Browsing by Subject "Mentors"

Now showing 1 - 7 of 7
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    An innovative DNP post-doctorate program to improve quality improvement and implementation science skills.
    (Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 2021-01) Reynolds, Staci S; Howard, Valerie; Uzarski, Diane; Granger, Bradi B; Fuchs, Mary Ann; Mason, Leslie; Broome, Marion E

    Background

    Doctor of Nursing Practice programs prepare nurse leaders for unique roles to address healthcare needs across the quality spectrum. However, additional mentoring and training in implementation science and analytical skills is needed to effectively lead system-wide quality initiatives.

    Purpose

    The purpose of this article is to describe the planning, implementation, and evaluation of an innovative post-doctoral DNP Quality Implementation Scholars Program developed through an academic-practice partnership to address this need.

    Project method

    Throughout the one year post-doctoral program, we evaluated student experiences qualitatively using focus groups and quantitatively using standardized course and instructor surveys to assess overall programmatic goals. Program outcomes were evaluated from the perspective of the academic-practice partnership planning committee through a Qualtrics© survey.

    Findings

    Strengths of the program included the in-depth mentoring by faculty and relationships built across the larger health system. Both scholars and the planning team noted that the system-wide project implemented by the scholars was relevant, timely, and quality-focused.

    Conclusions

    This innovative DNP post-doctoral program leveraged the skill-sets of DNP-prepared nurse leaders to lead system-wide quality improvement initiatives tailored specifically to healthcare organizations.
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    Design and Implementation of a Career Development Program for Physician-Scientists: Lessons Learned.
    (Urogynecology (Philadelphia, Pa.), 2022-08) Kameny, Rebecca R; Amundsen, Cindy L

    Importance

    Although skills in health services research and data science have great potential to advance the field of urogynecology, few clinical researchers obtain such training.

    Objectives

    The aim of the R25 UrogynCREST Program is to prepare the next generation of physician-scientists for a successful career in urogynecologic health services research through skilled mentoring and advanced training. The purpose of this report is to describe program implementation and lessons learned.

    Study design

    Administered through the program institution and in partnership with the American Urogynecologic Society, this program provided junior faculty with advanced online training and, through a core facility, access to health care databases for research projects. Participants received individualized mentoring and biostatistical support. Anonymous surveys captured actionable, real-time feedback from participants as they moved through the program.

    Results

    Despite a limited budget, UrogynCREST maintained a core of excellent faculty, high-quality biostatistical support, and engaged, knowledgeable advisors and mentors. This allowed for similar experiences across cohorts while permitting program improvements between cohorts in faculty-participant interactions, team dynamics, and data and regulatory support. Administrative management by a single institution facilitated responses to fiscal and regulatory changes. Asynchronized learning and partnering with a society attracted a diverse group of physician-scientists.

