科研之友
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摘要
Background: Despite the recognized importance of mentoring, little is known about specific mentoring behaviors that result in positive outcomes. Objective: To identify key components of an effective mentoring relationship identified by proteges-mentor dyads in an academic setting. Methods: In this qualitative study, purposive sampling resulted in geographic diversity and representation of a range of academic disciplines. Participants were from 12 universities in three regions of the U.S. (South, n = 5; Northeast n = 4; Midwest, n = 2) and Puerto Rico (n = 1). Academic disciplines included natural sciences (51%), nursing/health sciences (31%), engineering (8%), and technology (1%). Twelve workshops using the Technology of Participation(C) method were held with 117 mentor-prot g dyads. Consensus was reached regarding the key components of an effective mentoring relationship. Results: Conventional content analysis, in which coding categories were informed by the literature and derived directly from the data, was employed. Eight themes described key components of an effective mentoring relationship: (1) open communication and accessibility; (2) goals and challenges; (3) passion and inspiration; (4) caring personal relationship; (5) mutual respect and trust; (6) exchange of knowledge; (7) independence and collaboration; and (8) role modeling. Described within each theme are specific mentor-prot g behaviors and interactions, identified needs of both prot g and mentor in the relationship, and desirable personal qualities of mentor and prot g. Conclusions: Findings can inform a dialog between existing nurse mentor-prot g dyads as well as student nurses and faculty members considering a mentoring relationship. Nurse educators can evaluate and modify their mentoring behaviors as needed, thereby strengthening the mentor-prot g relationship to ensure positive outcomes of the learning process.
- 出版日期2014-5
