawing on semi-structured interviews and archival data, we critically examine the benefits and challenges of pre-employment mentoring programs. While beneficial for multiple stakeholders (e.g., immigrants, mentors, employers, and ISOs), pre-employment mentoring programs encounter a series of challenges, including mentor-protégé mismatches, perceived lack of commitment to the mentoring relationships, and unmet expectations. The programs’ reliance on volunteering and stakeholders’ varying understandings and expectations of mentoring contribute to these challenges, resulting in inconsistent mentoring outcomes. The study reinforces ISOs’ critical but constrained role in facilitating immigrants’ access to mentoring at the pre-employment stage. It also highlights the importance of understanding how contextual factors influence formal mentoring outcomes.
Journal Article
Design disaster
After a few successful weeks of her internship with the famous fashion designer, Stefan Meyers, Chloe is asked to split her time between different departments--but her mentor in the new department is a very different person, and trying to please two masters at once is turning out to be more than a little stressful.
Book
Learning curve and functional outcomes after laser enucleation of the prostate for benign prostate hyperplasia according to surgeon’s caseload
PurposeTo evaluate the impact of surgical caseload on safety, efficacy, and functional outcomes of laser enucleation of the prostate (LEP) applying a structured mentoring program.MethodsPatient characteristics, perioperative data, and functional outcomes were analyzed descriptively. Linear and logistic regression models analyzed the effect of caseload on complications, functional outcomes and operative speed. Within the structured mentoring program a senior surgeon was present for the first 24 procedures completely, for partial steps in procedures 25–49, and as needed thereafter.ResultsA total of 677 patients from our prospective institutional database (2017–2022) were included for analysis. Of these, 84 (12%), 75 (11%), 82 (12%), 106 (16%), and 330 patients (49%) were operated by surgeons at (A) < 25, (B) 25–49, (C) 50–99, (D) 100–199, and (E) ≥ 200 procedures. Preoperative characteristics were balanced (all p > 0.05) except for prostate volume, which increased with caseload.There was no significant difference in change of IPSS, Quality of life, ICIQ, pad usage, peak urine flow, residual urine, and major complications (Group A: 8.3 to E: 7.6%, p = 0.2) depending on the caseload. Caseload was not associated (Odds ratio: 0.7–1.4, p > 0.2) with major complications in the multivariable logistic regression model. Only operating time was significantly shorter with increasing caseload in the multivariable analysis (111–55 min, beta 23.9–62.9, p < 0.001).ConclusionWith a structured mentoring program, the safety and efficacy of LEP can be ensured even during the learning curve with very good outcome quality. Only the operating time decreases significantly with increasing experience of the surgeon.
Journal Article
Mentoring programs implementation: differences between group and individual mentoring
Purpose
This article aims to present the differences in implementation between individual mentoring programs (IMPs) and group mentoring programs (GMPs).
Design/methodology/approach
This exploratory study used semi-structured interviews with 16 experts: mentoring program (MP) coordinators, consultants and mentors. During the interviews, the steps in implementing a mentoring program were reviewed and discussed by practitioners.
Findings
Based on the interviews and contrasting with the proposed implementation model, the authors compared IMPs and GMPs. The results highlight the role of the GMP coordinators, especially in the selection of mentors, mentees and generating resources that favor the beneficial effects of group dynamics on mentoring processes.
Practical implications
This model for implementing MPs and the differences identified between IMPs and GMPs provide practical help to program coordinators (PCs) and mentors to deploy MPs by highlighting the relevant aspects.
Originality/value
Mentoring is a Human Resource Development (HRD) technique whose implementation at the program level needs further deepening for practitioners. This is the first work that emphasizes the differences to be considered in the design and implementation of MPs by taking the individual or group dimension of mentoring.
Journal Article
Virtual Mentoring Program within an Online Doctoral Nursing Education Program: A Phenomenological Study
The purpose of this study was to explore the lived experiences of doctoral nursing education students who participated in a virtual mentoring program. A phenomenological design was used to enable the researchers to gain an understanding of the research phenomenon. The three patterns that emerged during the study were Confirmation of Mentoring, Building Communities, and Learning the Role of Doctoral Student. Under the pattern of Confirmation of Mentoring were the themes of Receiving Academic Support and Receiving Personal Support. Under the pattern of Building Communities were the themes of Getting to Know Mentors and Understanding the Importance of Relationships. Under the pattern of Learning of Role of Doctoral Student were the themes of Balancing Time and Learning Technology. Additional research is needed to more fully explore virtual mentoring within doctoral programs.
Journal Article
The Role of Program-Supported Mentoring Relationships in Promoting Youth Mental Health, Behavioral and Developmental Outcomes
This study examined the relationship between youth mentoring status and behavioral, developmental, and emotional outcomes for 859 youths aged 6–17 participating in a national survey of Big Brothers Big Sisters community mentoring relationships (MRs). Youth self-reported behaviors and mental health occurred at the baseline assessment (before being paired to a mentor) and at 18 months follow-up. Youth mentoring status was categorized as follows: (1) continuous MR less than 12 months (
n
= 131); (2) continuous MR 12 or more months (
n
= 253); (3) dissolved MR less than 12 months (
n
= 110); (4) dissolved MR 12 or more months (
n
= 70); 5) MR with a second mentor (re-matched;
n
= 83); and (6); never mentored (
n
= 212). Structural equation model results at 18 months revealed that mentored youths, especially those in MR lasting 12 or more months (continuous or dissolved), reported significantly fewer behavioral problems and fewer symptoms of depression and social anxiety than did non-mentored youths. They also reported stronger coping skills and emotional support from parents. Mentored girls and boys in long-term relationships experienced positive outcomes. Re-matched girls displayed better outcomes than did never-mentored girls while there was some evidence of harmful outcomes for re-matched boys. Threats to internal validity are examined including the possibility of pre-existing baseline differences between mentored and non-mentored youths. Implications for mentoring programs are discussed.
Journal Article
The Effectiveness of the Let’s Teach for Hungary Mentoring Program
The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.
Journal Article
The Value of Peer Mentoring: Transforming the First-Year Medical Student Experience Letter
Vinesh SivaneswaranLondon North West University Healthcare NHS Trust, Ealing Hospital, London, UKCorrespondence: Vinesh Sivaneswaran, Email [email protected]View the original paper by Dr Alobaid and colleagues
Journal Article