    Conclusions

    Career development programs that incorporate online education, mentoring, database access, and biostatistical support must be prepared for midprogram changes. Regular communication among stakeholders was vital. Working with a core facility provided efficient database access, but evolving regulatory and administrative processes and costs presented challenges. Our experiences implementing this program can benefit similar programs that train early-career physician-scientists.
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    Effective "on-boarding": transitioning from trainee to faculty.
    (J Palliat Med, 2010-10) Gustin, Jillian; Tulsky, James A
    Abstract The transition from trainee to junior faculty member can be both exciting and daunting. However, a paucity of medical literature exists to help guide new faculty in this transition. Therefore, we adapted work from the business management literature on what is referred to as "on-boarding"; effectively integrating and advancing one's position as a new employee. This article outlines strategies for cultivating one's own on-boarding as a junior faculty member at large academic medical centers. These strategies are extrapolated from management practices, culled from the medical literature on developing and retaining junior faculty, and, finally, borrowed from the hard-won knowledge of junior and senior faculty members. They advise new faculty to: (1) start early, (2) define your role--"managing yourself," (3) invest in/secure early wins, (4) manage your manager, (5) identify the "true (or hidden)" organizational culture, (6) reassess your own goals--"look in the rearview mirror and to the horizon," and (7) use your mentors effectively. These strategies provide a roadmap for new faculty members to transition as effectively as possible to their new jobs.
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    Effectiveness of mentoring programs for youth: a meta-analytic review.
    (Am J Community Psychol, 2002-04) DuBois, David L; Holloway, Bruce E; Valentine, Jeffrey C; Cooper, Harris
    We used meta-analysis to review 55 evaluations of the effects of mentoring programs on youth. Overall, findings provide evidence of only a modest or small benefit of program participation for the average youth. Program effects are enhanced significantly, however, when greater numbers of both theory-based and empirically based "best practices" are utilized and when strong relationships are formed between mentors and youth. Youth from backgrounds of environmental risk and disadvantage appear most likely to benefit from participation in mentoring programs. Outcomes for youth at-risk due to personal vulnerabilities have varied substantially in relation to program characteristics, with a noteworthy potential evident for poorly implemented programs to actually have an adverse effect on such youth. Recommendations include greater adherence to guidelines for the design and implementation of effective mentoring programs as well as more in-depth assessment of relationship and contextual factors in the evaluation of programs.
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    Global Mental Health: Five Areas for Value-Driven Training Innovation.
    (Acad Psychiatry, 2016-08) Kohrt, Brandon A; Marienfeld, Carla B; Panter-Brick, Catherine; Tsai, Alexander C; Wainberg, Milton L
    OBJECTIVE: In the field of global mental health, there is a need for identifying core values and competencies to guide training programs in professional practice as well as in academia. This paper presents the results of interdisciplinary discussions fostered during an annual meeting of the Society for the Study of Psychiatry and Culture to develop recommendations for value-driven innovation in global mental health training. METHODS: Participants (n = 48), who registered for a dedicated workshop on global mental health training advertised in conference proceedings, included both established faculty and current students engaged in learning, practice, and research. They proffered recommendations in five areas of training curriculum: values, competencies, training experiences, resources, and evaluation. RESULTS: Priority values included humility, ethical awareness of power differentials, collaborative action, and "deep accountability" when working in low-resource settings in low- and middle-income countries and high-income countries. Competencies included flexibility and tolerating ambiguity when working across diverse settings, the ability to systematically evaluate personal biases, historical and linguistic proficiency, and evaluation skills across a range of stakeholders. Training experiences included didactics, language training, self-awareness, and supervision in immersive activities related to professional or academic work. Resources included connections with diverse faculty such as social scientists and mentors in addition to medical practitioners, institutional commitment through protected time and funding, and sustainable collaborations with partners in low resource settings. Finally, evaluation skills built upon community-based participatory methods, 360-degree feedback from partners in low-resource settings, and observed structured clinical evaluations (OSCEs) with people of different cultural backgrounds. CONCLUSIONS: Global mental health training, as envisioned in this workshop, exemplifies an ethos of working through power differentials across clinical, professional, and social contexts in order to form longstanding collaborations. If incorporated into the ACGME/ABPN Psychiatry Milestone Project, such recommendations will improve training gained through international experiences as well as the everyday training of mental health professionals, global health practitioners, and social scientists.
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    Improving the Emergency Care Research Investigator Pipeline: SAEM/ACEP Recommendations.
    (Academic emergency medicine : official journal of the Society for Academic Emergency Medicine, 2015-07) Ranney, Megan L; Limkakeng, Alexander T; Carr, Brendan; Zink, Brian; Kaji, Amy H; ACEP SAEM Research Committees (approved by ACEP-SAEM Board of Directors)
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    Use of seniors as mentors to medical students: a collaboration between the University of South Carolina School of Medicine and the Medical University of South Carolina.
    (J S C Med Assoc, 2011-02) Wiley, M Kathleen; Granholm, Ann-Charlotte; Bachman, Dav; Wieland, Darryl; Roberts, Ellen; Hardin, Rebekah; Dever-Bumba, Maureen; Eleazer, G Paul