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Related Experiment Video

Updated: Jun 10, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Examining Mentor Perception of Competence in an Academic Peer Mentoring Program.

Elizabeth Zwilling¹, Caitlin Jeanmougin, Britt Cole

¹Dr. Zwilling, Dr. Jeanmougin, Dr. Cole: Miami University, Oxford, OH.

The Journal of Continuing Education in the Health Professions

|October 16, 2024

Summary

Peer mentoring programs enhance faculty transition to academia. Mentors reported high competence in trust-building and acknowledging contributions, but sought more support for mentee scholarly development.

Keywords:

mentor mentor competence nurse faculty peer mentorship

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Last Updated: Jun 10, 2025

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Published on: September 11, 2021

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Published on: November 15, 2024

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Published on: September 27, 2020

Area of Science:

Nursing Education
Academic Mentorship
Faculty Development

Background:

Peer mentoring programs are vital for new faculty transitioning from clinical practice to academia.
Mentors are crucial in supporting this transition.
This study evaluated mentor competence and experiences in a structured peer mentoring program.

Purpose of the Study:

To describe mentors' perceived competence in 21 areas of the mentor role.
To explore mentors' experiences during the first year of a structured peer mentoring program.

Main Methods:

A mixed-methods approach was used, combining the Mentoring Competency Assessment-21 with open-ended questions.
Eight mentors in a university nursing program participated.
Data were collected electronically after the first year of the program.

Main Results:

Mentors reported highest competence in establishing trust, considering differences, and acknowledging mentee contributions.
Lowest scores were in estimating scientific knowledge and scholarly productivity.
Mentors felt moderately competent overall and valued provided support, but desired more assistance for mentee scholarly development.

Conclusions:

Supportive materials and regular communication are essential for mentor competence and successful nursing faculty peer mentoring programs.
Future research should assess mentee perceptions of mentor competence and long-term program outcomes.